THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
178
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 14-12-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue12-08
PAGE NO.: - 178-204
ANALYSIS OF THE CONTENT OF THE
LUBRICATION SYSTEM UNIT IN ENGINES
FROM THE AUTOMOTIVE MECHANICS
CURRICULUM FOR 11TH-GRADE
INDUSTRIAL STUDENTS IN LIGHT OF
KNOWLEDGE PATTERNS AND BLOOM’S
COGNITIVE LEVELS
Hamza Saadat
PhD Student in Teaching and Learning, An-Najah National University, Palestine
Safaa Bsharat
PhD Student in Teaching and Learning, An-Najah National University, Palestine
Rawan Abu-Seif
PhD Student in Teaching and Learning, An-Najah National University, Palestine
Suha Jaber
PhD Student in Teaching and Learning, An-Najah National University, Palestine
Alia Assali
Associate Professor in Teaching and Learning, An-Najah National University, Palestine
RESEARCH ARTICLE
Open Access
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
179
https://www.theamericanjournals.com/index.php/tajssei
INTRODUCTION
The increasing scientific and technological
advancements have led to fundamental changes in
the educational process. There is an urgent need to
keep pace with these realities and adapt to them by
developing curricula, ensuring their flexibility,
updating them, employing modern technology,
enhancing scientific thinking, and fostering
individual skills and competencies. Additionally,
the educational content must be renewed to
connect it with the realities of the environment,
local communities, and the global community. This
is because it has become a requirement for those
involved in the educational process to stay aligned
with and adapt to these developments.
Scientific and technological progress in any society
today depends on an educational system that
provides quality education, which means
developing and updating curricula. Curricula
occupy a vital center in the process of education
and are considered the backbone of the
educational process. They reflect the reality of
society, its philosophy, culture, needs, and
aspirations. The challenges of globalization and
rapid technological development in the 21st
century have made it essential for the education
sector to keep pace with these developments. This
is because, in addition to the complexities of
globalization, the entire cognitive, technological,
and information revolution is transforming
educational curricula and preparing students to
interact with this revolution in multiple ways.
Current curricula are not aligned with the
development of new thinking skills that keep pace
with this revolution (Al-Khaldi & Kashk, 2020).
Therefore, the vision of the Palestinian Ministry of
Education and Higher Education is to establish an
educational system that aligns with the best global
educational standards, guiding students towards a
useful and productive life. It aims to develop the
ability for continuous learning and teaching,
keeping pace with the realities of the globalization
era, and contributing to achieving sustainable
development in society. This vision is focused on
creating
modern
educational
curricula,
accompanied by methods and assessment tools
based on global academic standards. It also
contributes
to
creating
an
educational
environment that places the student at the center
of the educational process. The Palestinian
Ministry of Education and Higher Education’s
focus on developing education dates back to the
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
180
https://www.theamericanjournals.com/index.php/tajssei
early 1990s, when it recognized the strong
connection between primary, secondary, and
higher education. This began with the recognition
of the impact of education outputs on the efficiency
and productivity of the workforce graduating from
higher education, university, technical, and
vocational institutions (Ministry of Education and
Higher Education, 2009).
School curricula are among the most prominent
components of the educational system in any
society. They are an important means upon which
educational institutions rely to achieve their
teaching and learning goals. Through them,
learners practice the values, principles, customs,
and perceptions of the society they live in, utilizing
their mental and physical abilities to fulfill their
desires, needs, and aspirations (Alimat, 2006).
In light of the above, the curriculum is not limited
to textbooks but extends to include several
interconnected and integrated elements: goals,
educational content, cognitive mental stimuli,
educational activities, teaching aids, technological
activities, assessment methods, and educational
questions. All of this is implemented under
effective teaching methods that achieve the
teaching-learning objectives set by the Ministry of
Education (Drouza, 2006).
Educational content is considered one of the key
elements of the curriculum in the modern
perspective. It is delivered through the school
curriculum to achieve the holistic development of
the learner, through the information, concepts,
skills, attitudes, and values prepared by the
institution for the learner. These are the essential
components the learner needs to adapt to society
in various areas of life. It is defined as a collection
of experiences provided through the school
curriculum to achieve the holistic development of
the learner, through the information, concepts,
skills, attitudes, and values prepared by the
educational institution for the learner. These are
the elements the learner needs to adapt to society
in various areas of life, and they are prepared by
the educational institution for the learner
(Shaheen, 2006).
It is essential to diversify the questions included in
the curriculum to cover the different cognitive
levels. One of the most prominent classifications
addressing this is Bloom's taxonomy. Bloom’s
Taxonomy of Learning Objectives (Bloom et al.,
1956) is one of the most well-known models
describing levels of cognitive performance. Its
levels are hierarchical, meaning that learners must
achieve the objectives of the lower levels to
progress to the higher levels. This taxonomy
includes
the
levels
of
remembering,
comprehension and understanding, applying,
analyzing, synthesizing, and evaluating (Drouza,
2021).
The researchers selected the Lubrication Unit in
Vehicles from the Palestinian curriculum for 11th
grade (Automotive Mechanics) within the
(Industrial) track. This unit is delivered to students
in two parts (theoretical and practical). Through
this, the researchers analyzed the unit’s content in
light of knowledge patterns and Bloom’s cognitive
levels to examine the extent to which this unit
addresses those patterns and cognitive levels. The
goal is to achieve scientific integration and ensure
the diversity of levels, particularly related to
automotive mechanics. Since this curriculum
encompasses both theoretical and practical
aspects, the researchers targeted all knowledge
patterns and all levels of Bloom’s cognitive
taxonomy. They aimed to identify the extent to
which the unit includes all cognitive levels and
knowledge patterns and to analyze them.
As stated in the introduction of the prescribed
textbook for the first semester, where the unit is
included, its objectives aim to provide students
with various levels of knowledge, bring them
closer to the work environment, and prepare them
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
181
https://www.theamericanjournals.com/index.php/tajssei
to enter the field of automotive mechanics. This is
achieved through educational activities with a
practical and applied nature, incorporating an
integrated work plan for training on the
curriculum’s outlined mechanical requirements
and the prerequisites for applying this training.
Additionally, it emphasizes knowledge boxes and
critical thinking issues that stimulate the students’
memory (Al-Rajabi et al., 2020).
Study Problem
The Automotive Mechanics curriculum is one of
the vocational specializations that requires various
levels of knowledge and a precise scientific
understanding of the material it includes. This is
essential to enable students to apply their
knowledge practically and achieve higher levels of
thinking. Therefore, the study problem is defined
as analyzing the Automotive Mechanics curriculum
for 11th grade in the industrial track based on
knowledge patterns. It aims to develop a
specification table to design an achievement test
whose questions align with the cognitive
objectives of Bloom’s taxonomy. Addition
ally, it
seeks to verify the extent to which these objectives
are achieved by examining whether the
distribution is normal or not, based on the results
of the test tool.
One of the researchers has been a vocational
instructor for over nine years at a reputable
vocational training center in the country, Kalandia
Vocational Training Institute. He is also the head of
the mechanical department, supervising numerous
trainers in this field. Through reviewing studies
that indicated issues in the content of vocational
curricula in general, and industrial curricula in
particular, such as the study by Al-Namla (2017)
and the study by Saadat (2022). The researchers
aimed to analyze the content of the Lubrication
Unit in Engines as a fundamental unit of the
targeted curriculum, particularly focusing on those
skills that measure thinking in an open-ended
manner, such as critical and analytical thinking.
Therefore, the researchers deemed it necessary to
conduct this study to analyze the levels, types,
patterns, forms, and content of the Lubrication
Unit in Engines from the Automotive Mechanics
curriculum for 11th grade industrial students, in
light of knowledge patterns and Bloom’s cognitive
levels.
