ISSN: 2222-6990
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Professional teaching is not up to mark throughout Sindh in general and district
Mirpurkhas in particular. It is generally assumed and accepted that the teachers only touch
knowledge and comprehension levels of Bloom’s cognitive domain. The other two affective and
psychomotor domains are openly ignored in both the curricula and professional teaching.
Present qualitative study is an attempt to evaluate the existing teaching regarding Bloom’s
three domains at secondary school level in District Mirpurkhas. The purposive sampling
included the 30 students; out of them 10 students (05 boys and girls each) were interviewed
and 20 students (10 boys and girls each) were selected for focus-group-discussions separately.
Findings revealed that the existing teaching was teacher centered rather than learner-centered.
Teaching strategies mostly involved knowledge and rote learning with a little focus on
comprehension that is of course the lower levels of cognitive domain while the affective and
psychomotor domains remained untouched throughout.
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