Introduction: Among the contemporary models developed, the updated Bloom’s taxonomy has become the most widely used cognitive process model for gauging learning questions. This model emphasizes the cognitive levels starting from remembering information and progresses to advanced levels such as producing knowledge. Even though students use a variety of strategies to synthesize information and learn, there is an urgent need for teachers to adopt better pedagogies to facilitate meaningful learning. Adams (2015) established that Bloom’s taxonomy places emphasis on student’s ability to acquire prior knowledge before interpreting or applying it into a real-world scenario. It is of interest then to determine the Bloom’s levels in principles of economics textbooks.
Methods: This study utilized qualitative research to determine whether the aspects of Bloom’s revised taxonomy were utilized in end of chapter questions. The questions at the end of the chapters of the “Principles of Economics” by Gregory Mankiw (2021) were classified based on Bloom’s revised taxonomy.
Results: The study revealed that most of the questions utilized the apply level of Bloom’s cognitive domain. There were few questions regarding evaluation or creating.
Discussion: Faculty need to be aware of the different Bloom’s levels available to them and potentially focus more on the higher levels of Bloom’s revised taxonomy.
Limitations: One limitation is that only the leading Principles of Economics textbook was surveyed. Other textbooks may produce different results.
Conclusions: The leading Principles of Economics textbook had many end-of-chapter questions at the apply level of the revised Bloom’s taxonomy. There may be opportunities to develop more questions at the higher levels of the revised Bloom’s taxonomy.