Study Questions:
The study is guided by the following questions:
1. What is the extent of inclusion of the Lubrication
System Unit content in Engines from the
Automotive Mechanics curriculum for 11th-grade
industrial students in light of knowledge patterns?
2. What is the extent of inclusion of the Lubrication
Unit content in Engines from the Automotive
Mechanics curriculum for 11th-grade industrial
students in light of Bloom’s cognitive levels?
Study Objectives:
The current study aims to achieve the following
objectives:
1. To identify the extent of inclusion of the
Lubrication System Unit content in Engines from
the Automotive Mechanics curriculum for 11th-
grade industrial students in light of knowledge
patterns.
2. To identify the extent of inclusion of the
Lubrication System Unit content in Engines from
the Automotive Mechanics curriculum for 11th-
grade industrial students in light of Bloom’s
cognitive levels.
Study Importance
The importance of the study lies in the following
aspects:
Theoretical Importance
The theoretical significance of the current study
lies in the importance of the topic it addresses. It
focuses on analyzing the content of the Lubrication
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
182
https://www.theamericanjournals.com/index.php/tajssei
System Unit in Engines from the Automotive
Mechanics Curriculum (AMC) for 11th-grade
industrial students in light of knowledge patterns
and Bloom’s cognitive levels.
This study
contributes to the scientific material it provides,
making it a valuable database for educators,
researchers, and students. It offers a theoretical
framework that includes the analysis of
educational unit content in light of knowledge
patterns a
nd Bloom’s cognitive levels. Therefore,
this study can be considered a reference that
enriches university libraries in Palestine, in
particular, and the electronic university library
websites in general, with research material related
to the topic.
Practical Importance
The practical significance is reflected in the
following:
1. Highlighting the Automotive Mechanics
Curriculum for the 11th-grade students.
2. Benefiting curriculum developers in the
industrial field by focusing on higher cognitive
aspects as a high level of thinking and linking them
to practical application.
3. Encouraging decision-makers at the Ministry to
adopt a system of integration between theory and
practical application within industrial vocational
institutions.
Study Limits:
The study is confined to the following:
Objective Limits: This study is limited to the
Automotive Mechanics curriculum for the 11th-
grade
industrial
track,
specifically
the
experimental and revised edition of 2020.
Temporal Limits: The study is restricted to the first
semester of the academic year 2024/2025.
Study Terms:
The current study includes several key terms,
defined both conceptually and procedurally as
follows:
• Content Analysis: One of the scientific research
methods aimed at the objective, systematic, and
quantitative description of the explicit content of
communication materials. It is a research approach
that seeks to derive accurate and reliable
inferences from data related to the content (Al-
Jubouri & Sufeih, 2022).
•
Researchers
define
content
a
nalysis
procedurally: A research methodology involving a
set of organized and sequential steps aimed at
analyzing the content of the “Lubrication System in
Engines” unit from the 11th
-grade industrial
automotive mechanics curriculum, in light of
knowledge
patterns and Bloom’s cognitive levels.
• The researchers procedurally define the
automotive mechanics curriculum as: The
curriculum encompasses theoretical knowledge,
cognitive and logical experiences, and practical
activities, including higher-order thinking skills
and others. It aims to produce beneficial outcomes
for students enrolled in this curriculum, which has
been approved by the Palestinian Ministry of
Education for teaching in the 11th-grade industrial
track within the Palestinian curriculum.
• Bloom’s Cognitive Taxonomy: One of the most
famous educational classifications developed in
the cognitive mental field, created by the American
scholar in 1956. It categorizes cognitive processes
hierarchically into six levels, ranging from simple
to complex: remembering, understanding and
comprehension, applying, analyzing, synthesizing,
and evaluating (Bloom, et al., 1956).
• The researchers define Bloom's Taxonomy
procedurally as a classification of educational
objectives within the cognitive domain, used to
categorize the objectives outlined in the
Lubrication System unit of the Automotive
Mechanics curriculum for the eleventh-grade
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
183
https://www.theamericanjournals.com/index.php/tajssei
industrial track.
• Patterns of Knowledge: These refer to the
analysis of the content of educational tasks, both
procedural and cognitive, with the aim of
identifying the type of information contained
within that content. Four main patterns of
educational content are proposed: general
concepts, general principles, procedures, and facts
and concepts (Druzeh, 2021).
• The researc
hers procedurally define patterns of
knowledge as the analysis of the scientific content
in the lubrication system unit of the AMC for the
11th-grade industrial track breaking it down into
facts, concepts, procedures, and principles. And
organizing these components in a logical sequence,
from simple to complex, and from concrete to
abstract.
The Theoretical Framework and Previous
Studies:
The researchers review the key literature and
references that address the topic of assessment, its
tools, methods, and any related subjects directly
connected to the research topic.
Content Analysis Concept:
Content analysis, or content analysis technique, is
one of the research tools increasingly relied upon
in studying documents. Some researchers indicate
that this technique allows for the study of data
indirectly by analyzing the content within
documents such as books, magazines, newspapers,
and broadcasts.
As Al-
Rifa’i (2005) explained, this technique aims
to analyze media content by investigating the
available information. The importance of this
technique lies in its ability to reveal the attitudes of
individuals and groups through analyzing their
written productions.
Content Analysis Importance
The importance of content analysis in educational
studies and curricula lies in its role as a crucial tool
for understanding how information is presented
and analyzing the extent to which study materials
align with educational objectives and academic
standards. Its significance is reflected in several
points, as highlighted by (Al-Adawi, 2010; Jalal,
2015; Al-Najjar, 2015; Abdullah, 2015; Hamadi,
2011; Al-Faqih, 2013; Krippendorff, 2018;
Neuendorf, 2017).
Evaluating the quality of curricula through content
analysis helps determine their alignment with
educational goals and established standards.
Content analysis can contribute to analyzing the
extent to which curricula cover essential concepts
and required skills. Additionally, it helps identify
educational gaps and measure the balance
between theory and practice by analyzing the
curriculum content, which aids in determining the
balance between theoretical and practical
information in educational texts. It also ensures
diversity and inclusivity by representing different
groups in educational texts and assessing whether
they consider inclusiveness and present diverse
images that reflect societal reality. Additionally,
content
analysis
helps
examine
the
appropriateness of the language and style used in
the curricula. It also ensures that the content is
suitable for the target age group and that it
enhances
student
understanding
without
unnecessary complexity. Moreover, it helps
measure how much the curricula focus on
developing essential student skills such as critical
thinking, analysis, and problem-solving. By
assessing the extent to which these skills are
covered, educational institutions can improve
their performance in preparing students for their
academic and professional future, as well as
enhance their evaluation processes.
The researchers believe that the process of content
analysis in studies and curricula significantly
contributes to improving the quality of education,
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
184
https://www.theamericanjournals.com/index.php/tajssei
ensuring that the curricula align with educational
objectives and inclusivity. It helps in identifying
gaps and enhancing academic and pedagogical
effectiveness, which positively impacts the
students’ educational experience.
Steps of Curriculum Content Analysis:
According to Krippendorff (2018), content
analysis is an organized process aimed at
evaluating educational curricula and study
materials accurately. The steps of content analysis
can be divided into several main stages. The steps
include: defining the purpose of the analysis,
selecting a sample that appropriately represents
the curriculum, determining the analysis criteria,
collecting and analyzing data, interpreting and
evaluating the results, and providing relevant
recommendations.
Bloom’s Taxonomy:
Bloom’s Taxonomy (Bloom, 1956) is one of the
most famous classifications in the field of
educational objectives. It has significantly
contributed to the development of a system
designed to clarify educational goals and assist
educators and teachers in measuring the success of
the educational process. Bloom’s Taxonomy
consists of three main domains: the cognitive
domain, the affective domain, and the
psychomotor domain. The cognitive domain is
considered the most important for developing
educational tests and measurements. Bloom
divided this domain into six levels: remembering,
understanding and comprehension, applying,
analyzing, synthesizing, and evaluating. This
taxonomy has been widely used in many studies
(Al-Sibyah, 2019).
