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Analyzing Questions of Public Examinations in Arabic Grammar of Third Intermediate Classes in the Light of Bloom's Taxonomy | ||
| Al-Fatih journal | ||
| Article 1, Volume 13, Issue 69, 2017, Pages 404-428 | ||
| Author | ||
| Entisar G. Hazza | ||
| Abstract | ||
| This paper aims at Analyzing Questions of Public Examinations in Arabic Grammar of Third Intermediate Classes in the Light of Bloom's Taxonomy. The scope of the paper is limited to analyz questions of Arabic Grammar of third intermediate classes for the period of five years from (2012 to 2016). In addition, the researcher adopted the content analysis approach which is considered one of the cadastral studies in the descriptive method of research. The researcher selected a total number of (109) third intermediate questions to be analyzed in the study. Furthermore, the researcher set a form which comprised criteria of questions analysis selected from Bloom's cognitive taxonomy and from studies and literatures in relation to the topic of the paper. Then, this form was exposed to a group of experts and referees. Moreover, after grouping and statistically processing data via percentage as mathematical tool in addition to Scot Equation, the researcher found out that the comprehension level came first with (51) frequencies and a ratio of (46.79%) of the total analyzed questions, whereas remembering was in the second place with (34) frequencies and a ratio of (31.19%) of questions analyzed, while the application level came third with (24) frequencies and a ratio of (22.02%) of the total analyzed questions. In the light of the study results, the researcher figured out the following: 1. Public examination questions in Arabic Grammar of third intermediate classes were set to measure the levels of (remembering, comprehension, application), and neglected levels of analysis, synthesis and evaluation according to Bloom's taxonomy of the cognitive filed. The analysis of public examination questions in Arabic Grammar of third intermediate classes mirrored results which are concordant with objectives of teaching Arabic grammar in terms of the levels of remembering, comprehension and application regarding the cognitive field and Bloom's taxonomy. | ||
| Keywords | ||
| Questions of Public Examinations | ||
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