INTRODUCTION
Research is a systematic inquiry or investigation into
a subject in order to discover or revise facts, theories and their
applications.
Educational research according, to Nigerian researchers is inquiring
into the unknown speculated or argued for the purpose of clarification.
Educational research is a systematic approach in data collection analyzing it
in order to procure a dependable solution to educational problems.
Taxonomy of education: this can be defined as the
classification of educational objectives in terms of the kinds of behaviour
that should be inculcated to students in educational institutions.
SIMPSON’S
TAXONOMY OF THE PSYCHO-MOTOR DOMAIN
Simpson (1972) identified seven categories within the
psycho-motor domain they include:
(1)
PERCEPTION:
This can be defined as ability to use sensory cues to guide motor activity. The
inclusion of this objective is based on the premise that motor responses are to
a large extent a function of sensory cues. It ranges from sensory stimulation
through cue selection, to translate. Example are: listening to the sounds made
by guitar stings before tuning them, recognizing sounds that indicate
malfunctions equipment estimates where a ball will land after it is thrown and
then move to the correct location and adjustment of heat of stove to correct
temperature by smell and taste of food.
(2)
SET: This is
refers to the readiness to act. Simpson has rightly pointed out mental,
physical, emotional sets. This predetermine a person’s response to different,
situations called mindset. Example knowing how to use a computer mouse, having
instrument ready to play and watching conductor at start of a musical
performance, showing eagerness to assemble electronic components to complete a
task and recognizing ones abilities and limitations.
(3)
GUIDED RESPONSE: This objective was included by Simpson based on the premise that
learning occurs through observation and imitation. Examples, as using a torque
wrench just after observing an expert demonstrate its use experimenting with
various ways to measure a given volume of a volatile chemical or performs a
mathematical equation as demonstrated by an instructor.
(4)
MECHANISM:
This is the intermediate stage in learning a complex skill. At this stage
learned responses have become habitual and the movements can be performed with
some confidence and proficiency. Example, the ability to correctly execute a 60
degree banked turn in an aircraft to percent of the time, speed and accuracy,
in typing or use of a personal computer or in repair a lacking faucet.
(5)
COMPLEX OR OVERT RESPONSE: A higher stage of attainment of proficiency is the
complex or overt response. This is the skillful performance of motor acts which
involve complex movement patterns. Simpson explained that this category
includes performing without hesitation and automatic performance. Example, players
uttering sounds of satisfaction or expletives as soon as they hit a tennis ball
or throw a football, because they can tell by the feel of the act what the
result will produce. Activities measures this objective may found in
dismantling and re-assembling various components of an automobile quickly with
no errors maneuvering a can into a tight parallel parking spot, operating a
computer quickly and accurately or displaying competence while playing the piano.
(6)
ADAPTATION:
This emphasis on the extant the individual can diversify proficiency in
performance of other related tasks. Examples, as using skills developed in
learning how to operate an electric typewriter to operate a word procession
responding effectively to unexpected experiences modifying instruction to meet
the needs of the learners or performing a task with a machine on what is was
not originally designed for.
Origination: It focuses on initiation. This means to focuses
on learning outcomes that emphasizes on creativity
based upon highly developed skills. It involves creating new movement patterns
to fit a particular situation or specific problem. Examples, as designing a
more efficient way to perform an assembly line tasks, constructing a new theory,
developing new and comprehensive training program or creating a new gymnastic
routine.
Learning taxonomy Simpson’s psychomotor
domain
|
Level
|
Illustrative verbs
|
Examples
|
|
Perception
|
choose, describes detects,
differentiates etc
|
Listening to the sounds
made by guitar strings before turning them. Adjusts heat of stove to correct
temperature by smell and taste or food etc
|
|
Set
|
Begins displays explains
moves, proceeds, reacts, etc
|
Knowing how to use a
computer mouse. Having instrument ready to play and watching conductor at
start of a musical performance etc.
|
|
Guided response,
|
Assembles, builds,
calibrates constructs displays etc
|
Using a torque wrench just
after observing an expert demonstrate a it’s use. Performs mathematical
equation as demonstrated
|
|
Mechanism
|
Assembles, builds,
calibrates, fastens etc.
|
Demonstrating the ability
to correctly execute a 60 degree barked turn in an aircraft to percent of the
time use a personal computer. etc.
|
|
Complex or overt
response
|
Assembles, builds
calibrates, constructs. dismantles, displays etc
|
Dismantling and
re-assembling various components of an automobile quickly with no errors.
Displays competence while, playing the piano.
|
|
Adaptation
|
Adapts alters changes,
rearranges varies
|
Using skills developed in
learning how to operate an electric typewriter to operate a word processor.
|
|
Origination
|
Arranges, combines
composes, constructs, composes, constructs creates designs, etc
|
Designing a more efficient
way to perform an assembly line task constructs a new theory etc.
|
The major problems in the application of Krathwow and
Harrows taxonomies in development of research instatement are:
1.
Lack of cooperative planning: In the application of harrow, 1972 taxonomy of
psychomotor domain co-operative planning is always a problem, in the sense that
appropriate objectives are better built up by group of competence teachers of
the same subject matter because they will pull their ideas or resources
together in the formulation in order to achieve a set objectives.
2.
Interest of the learning: According to the pragmatists, learning is child
centered and this is the only way they can be motivated. Objectives should than
be developed around their focal points of interests in order to make learning
worthwhile and their educational career a reality.
3.
Inadequate guide in the selection of teaching
materials and methods. In the
application of harrow, 1972 inadequate selection of teaching materials and
method is one of the major problems that hinder the achievement of objectives
of education.
4.
Inadequate economy
or man power needs in application of harrow, 1972 finance is always a problems
in the implementation of educational programmes in order achieve educational
objectives.