Vocational Education:
According to Nasrallah (2018), vocational
education forms the vision and objectives of the
National Strategy for Vocational and Technical
Education and Training. It serves as a basis for
modernizing and improving the vocational and
technical education and training system in
Palestine, achieving the following general
objectives:
Meeting labor market demands and acquiring the
necessary qualifications as outlined in the
Palestinian Professional Classification and
National Qualifications Framework. Adopting a
holistic approach to develop all required
competencies among trainees. Enabling effective
participation in processes and performance to
ensure their success in their chosen paths and
future careers. Supporting every learner to
continue learning, advance in personal and
professional
development,
and
transition
throughout their lives to become dedicated,
responsible, and capable members of society. Thus,
contributing to economic and social development
under the guidance of educational insights.
Vocational institutions (such as vocational training
centers, industrial secondary schools, and
technical colleges) operate within this framework.
Vocational and technical education and training
play a fundamental role in implementing the core
focus of the vocational and technical education and
training strategy. This includes developing,
modernizing, and implementing market-driven
curricula (Al-Dalou, 2017).
Objectives of Vocational and Technical
Education and Training:
Vocational and technical education and training
aim to transfer, develop, and enhance knowledge
by focusing on several key aspects summarized by
Al-Dalou (2017) and Awiwi (2021), including:
Basic and advanced vocational education, directed
at students of both genders, aims to enhance their
previous education and attention to their special
needs. It also seeks to integrate youth into
environments and regions facing challenging living
conditions, enhancing professional competence.
This includes combining technical competence
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
185
https://www.theamericanjournals.com/index.php/tajssei
with personal and social competencies to achieve
comprehensive skills among individuals. In
addition, it emphasizes vocational flexibility,
preparing students to adapt to the evolving
demands of the labor market and society, while
considering the political context in Palestine. Social
responsibility is also a key focus, as education and
training aim to inspire individuals to become
responsible members of society and contribute to
its development.
To achieve these objectives, vocational and
technical education institutions must adopt a
teaching approach that fosters the development of
the professional competencies required for
initiative and action, according to Abu Hujeir
(2022). They should support the needed
professional skills by enhancing abilities related to
broader vocational fields. They should offer
flexible and diverse programs that address
students’ needs and varying abilities, and respond
to labor market changes. Additionally, they must
empower students to become independent
individuals capable of tackling personal and
professional challenges.
Automotive Mechanics Curriculum:
As part of the development of standardized
curricula for vocational and technical education
institutions, the AMC was designed to achieve the
required
professional
competencies.
This
curriculum is based on a systematic approach that
identifies the standard complex tasks of the
profession.
It
determines
the
required
competencies through close collaboration with the
labor market. Furthermore, learning outcomes are
validated by referencing the Arab Professional
Classification and the Palestinian Professional
Classification (Shakir, 2018).
The typical structure of this curriculum aligns with
modern educational principles, where the
specified complex tasks are designed to enable the
achievement of the desired educational goals. The
“description of objectives” for each module
provides a general outline of the tasks and
competencies that learners must acquire. The
modules are divided into smaller instructional
units called “learning situations,” which detail the
competencies that must be achieved. These
competencies are organized into four main
categories: technical, human, social, and
methodological competencies (Omar, 2020).
The curriculum based on modules is considered of
high quality and credibility because it meets the
standards that ensure systematic assessment of
students, taking into account their diversity and
individual needs. It is characterized by
comprehensiveness, flexibility, and a learner-
centerd approach, requiring vocational and
technical education and training institutions to
consider the individual differences among
trainees. This includes supporting all learners
according to their abilities, including students with
special needs or those who are gifted (Rajabi et al.,
2020).
Professional Description of Automotive
Mechanics
The process of job description involves an
automotive mechanic performing a variety of tasks
related to the routine and regular maintenance of
cars. These tasks include servicing generation,
charging, and starting systems. As well as repairing
mechanical issues such as engine malfunctions and
applying appropriate repair techniques when
necessary. The mechanic also replaces engines and
performs maintenance on mechanical systems,
including the cooling and lubrication systems.
Additionally, the mechanic identifies various
ignition systems, disassembling and assembling
their components. The mechanic also handles
various fuel injection systems, whether they
operate on gasoline or diesel, and disassembles
and assembles all components of the fuel injection
systems. Other tasks performed by the mechanic
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
186
https://www.theamericanjournals.com/index.php/tajssei
include conducting compression ratio tests,
analyzing the readings, and identifying types of
exhaust gases. The mechanic also inspects and
maintains the friction clutch assembly, as well as
disassembles, reassembles, and performs regular
maintenance on both manual and automatic
transmissions. The mechanic also diagnoses and
maintains traditional and hydraulic steering
systems, familiarizes themselves with the
electronic steering system, and handles its
disassembly and reassembly. Among the technical
tasks are calibrating and adjusting the camber
angle and identifying wheel alignment angles.
Additionally, the mechanic diagnoses and
maintains mechanical suspension systems
familiarizes
themselves
with
electronic
suspension systems, and manages their
disassembly and reassembly. In addition, the
mechanic handles the diagnosis and maintenance
of the hydraulic braking system, becomes familiar
with the Anti-lock Braking System (ABS), and
utilizes appropriate tools to implement all general
and professional safety procedures (Rajabi et al.,
2020).
Previous Studies:
The following presents a selection of recent Arabic
and
international
studies,
arranged
chronologically from the most recent to the oldest.
These studies support the importance of content
analysis based on objectives and analytical tools
within knowledge patterns and Bloom’s levels. T
he
discussion highlights the agreements and
differences concerning the research problem,
followed by the researchers’ perspectives and
their critique of these studies.
The first study addressing this topic was
conducted by Atta (2024). The study aimed to
identify the extent to which the questions in the
ninth-grade science textbook for basic education in
Libya take into account the modified Bloom’s
cognitive levels. The study utilized the descriptive
method through content analysis. The study
encompassed all the questions from the ninth-
grade student textbook for basic education in
Libya, including both parts (part one and part two),
which comprised “Review Questions” and
“Thinking Corner Questions”. The study results
revealed the following: The first level
(remembering)
and
the
second
level
(understanding) were collectively addressed in the
textbook questions at a rate of 69.11%. Meanwhile,
the remaining four levels, which require higher-
order cognitive skills from students, accounted for
the rest of the percentage, not exceeding 30.90%.
However, the analysis level alone constituted
18.70% of this percentage, whereas the
proportions of the application, evaluation, and
creativity levels were minimal, amounting to
5.69%,
1.63%,
and 4.88%,
respectively.
Accordingly, the study reached a set of
recommendations, the most important of which is
the necessity for science curriculum developers
and authors of school science textbooks to
reconsider the questions in the ninth-grade
science textbook, particularly the “revie
w
questions.” This reconsideration should ensure
alignment with the modified Bloom's cognitive
levels, especially the last four levels.
Meanwhile, the study by Juba (2023) aimed to
evaluate and analyze the science and life textbook
for the sixth grade in Palestine, using a descriptive-
analytical approach. The study population and
sample consisted of students of sixth grade in
Palestine, applied in the academic year 2022-2023,
including both parts one and two. The researcher
used three tools in the study: a content analysis
card for the textbook in terms of (educational
objectives and their domains). A content analysis
tool according to the components of knowledge
and its levels, and a content analysis tool based on
the standards of individual differences. The study
reached several findings, the most important of
which was: a significant variation between the
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
187
https://www.theamericanjournals.com/index.php/tajssei
domains of educational objectives (cognitive,
affective, and psychomotor). The percentage of
cognitive objectives was 88.5%, while the
percentage of affective objectives was 3.9%, and
psychomotor objectives were 7.5%. When
classifying the behavioral objectives in the
cognitive domain into levels of remembering,
understanding, applying, analysis, evaluating, and
creating. The results showed that the content of the
science and life textbook for sixth grade focused on
lower-level cognitive skills while neglecting
higher-order cognitive processes. The percentage
of objectives at the remembering level was 45.7%.
