Abstract: This study was conducted as part of the self-assessment study to determine the factors affecting the level of student performance in Science. The lowest performing class was the focus of the study. The study made use of the application of Bloom’s Taxonomy and other Strategic Interventions to see the effect on student’s performance in the final examination. The study involved a total of twenty six (26) respondents drawn from six hundred five (605) populations from the grade department enrolled in Royal International School, Doha, Qatar. A significant gain on student performance was noted after the treatment using t-test for correlated samples.
Keywords: Reading Intervention, Support, Reading Ability, Effect.
Title: The Effect of Implementing Bloom’s Taxonomy and Other Strategic Interventions to the Level of Student Performance in Science
Author: Ivy Hipolito-Casupanan, Rodolfo Casupanan
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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