Comprehension and application were the most frequent learning objectives in both series, with evaluation least frequent¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly

Subclaims¶

q2 i? In the high school textbooks, comprehension (30%) and application (28%) were the most frequent learning objectives and evaluation the least frequent. → Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 q2 i? In the Interchange series, comprehension (27%) and application (29.5%) were most frequent and evaluation (2.3%) least frequent. → Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 (2)

Evidence¶

Mahmoud Abdi Tabari & Iman Abdi Tabari 2015¶

Mahmoud Abdi Tabari & Iman Abdi Tabari. (2015). Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.94

q2 · i? · design · r2

Descriptive frequency analysis of 572 coded learning objectives in the four high school textbooks (Table 1), with comprehension at 172 and application at 161 counts; evaluation had 10. Percentages are descriptive, no effect size printed.

"comprehension (%30) and application (%28) were the most frequent numbers of learning objectives and evaluation was reported as the least frequent one."

Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 (2)¶

Mahmoud Abdi Tabari & Iman Abdi Tabari. (2015). Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.94

q2 · i? · design · r2

Descriptive frequency analysis of 718 coded learning objectives in the four Interchange volumes (Table 2). The article notes "These two series were in much accord" and that the Interchange total outnumbered the high school total.

"comprehension (%27) and application (%29.5) were the most frequent numbers of learning objectives and the least frequent number was evaluation (%2.3) part."

Discussion¶

Related Claims¶

• The Interchange series covered learning objectives more comprehensively than the Iranian high school textbooks — related
• Linguistic intelligence dominated both series while natural intelligence was least frequent — related
• The two textbook series differ significantly in the distribution of intelligences across learning objectives — related