The percentage of cognitive objectives at the
understanding level was 22.6%, and the applying
level was 6.0%. The analysis level was 7.0%, the
evaluating level was 13.8%, and the creating level
was (4.2%). The study showed that the total
number of knowledge components in the science
textbook for sixth grade, in both parts one and two,
was (618) frequencies. These were distributed
between (facts, concepts, generalizations and
principles, laws, and theories). The average
percentage for the knowledge component of facts
was 53.7%. The average percentage for concepts
was 22.3%. The average percentage for
generalizations and principles was 22.9%. The
average percentage for laws was 0.6%, and the
percentage for the knowledge component of
theories was 3%.
The study by Saadat (2022) aimed to evaluate the
higher-order thinking skills in the content of the
vocational curriculum for automotive mechanics
for the 11th grade (industrial) in Palestine, by
assessing the extent to which critical thinking,
creative thinking, and metacognitive skills were
included. To achieve
the study’s objectives, the
researcher used the descriptive analytical method.
The study sample included the educational
scenarios, questions, activities, discussions,
projects, and practical exercises found in the
content. The researcher developed a content
analysis card for higher-order thinking skills,
which consisted of seven sub-skills, including:
(inference, interpretation, flexibility, sensitivity to
problems, planning, monitoring and control, and
evaluation). To measure the sub-skills, the
researcher developed 27 indicators. The
researcher also prepared a personal interview
consisting of nine questions related to the targeted
higher-order thinking skills. These questions were
developed for interviews with six teachers,
trainers, and experts in the automotive mechanics
curriculum for the 11th-grade industrial track. To
assess the experts’ evaluation of the inclusion and
application of the targeted skills. The researcher
used frequencies, percentages, the arithmetic
mean, and Holsti’s formula to calcula
te reliability
across individuals in the statistical treatments. The
study concluded that the inclusion level of higher-
order thinking skills was low, with a percentage of
(33.3%). Metacognitive thinking skills were
moderately included at (39.8%). Followed by
creative thinking skills at (30.4%), and finally,
critical thinking skills at (29.8%), both categorized
as low. The interview results collectively indicated
the inclusion of higher-order thinking skills in the
content with varying degrees. The study
recommended revising the content of the
automotive mechanics curriculum to incorporate
critical and creative thinking skills more
extensively. It emphasized the importance of
integrating theoretical and practical aspects within
the content. Additionally, the study highlighted the
necessity of developing training programs for
teachers on higher-order thinking skills and
encouraged conducting similar studies in the
future.
A study by Zhao et al. (2022) aimed to explore and
establish an effective teaching process for the
university-level English course at Yuxi Normal
University (YXNU) in China. The objectives of the
college-level English course were refined based on
Bloom’s
cognitive
learning
domain
and
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
188
https://www.theamericanjournals.com/index.php/tajssei
categorized into three high-level goals: analysis,
evaluation, and creativity. A qualitative approach
was adopted for the pilot study, utilizing a
systematic literature review method in writing a
theoretical framework for understanding the
application of Bloom's taxonomy. Subsequently,
the case analysis approach was employed to
examine the English teaching objectives at YXNU,
which were then refined. The study concluded that
the revised objectives for teaching the English
course at YXNU were more integrated with the
actual target teaching scenarios and were of a high
academic
standard.
Furthermore,
Bloom’s
cognitive objectives framework was effectively
reflected in the university-level English teaching
objectives at YXNU. Teachers should ensure they
focus on achieving teaching objectives at all levels,
particularly high-level objectives, to effectively
meet teaching goals. Additionally, Bloom’s
taxonomy of educational objectives can be
reflected in other subjects as well.
The study by Damayanti et al. (2020) aimed to
describe the achievement of cognitive levels from
Bloom’s taxonomy used by physics teachers. It
emphasized the importance of reviewing curricula
in the field of science learning. Along with science
and engineering practices (SEPs) indirectly by
teachers and incorporating higher-order thinking
skills into both the learning process and the
assessment process. The six cognitive levels in
Bloom’s taxonomy were divided into two types of
thinking skills: lower-order thinking skills and
higher-order thinking skills. Therefore, this study
followed a qualitative research design. There are
three types of analysis in this study: level analysis,
evaluation level, and creation level. The reasons
preventing teachers from using Bloom’s cognitive
level for higher-order thinking skills were studied.
The results showed that the cognitive levels used
were as follows: remembering 0%, understanding
3.3%, applying 33.3%, analysis 50%, evaluation
3.3%, and creation 3.3%. The cognitive levels used
in the sixth-grade mathematics exam were as
follows: 0% remembering, 0% understanding,
25.7% application, 51.4% analysis, 5.7%
evaluation, and 17.1% creation. Based on these
results, they could actually serve as a starting point
for meeting the requirements of the revised
curriculum set by the Ministry of Education in
Thailand.
The study by Al-Sibyah (2019) aimed to analyze
the questions in the Arabic language textbook for
the twelfth grade in Jordan in light of the cognitive
objectives. The researcher used the descriptive
approach. The tool used was a specially designed
card for analyzing the questions in the Arabic
language textbook for the twelfth grade. The
analysis form was divided into four sections. The
first section represents the units, the second
contains the lessons, the third includes the
question numbers as they appear in the textbook,
and the fourth covers Bloom’s cognitive levels. The
researcher analyzed the questions in the Arabic
language textbook of the study in light of a special
form that included the six levels of Bloom’s
taxonomy: remembering, understanding, applying,
analysis, evaluation, and creating. The study found
that out of the (558) questions in the Arabic
language textbook, (25%) of the questions
measured remembering information and (36%)
measured the student’s understanding of the
content. (17%) measured the application of
knowledge, (9%) measured analysis, (5%)
required the student to evaluate new ideas, and
(8%) measured creating and issuing judgment.
The study by Ighbariya (2013) aimed to evaluate
the importance of textbooks in developing
students’ thinking.
The researcher chose the
questions in the Afaaq English language textbook
as the unit of analysis. Based on the idea that
questions are crucial for assessing students’
understanding of the studied material. It followed
the principle of analyzing the six units of the Afaaq
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
189
https://www.theamericanjournals.com/index.php/tajssei
English textbook for the ninth grade, using the
questions to enhance students’ thinking skills. The
results showed that out of 381 questions in the six
units, the percentages ranged between 29.66%
and 2.36%. These percentages correspond to the
cognitive levels of understanding and evaluation,
respectively. The notable result was that the
analysis level appeared at a rate of 23.36%, which
is a percentage that roughly matches the cognitive
level.
Commentary on Previous Studies:
In light of the aforementioned studies, all of which
emphasized the importance of educational content
and its analysis based on set objectives, it is evident
that Juba (2023) and Saadat (2022) adopted the
descriptive-analytical method. They utilized
content analysis cards, percentages, and
frequencies to identify the components of
knowledge. This supports the methodology
adopted by the researchers to analyze the levels,
types, patterns, forms, and content. This method
was used in the lubrication unit in the automotive
mechanics curriculum for the 11th-grade
industrial track, in light of knowledge patterns and
Bloom’s cognitive levels.
