Exploring Rote Versus Meaningful Learning Activities in an FFL Textbook ‘Sunrise 12’ on the Basis of Bloom’s Revised Taxonomy

Abstract

This study attempted to analyze and categorize rote and meaningful learning activities included in the Sunrise12 EFL textbook in light of the six cognitive categories in Bloom’s Revised Taxonomy. The study also attempted to calculate the percentages, frequencies, and expected numbers of these activities. In addition, this study sought to determine the extent to which the distribution of cognitive categories, including meaningful learning, is equitable throughout the Sunrise12 textbook. The findings showed that the total distribution of rote and meaningful learning activities, as well as the cognitive domain within meaningful learning, was imbalanced. The findings showed that both SB and AB included meaningful learning more than rote learning. The former included71.7%, and the latter included 77.2%. On the other hand, SB included 28.3% of rote learning, and AB included 22.8. The total frequency of rote learning activities is 118 constituting (25.7%) while, the total frequency of meaningful learning activities is 341 constituting (74.3 %). The findings also indicated that unbalanced distribution among the cognitive levels encompassing meaningful learning.