Thinking Levels

Heather A. Lee, Ed.D.

Abstract: Thinking Levels in Christian Publishers’ Elementary Reading Textbook Questions (2010)

This study determined what levels of thinking were included in Christian publishers’ elementary reading textbooks and if there was a statistically significant difference
between the levels of thinking in different textbooks. A proportional random sample of
reading comprehension questions was drawn from the fifth grade teacher’s editions of
reading textbooks from two leading Christian school publishers (A Beka Book and Bob
Jones University Press). The questions were classified by a team of three raters by their category of thinking according to the revised Bloom’s taxonomy (Anderson et al., 2001).

The A Beka Book textbook contained 57.6% lower level questions and 42.4% higher
level questions. The Bob Jones University Press textbook contained 45.8% lower level
questions and 54.2% higher level questions. Lower level thinking included questions in
the remember category. Higher level thinking included questions in the understand,
apply, analyze, evaluate, and create categories. A two-way contingency table (2 x 2)
analysis produced a Pearson χ 2 (1, N = 515) = 6.39, p = .01. The difference between the amount of lower and higher level questions in the two textbooks was statistically
significant at the p < .05 level for a proportional data set.

For Dr. Lee's complete dissertation, click here to order (UMI Publication Number 3398636).

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