The researchers aimed to develop a classification
of educational objectives in the cognitive domain
to categorize the objectives included in the
lubrication unit of the AMC for the 11th-grade
industrial track. This aligns with the studies of
Ighbariyah (2013) and Damayanti et al. (2020),
who concluded that the required skill levels in the
studied curricula were organized according to the
stu
dents’ age stages based on Bloom’s taxonomy
levels of knowledge. The study by Zhao et al.
(2022) reinforced this, emphasizing the need for
teachers to ensure the achievement of teaching
objectives across all levels, particularly higher-
level objectives to fulfill the goals of teaching.
Bloom’s taxonomy of educational objectives can
also be reflected in other subjects, including
vocational ones, as addressed in this research. This
is supported by the studies of Al-Sibyah (2019) and
Atta (2024).
Hence, this research aimed to analyze the content
of the lubrication system unit in the automotive
mechanics curriculum for the 11th-grade
industrial track, in light of knowledge patterns and
Bloom’s cognitive levels. This unit is vocational,
which distinguishes the r
esearchers’ work from
the previous studies discussed. Despite its
vocational aspect, the researchers focused on
application within the cognitive domain rather
than the psychomotor performance domain. It
possesses originality that researchers can rely on,
as well as the flexibility to be further developed
and expanded upon in the future.
METHODOLOGY
The researchers adopted the descriptive-analytical
approach as the study’s methodology due to its
suitability for the study’s objectives. This was
implemented through the content analysis
method.
Study Population and Sample:
The study population consisted of the content of
the vocational curriculum book (Automotive
Mechanics) for the 11th-grade industrial track,
designated for teaching in schools and vocational
units in Palestine since the academic year
2018/2019. The edition selected for content
analysis was the revised version printed in 2020
(1441 AH). The study sample was limited to the
Lubrication System in Engines unit from the
automotive mechanics curriculum for the 11th-
grade industrial track, divided into five lessons.
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
190
https://www.theamericanjournals.com/index.php/tajssei
Table (1): Lubrication System in Engines unit from the automotive mechanics curriculum
Unit
Learning
situations
(lessons)
Learning
situation
s
(items)
Question
s
Activitie
s
Project
s
Discussion
s
Practical
exercise
s
Engine
Lubricatio
n System
Lesson 1:
Identifying
the types
of oils
used in
engines.
1
3
0
0
1
0
Lesson 2:
Maintaining
the
lubrication
system
and
identifying
its
component
s
1
3
1
0
1
0
Lesson 3:
Changing
engine oil
and the oil
filter
1
3
0
0
1
0
Lesson 4:
Presence
of oil in
1
3
0
0
1
1
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
191
https://www.theamericanjournals.com/index.php/tajssei
the
radiator
water.
Lesson 5:
Oil
leakage
under the
engine
1
12
0
1
1
2
Table (1) illustrates that the study sample
consisted of five learning situations, including 24
questions, one activity, one project, five
discussions, and three practical exercises, in
addition to all the texts included in the unit.
Study Tool:
To achieve the objectives of the study and answer
its
questions,
the
researchers
reviewed
educational literature and relevant previous
studies, such as the study by Atta (2024), the study
by Al-Dhurwi (2021), the study by Dahlan (2021),
and the study by Juba (2023). These studies were
utilized to develop tools suitable for the study’s
methodology. The tools include:
1. Content Analysis Card for Knowledge
Patterns:
This is a form designed to collect data and monitor
the frequency of occurrences within the materials
being analyzed. Its purpose is to assist researchers
in fulfilling the elements of analysis, following a
unified system for analysis, achieving high
objectivity, and ensuring a high-reliability
coefficient for the analysis process. The elements
of analysis included facts, concepts, principles, and
procedures.
2. Content Analysis Card for Bloom's Cognitive
Levels:
This form is designed to collect data and monitor
the frequency of occurrences within the materials
being analyzed. Its benefit lies in aiding
researchers to meet the elements of analysis,
follow a unified system for evaluation, achieve
significant objectivity, and ensure a high-reliability
coefficient for the analysis process. The elements
of analysis included recall, comprehension,
application, and higher-order thinking levels
(analysis, synthesis, and evaluation).
Instrument Validity:
The first instrument, in its initial form, was
presented to a panel of experts specializing in the
vocational field (content experts) to suggest
necessary modifications based on their opinions
and recommendations. Their feedback was
considered and incorporated.
The initial version of the second instrument was
presented to a panel of experts specializing in the
academic field to make the necessary adjustments
based on their feedback and suggestions.
Reliability
First, The reliability coefficient of agreement
(Content Analysis Card for Knowledge Patterns):
To ensure the reliability of the first instrument,
Holsti’s formula was used to measure the
agreement ratio. Two teachers of the automotive
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
192
https://www.theamericanjournals.com/index.php/tajssei
mechanics curriculum for the 11th-grade
industrial track were consulted. Holsti’s formula
(Holsti, 2006, p. 39) was applied, as outlined by
Raffle (Raffle, 2006, 39):
Where C. R. represents the coefficient of
agreement. 2M denotes twice the number of
agreement points or cases between the two
analyses (first and second). N1+N2 represents the
total of the two analyses (first and second).
The following table is a presentation of the analysis
agreement results among individuals, based on
Holsti’s formula, as illustrated in the table below:
Table (2): Analysis of Agreement Between Analysts
Analysis
element
First
Analysis
Second
Analysis
Third
Analysis
Points of
agreement No.
Percentage%
Facts
19
17
16
16
89
Concepts
40
36
34
34
89
Principles
18
14
15
15
94
Procedures
14
14
14
14
100
By calculating the arithmetic mean, the agreement
coefficient between the analysts reached 93%,
which is a high percentage and indicates an
acceptable level of reliability for the analysis using
the instrument.
Second: The reliability coefficient of agreement
(Content Analysis Card for Bloom’s Cognitive
Levels).
Table (3): Analysis of Agreement with Colleagues
Analysis element
First
Analysis
Second
Analysis
Third
Analysis
Points of
agreement
No.
Percentage%
Remembering
18
15
16
15
88
C.R= (2M) ÷(N1+N2)
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
193
https://www.theamericanjournals.com/index.php/tajssei
Understanding
19
15
16
15
88
Application
10
8
8
8
89
Higher-order thinking
levels
14
11
12
11
88
By calculating the arithmetic mean, the agreement
coefficient between myself and my colleagues
reached 88%, which is a good percentage. This
reassured the researchers about the work
accomplished so far, ensuring credible and reliable
results at the conclusion of the analysis process.
Study Procedures
To conduct the study, the researchers followed a
series of sequential and interrelated steps to
complete the study, which are:
1. The researchers reviewed educational literature
and relevant Arabic and international studies to
gain a comprehensive understanding of the study's
topic and to draw a clear vision for conducting the
study.
2. The researchers examined the content of the
Automotive Mechanics textbook for the 11th-
grade industrial track, issued by the Curriculum
Center in Palestine in its 2018 experimental
edition and updated for the 2020/1441 academic
year, including both its first and second parts. The
activities and sections of the educational situation
items, questions, discussions, projects, practical
exercises, or observations have been confined. The
researchers selected the Engine Lubrication unit
from the first part of the textbook and analyzed it
in light of knowledge patterns and Bloom’s
cognitive levels within one week.
3. The researchers prepared the two study
instruments (content analysis cards).
4. The study instruments were distributed to
reviewers, and adjustments were made based on
their feedback to finalize them.
5. The researchers analyzed the unit’s content
according to knowledge patterns and Bloom’s
cognitive levels.
6. The analysis was conducted collaboratively with
qualified individuals.
7. Results and recommendations were issued.
Analysis Controls:
The analysis was conducted according to specific
controls based on the elements and indicators of
analysis. This was done to ensure that the analysis
process was successful, accurate, and clear to
readers, avoiding any ambiguity. The controls are
as follows:
1. Excluding the page containing the professional
competencies at the beginning of the unit.
