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This study evaluates English Book I of the Federal Textbook Board at SSC level by applying the Cognitive Domain of Bloom’s Taxonomy of Educational Objectives. Using a mixed-method approach with question analysis, it examines alignment with the cognitive sublevels, identifies existing or missing domains, and checks congruency between exercise questions and unit content. Findings reveal imbalance and random sublevel ordering, along with weak content-exercise congruence, recommending continuous rigorous revision.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/textbook-evaluation-analyzing-english-textbook-i-of-federal-board-at-ssc-level-in-the-light-of-blooms-taxonomy-of-educational-objectives/490757/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/textbook-evaluation-analyzing-english-textbook-i-of-federal-board-at-ssc-level-in-the-light-of-blooms-taxonomy-of-educational-objectives/490757.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding English Book I?","Question",{"text":112,"@type":113},"To analyze how the exercises of English Textbook I (Federal Board, SSC level) align with Bloom’s Taxonomy’s Cognitive Domain and to assess ordering, domain coverage, and exercise-content congruence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which method does the research use to evaluate the textbook exercises?",{"text":117,"@type":113},"A mixed-method approach is used: qualitative in-depth study of the texts and quantitative textual analysis, with “question analysis” as the research tool.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about the Cognitive Domain in the exercises?",{"text":121,"@type":113},"All Cognitive sublevels are present, but their order is random, showing a lack of balance. The study also finds no congruency between content and the exercises.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},490757,1791693097,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Textbook Evaluation: Analyzing English Textbook I of Federal Board at SSC Level in the Light of Bloom’s Taxonomy  \nof Educational Objectives  \nArshad Mahmood Muhammad Iqbal Butt Sidra Mahmood  \nAbstract  \nTextbooks play a vital role in a successful teaching-learning process. This means that quality education heavily depends on the quality of textbooks. Therefore, it is imperative to maintain their quality bypassing them through rigorous evaluation and assessment procedures. The study at hand analyzes English Book Iof Federal Textbook Board by applying the Cognitive Domain of Bloom’s Taxonomy of Educational Objectives. The said textbook is taught in federal schools at SSC level, which is a fundamental stage in the cognitive development at early childhood phases. The research employs mix-method approach as it is both qualitative and quantitative in nature; qualitative due to its nature of an in depth study of the texts and quantitative because textual analysis was carried out. The research tool used is “question analysis”. The study aims at finding out the degree to which the exercises of the textbook satisfy the Cognitive Domain, existing/missing domains, order followed by the sub levels of the Cognitive Domain and congruency of the exercises with the content of the units in the textbooks. The results show a lack of balance with regard to Cognitive Domain. In other words, all the sublevels of the Cognitive Domain are present but their order is random. Thereis no congruency of the content with the exercises as well. It is, therefore, suggested that the textbook needs rigorous revision from time to time. Their designing should be performed according to set criteria and there should be clear learning objectives. The research proposes a link between English Textbook and its role in ESL/EFL teaching thus claiming a valid and continuous evaluation of the textbooks as the call of day for quality ESL/FEL teaching.  \nKeywords: Bloom’s Taxonomy, Cognitive Domain, English Textbook, Federal Board, Educational Objectives  \n1. Introduction  \nIt is from the times of Plato and Aristotle that education was idealized and considered as the foundation of a balanced society. Education is not something haphazardly imparted; it is the result of a careful planning. Curriculum is one such example of planning. According to Kelly (2004, p.2), curriculum means the various types of programs of teaching and instruction.  \nVarious educational factors collectively make curriculum, hence it can be considered a broad phenomenon carrying various tools to impart education in an educational setting. Among them, textbooks play a central and fundamental role in teaching learning situations for all subjects including English language teaching. In the underdeveloped and developing countries, textbooks are the first medium that children come across and have an exposure to, and in many situations, they are the only source which the learners have access to. Naturally, it applies to Pakistan too. According to Hamza (2004, p.03), the main teaching, learning, and reference tool for language teaching in Pakistan is the textbook.  \nA textbook comprises content carrying material to mold and modify the ideologies, values and behaviors of learners. But the content alone is not sufficient; exercises at the end of each lesson are provided in order to further clarify the content thus making learners imbibe the material to the fullest. This efficient procedure of evaluation, if adopted, will affect all the stakeholders i.e. students, teachers and the education system per se and will lead to plausible solutions for the improvement and upgradation of textbooks. Keeping in mind the importance of textbook evaluation and the gap in Pakistani context, especially with regard to English textbooks at SSC Level vis-à-vis Bloom’s Taxonomy, the present study was carried out.  \n1.1 The Statement of Problem  \nIn Pakistan, a variety of textbooks are used as instructional material in the educationa","cbCaigOJFrA0VSXy","https://ap.wps.com/l/cbCaigOJFrA0VSXy","pdf",706561,35,"English","# Introduction\n## The Statement of Problem\n## Objectives of Study\n## Research Questions\n# Literature Review","[{\"question\":\"What is the study’s main purpose regarding English Book I?\",\"answer\":\"To analyze how the exercises of English Textbook I (Federal Board, SSC level) align with Bloom’s Taxonomy’s Cognitive Domain and to assess ordering, domain coverage, and exercise-content congruence.\"},{\"question\":\"Which method does the research use to evaluate the textbook exercises?\",\"answer\":\"A mixed-method approach is used: qualitative in-depth study of the texts and quantitative textual analysis, with “question analysis” as the research tool.\"},{\"question\":\"What do the results indicate about the Cognitive Domain in the exercises?\",\"answer\":\"All Cognitive sublevels are present, but their order is random, showing a lack of balance. The study also finds no congruency between content and the exercises.\"}]","Textbook Evaluation - Analyzing English Textbook I of Federal Board at SSC Level in the Light of Bloom’s Taxonomy of Educational Objectives | PDF",1790841803,88]