2. Excluding images derived from the description
of the educational learning situation.
3. The content analysis card included items,
questions,
activities,
discussions,
projects,
exercises, or observations, along with their
corresponding indicators, within the elements of
the targeted analysis in the curriculum content of
the selected study unit.
4. Unit of Analysis: The item was selected as the
comprehensive unit of analysis for the content.
Each main item was considered an item, each sub-
item within the main item was treated as an item,
each question was considered an item, each
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
194
https://www.theamericanjournals.com/index.php/tajssei
activity as an item, and each project as an item.
5. The analysis included the questions at the end of
the unit, referred to as the unit questions, and
indicated the analysis elements contained within
them.
Statistical Treatments
After reviewing the educational literature and
studies related to the current research, and in light
of the nature of the current study, the researcher
used the following statistical methods:
• Holsti’s formula for calculating the reliability of
the analysis.
• Frequencies (Freq.).
• Percentages (%).
These methods were considered the most suitable
to verify the extent to which the content of the
Engine Lubrication unit in the Palestinian
automotive mechanic's curriculum for 11th grade
(industrial track) includes knowledge patterns and
Bloom’s cognitive levels.
RESULTS AND DISCUSSION
The following presents the results of the study
questions outlined in chapter one, including
percentages, analysis tables, and the specification
table for the study instrument. Each section is
preceded by a comment and followed by an
interpretation of each result related to the study
questions. Through this, the researchers aim to
provide a systematic scientific explanation.
Presentation of results for the first question
:
What are the results of the content analysis of the
Lubrication System Unit in the automotive
mechanics curriculum for the 11th-grade
industrial track in light of knowledge patterns?
The table below shows the results of the content
analysis of the Lubrication System Unit in the AMC
for the 11th-grade industrial track in light of
knowledge patterns. It includes facts, concepts,
principles, and procedures, along with the
percentage of each cognitive pattern relative to the
total of those patterns.
Table (4) Presents the Content Analysis of the Lubrication System Unit in Light of
Knowledge Patterns
Educational
content
patterns
Description
Freq.
%
Concepts
Engine oils / Viscosity of car oils / Friction oxidation /
Forced-feed lubrication system / Full filter / Partial filter
/ Splash lubrication system / Oil pressure / Oil strainer
/ Oil pan / Oil pump / Oil pressure regulator / Oil filter
/ Engine oil cooler / Oil baffles (oil retainers in the
engine) / Oil dipstick / Oil sludge / Oil indicator lamp
40
44
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
195
https://www.theamericanjournals.com/index.php/tajssei
(oil gauge) / Oil additives / Oil bearings / Coolant /
Engine oil mixing / Radiator / Rocker arms / Camshaft
/ Valve springs / Timing gears / Piston shaft /
Connecting rods / Cooling system/ Silicone gasket /
Gearbox pad / Front pad of the crankshaft / Rear pad
of the crankshaft / Internal leakage / External leakage
/ Engine oil level sensor / Cushion .
Principles /
Generalizations
The higher the temperature, the lower the viscosity of
the oil./ The lower the temperature, the higher the
viscosity of the oil./ Larger engines require high-
viscosity oils./ The oil used in a car changes as the
engine’s lifespan increases./ Oil should be changed
after a certain number of kilometers, as per the
manufacturer’s instructions./ Drivers maintain their
engines for as long as possible through regular engine
oil maintenance./ The emission of blue smoke from the
exhaust of a gasoline-powered vehicle is related to
issues in the lubrication system./ Oil pump
malfunctions of any type cause significant problems for
engines./ The shortage of lubricating oil in engines
depends on internal or external leakage within the
engine/ Oil pumps of various types push oils into
narrow spaces using mechanical or electrical methods/
Oil additives work to protect the engine and increase
its efficiency/ The oil indicator light signals a
malfunction in the engine’s lubrication system/ The
appropriate oil for a vehicle is selected based on data
ab
out the car and the engine’s age./ The lubrication
system is connected to the cooling system in its
18
20
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
196
https://www.theamericanjournals.com/index.php/tajssei
mechanism of operation./ Lack of regular maintenance
leads to clogged oil pipes in the engine./ A greyish
color indicates oil mixing in the engine./ The presence
of an engine oil cooler in the vehicle reduces
lubrication system issues./ Oil shortage in the engine
is linked to internal or external leakage
.
Procedures /
Theories:
Checking oil pressure in the lubrication system using a
testing device./ Activating the oil pump in the engine./
Repairing a malfunction in the oil pump./ Replacing the
engine oil./ Replacing the oil filter./ Inspecting the oil
indicator light./ Proper disposal of old oil./ Replacing
the engine oil cooler./ Disassembling the cooling
system./ Cleaning oil passages and pipes./ Replacing
the engine oil seal./ Replacing the transmission oil
seal./ Replacing the cylinder head gasket./ Replacing
piston rings or valve seals.
14
15
Facts
The viscosity of SAE 10W-40 engine oil at (-18°C) is
(10), and at (100°C), it is (40)./ The viscosity of SAE
5W-30 engine oil at (-18°C) is (5), and at (100°C), it
is (30)./ The viscosity of SAE 10W-30 engine oil at (-
18°C) is (10), and at (100°C), it is (30)./ The symbol
(S) is used for oils in gasoline engines, while the
symbol (C) is for oils in diesel engines./ The (API)
system employs a global numbering method to
measure engine oil viscosity./ The global classification
of oils began in (1964)./ (MIN) represents the minimum
allowable oil level, and (MAX) represents the maximum
allowable oil level./ Antioxidant additives reduce engine
overheating, prevent the formation of foreign
19
21
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
197
https://www.theamericanjournals.com/index.php/tajssei
substances, and minimize the wear on oil bearings./
Anti-corrosion additives prevent the formation of
harmful acids that damage bearings./ Shell is one of
the leading companies in car oil manufacturing./ Oil
exits the filter through the oil distribution tube towards
the camshaft in the first direction./ Oil exits the filter
through the oil distribution tube to the timing gears in
the second direction./ Oil exits the filter through the oil
distribution tube to the crankshaft in the third direction./
The oil level is checked using the manual dipstick or
the electronic oil indicator./ The engine oil level sensor
is installed inside the oil pan./ The function of the oil
pressure switch and indicator light is to monitor oil
pressure between the pump and the oil lines
connected to the plain bearings / A ventilation passage
is created to reduce vaporized gases produced in the
combustion chamber.
As shown in Table (4) above, the concept pattern
accounted for (40) concepts out of a total of 91
patterns, making its percentage (44%) of the total
patterns. Thus, it ranks first in terms of its
presence in the content of the lubrication system
unit in engines. Meanwhile, the fact pattern
accounted for (19) facts out of a total of 91
patterns, making its percentage (21%) of the total
patterns. Thus, it ranks second in terms of its
presence in the content of the lubrication system
unit in engines. Meanwhile, the principles pattern
accounted for (18) principles out of a total of 91
patterns, making its percentage (20%) of the total
patterns. Thus, it ranks third in terms of its
presence in the content of the lubrication system
unit in engines. The procedures pattern accounted
for (14) procedures out of a total of 91 patterns,
making its percentage (15%) of the total patterns.
Thus, it ranks fourth and last in terms of its
presence in the content of the lubrication system
unit in engines.
The results revealed a high inclusion of concepts,
with a percentage of (44.4%) and a total of (40)
frequencies, ranking first among the other
knowledge patterns analyzed. This, as the
researchers see it, reflects the abundance of
concepts and terms presented in the unit,
including new terms for students that are
connected to other concepts in subsequent units.
This reflects the curriculum developers’ focus on
reinforcing these concepts. In contrast, facts were
included at a rate of (21%), with (19) frequencies,
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
198
https://www.theamericanjournals.com/index.php/tajssei
ranking second in terms of inclusion compared to
other knowledge patterns. According to the
analysis conducted by the researchers on the unit’s
content, this indicates the abundance of symbols
and numbers related to the types of oils and their
uses in the global oil classification system. It also
reflects the clear components of the system in both
Arabic and English, as well as the indisputable facts
within the professional content and its various
terminologies. The principles, on the other hand,
accounted for (20%), with (18) frequencies,
ranking third and second to last in their inclusion
as a cognitive pattern compared to other patterns.
This, according to the researchers, may be
attributed to the recurring causal relationships in
the unit’s content, which link the various
lubrication systems and their interrelations, as
well as the disruption of connections due to the
absence of certain causal elements. These
relationships result in an integrated operational
system. Additionally, the specificity of the unit
contributes to the weakening of generalizations for
the vehicle as a whole. While procedures ranked
last in terms of inclusion in the content, with a
percentage of (15%) and (14) frequencies. This is
attributed, according to the researchers, to the fact
that the procedures mentioned in the educational
learning
situations
pertain
to
technical
competencies rather than cognitive competencies.
This contrasts with the essence of Bloom’s
cognitive hierarchy, which focuses on the cognitive
abilities of students, ranging from lower to higher
levels. It does not reflect physical abilities or their
coordination with the nervous system. This is
primarily what the educational learning situations
in the lessons of the unit address. In addition, the
researchers noted the low number of analysis
categories that primarily simulate procedures, as
there was only one exercise, one project, and one
activity included in the unit’s content. In contrast,
24 questions mainly targeted facts, concepts, and
texts, which rarely addressed any cognitive or
mental procedures. The results of this study were
similar to those of the study by (Juba, 2023), in
which facts ranked first with a percentage of
(53.7%), followed by concepts in second place with
(22.3%), while procedures ranked third with
(0.3%), reflecting the same order as the findings of
this study. The researcher targeted a similar
curriculum in natural sciences within the scope of
the study in the State of Palestine, using a version
identical to the targeted content edition. This
reflects a unified approach to curriculum design in
Palestine, which relies on centralization by the
Ministry, without consulting a sufficient number of
content and educational experts in the relevant
field. The study also showed similarities with the
study (Dafar, 2024), where concepts ranked first
with (140) frequencies, accounting for (34.48%).
However, it differed from that study in terms of
principles, as they accounted for (5.91%) in the
researcher’s study. This discrepancy reflects the
differences in age stages and the varying
curriculum policies from one country to another.
In contrast, the results of this study differed from
those of (Botros, 2016), where the percentage of
concepts was (13.35%), the lowest among the
components of knowledge. This reflects the
difference and variation in the targeted content,
which focused on the mathematics book, as it
addresses the transition of mathematical concepts
from the concrete to the abstract. This does not
imply that the weakness of a component here or
there reflects a flaw in the curriculum design.
According to the researchers’ view, it primarily
depends on the nature of the content, the age
group, and the system of centralization or
decentralization in the country.
Results of the second question
: What is the
extent of inclusion of the Lubrication System Unit
content in Engines from the Automotive Mechanics
curriculum for 11th-grade industrial students in
light of Bloom’s
cognitive levels?
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
199
https://www.theamericanjournals.com/index.php/tajssei
The table below presents the results of the content
analysis of the lubrication system unit in the AMC
for the eleventh-grade industrial track in light of
Bloom’s cognitive levels. These levels include
remembering, understanding, comprehension,
applying, and higher-order thinking skills
(analysis, synthesis, and evaluation). The table also
indicates the percentage of each cognitive level
relative to the total levels.
Table (5) Represents the analysis of the
lubrication system content in light of Bloom’s
Cognitive levels
Cognitive Level
Sub
–
indicators
Freq.
%
Remembering
The content helps students recall the symbols and
diagrams mentioned in the unit.
18
30
The content enables students to retrieve steps and
processes sequentially.
The content encourages students to recall
previously mentioned scientific knowledge, including
definitions, points, and more.
Understanding
&
Comprehension
The content helps students interpret the information
in the unit in their own way without compromising
the scientific content.
19
31
The content describes the functioning of parts and
components through explanations or diagrams.
The content compares two components in terms of
similarities and differences.
The content develops the ability to interpret
relationships and connections between related
concepts and facts.
The content enhances the ability to discuss causes
and solutions for apparent malfunctions and issues.
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
200
https://www.theamericanjournals.com/index.php/tajssei
Application
The content contributes to the student applying
learned facts, concepts, and principles through
drawing or tabulating.
10
16
The content provides opportunities for students to
describe work procedures using models and
diagrams.
The content includes activities where students
present scenarios related to safety, risk
management, and handling hazards during work.
Higher-order
thinking skills
(analysis,
synthesis, and
evaluation)
The content provides opportunities for students to
collect, organize, and arrange related data to verify
the accuracy of results.
14
23
Questions and activities in the content help
students propose the most suitable solutions and
justify them.
The content connects relationships within the unit’s
content to other related topics.
The content offers a summary of the topics in the
unit in either a structural or conceptual form.
The content provides immediate feedback to
students to measure their progress in the unit.
As shown in Table (5) above, the recall level
accounted for (18) frequencies out of a total of (60)
appearances of Bloom’s cognitive levels.
Consequently, its percentage is (30%) of the total
levels, ranking second in terms of its presence
within the content of the lubrication system unit in
engines. Meanwhile, it was found that the
comprehension level accounted for (19)
frequencies out of a total of (60) appearances of
Bloom’s cognitive levels. Consequently, its
percentage is (31%) of the total levels, ranking first
in terms of its presence within the content of the
lubrication system unit in engines. Meanwhile, it
was found that the application level accounted for
(10) frequencies out of a total of (60) appearances
of Bloom’s cognitive levels. Consequently
, its
percentage is (16%) of the total levels, placing it at
the bottom of the overall ranking in terms of its
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
201
https://www.theamericanjournals.com/index.php/tajssei
presence within the targeted unit content.
Meanwhile, the higher-order thinking levels
(analysis, synthesis, and evaluation) accounted for
(14) frequencies out of a total of (60) cognitive
levels. Consequently, their percentage is (23%) of
the total levels. Thus, they rank third in terms of
their presence within the content of the lubrication
system unit in engines.
The results showed the inclusion of the
understanding & comprehension category with
(19) frequencies, representing (31%). While the
remembering category included (18) frequencies,
with a percentage of (30%). Both percentages are
nearly equal in their extent of inclusion within the
targeted unit content. Researchers attribute the
high and nearly equal percentages of their
inclusion to the fundamental nature of the unit in
terms of concepts. It necessitates the inclusion of a
significant amount of information, symbols,
numbers, and terms that students need to
remember for later use in related units and
lessons.
Additionally,
it
emphasizes
the
importance of understanding and comprehending
the processes to a near-complete degree, as
required by the essential and dynamic nature of
the unit. The researchers attribute this level of
inclusion to the repeated occurrence of these
elements in texts, questions, and discussions. This
finding aligns with the results of the study
(Shuqairat, 2020), in which remembering
accounted for (52%), while understanding
represented (41.4%), making them the most
frequently targeted aspects in that researcher’s
study. The researchers attribute this to the nature
of the content, which sometimes requires higher
levels of knowledge than others. This contrasts
with the study by Damayanti et al. (2020), where
remembering was 0%, and comprehension was
3.3%. The researchers attribute the low
percentages of remembering and comprehension
to the fact that the researcher targeted science and
engineering. They require higher levels of thinking,
along with purely mathematical and engineering
problems that demand extensive application,
analysis, and synthesis. Meanwhile, the results for
application totaled (10) frequencies, representing
(16) %, and the higher-order thinking levels
totaled (14) frequencies, representing (23) %. The
researchers attribute the low inclusion of the
application level in the targeted unit, despite it
being a vocational unit, to the researchers’ focus on
application in the cognitive domain rather than in
the
psychomotor
performance
domain.
Meanwhile, the researchers believe that the
inclusion of higher-order thinking levels, which
ranked second to last in the targeted unit, reflects
the curriculum developers’ focus on foundational
knowledge and basic concepts. Rather than delving
into skills aligned with higher levels of Bloom’s
cognitive taxonomy. These higher levels require
analysis, inference, synthesis, problem-solving,
self-evaluation, and similar advanced skills. The
results of the study were similar to those of the
study (Al-Sibyah, 2019), in which application
accounted for (17%), while higher-order thinking
levels did not exceed (9%) of their overall
inclusion in the Arabic language textbook
questions. The results of the study differed from
those of Damayanti et al. (2020), where analysis
accounted for (50%). This difference is attributed
to the nature of mathematical questions, which
require high-level analytical skills, as well as
differences in the educational environment and
education policies in the East Asia region.
Recommendations
In light of the study’s findings, the following
recommendations are proposed:
1. Encourage curriculum developers of the
Automotive Mechanics course for 11th-grade
vocational students to revise the analysis
categories, enriching them by incorporating more
practical exercises, discussions, and projects.
2. Allocate more space for higher-order thinking
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
202
https://www.theamericanjournals.com/index.php/tajssei
skills in alignment with the cognitive, intellectual,
and educational characteristics of learners.
3. Ensure that questions, activities, and projects
are connected to real-life situations and the
learner’s environment, aligning with their abilities
and interests.
Suggestions
1. Conduct further studies to cover other
instructional units within the targeted content and
other components of the curriculum.
1. Organize training courses for teachers and
trainers in industrial schools and vocational
centers focusing on higher-order thinking skills
and strategies for their meaningful application.
REFERENCES
1.
Abu Hujeir, Tarek Mufleh. (2022). The Reality
of Vocational and Technical Education and
Training in Palestine and Its Role in Small
Business Entrepreneurship. Arab Journal of
Management, 42(1), 95-112, Gaza University,
Palestine.
2.
Al-Jubouri, Saad Jawid, & Safih, Ali Hussein.
(2022). Content Analysis of the Social Studies
Textbook for the Fifth Grade of Primary School
in Light of Scientific Imagination. Al-Bahith
Journal, 41(4).
3.
Juba, Aziz Abdul Jabbar. (2023). Evaluation of
the Science and Life Textbook for the Sixth
Grade in Palestine, PhD Dissertation, Al-Quds
University, Palestine.
4.
Jalal, Ali. (2015). Curriculum Analysis in the
Arab World. Journal of Curricula and Teaching,
7(1), 24-40.
5.
Al-Hamadi, Iyad. (2011). Analysis of
Educational Strategies in Arab Schools.
International Journal of Education, 20(4), 58-
75.
6.
Al-Khaldi, Musa, & Kashk, Wael. (2020). A
Critical and Enriching Study of the New
Palestinian Science and Mathematics Curricula
in Light of 21st Century Skills. International
Journal of Educational Research, 44(3), 269-
290.
7.
Dahlan, Omar Ali. (2021). The Extent of
Availability of Creative Thinking Skills in the
Arabic Language Textbook Exercises for the
Twelfth Grade in Palestine. Islamic University
Journal of Educational and Psychological
Studies, 29(4), 335-355.
8.
Drouza, Afnan Nazzir. (2006). Curricula and
Criteria for Their Evaluation. Nablus, Palestine.
9.
Drouza, Afnan Nazzir. (2021). The Science of
Instructional Design (Its Origins, Models, and
Studies about It). Dar Farouk for Culture and
Publishing: Nablus, Palestine.
10.
Al-Dalou, Hamdi Asadi. (2017). A Proposed
Strategy for Aligning Higher Education Outputs
with Labor Market Needs in Palestine.
Academy of Management and Policy for
Graduate Studies, Joint Program with Al-Aqsa
University, Gaza, Palestine.
11.
Al-Dh
urwi, Hassan Ali. (2021). “The Extent of
Including Visual Thinking Skills in the Science
Curriculum for the First Year of Intermediate
School in the Kingdom of Saudi Arabia.” Journal
of Humanities and Natural Sciences, 2(6).
12.
Rajabi, Ziad, Dabbous, Abdulrahman, and
Hamdallah, Issam. (2020). Automotive
Mechanics (Theory and Practical) Vocational
Track (Industrial Branch), Parts (1+2),
Eleventh Grade Curriculum (Industrial),
Curriculum Center, Ministry of Education,
Experimental Edition (2018/2019).
13.
Al-
Rifa’i,
Asmaa. (2005). Methods of Scientific
Research: Administrative and Economic
Applications. Dar Wael for Publishing. Jordan.
14.
Saadat, Hamza. (2022). Evaluation of Higher-
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
203
https://www.theamericanjournals.com/index.php/tajssei
Order Thinking Skills in the Content of the
Vocational Curriculum for
Automotive
Mechanics for the Eleventh Grade (Industrial)
in Palestine. Unpublished Master’s Thesis,
Palestine Technical University, Palestine.
15.
Al-Sibyah, Saad Louin. (2019). Analysis of the
Arabic Language Textbook Questions for the
Twelfth Grade in Jordan in Light of Bloom’
s
Taxonomy of Cognitive Objectives. Journal of
Educational and Psychological Sciences, 3(31),
134-149.
16.
Shaheen, Najwa. (2006). Total Quality and
Curriculum, Dar Al-Manahij for Publishing and
Distribution, Amman, Jordan.
17.
Abdullah, Fadel. (2015). The Impact of
Technology on Curricula. Arab Journal of
Educational Technology, 15(2), 39-52.
18.
Al-Adawi, A. (2010). Curriculum Analysis.
Journal of Contemporary Education, 14(1), 98-
115.
19.
Atta, Said Fattouh. (2024). “Analysis of Science
Textbook Questions for Ninth Grade in Basic
Education in Libya in Light of the Revised
Bloom’s Taxonomy.” Journal of the College of
Education, 15.
20.
Alimat, Abeer. (2006). Evaluation and
Development of Textbooks for Basic Education
(1st ed.). Hamed Printing and Publishing
House, Amman, Jordan.
21.
Awiwi, Rawan Abdul-
Ma’iz. (2021). The Role of
Vocational Specializations in Bringing Change
to Higher Education in Palestine from the
Perspective of Vocational Specialization
Management. Master’s Thesis, Al
-Quds
University.
22.
Al-Faqih,
Sanaa.
(2013).
Analysis
of
Examinations in School Curricula. Arab Journal
of Education, 29(3), 72-88.
23.
Al-Najjar, Yahya. (2015). Development of Skills
in School Curricula. Dar Al-Nahda Al-Arabiya.
24.
Nasrallah, Abdel Fattah. (2018). The Role of
Technical Education in Promoting Sustainable
Development in the Palestinian Territories.
The First Scientific Conference on Sustainable
Development in a Changing Environment,
Nablus, Palestine.
25.
Namla, Nadia Muhammad. (2017). The Reality
of Secondary Vocational Education in the Gaza
Governorates and Ways to Develop It in Light
of Some Global Experiences. Published
Master’s Thesis, College of Education, Al
-Azhar
University, Gaza.
26.
Palestinian Ministry of Education and Higher
Education (2009). Al-Maseerah Journal of
Palestinian Education and Higher Education,
General Administration of the Ministry,
Ramallah, Palestine.
27.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W.
H., & Krathwohl, D. R. (1956). Taxonomy of
Educational Objectives: Handbook I. Cognitive
domain. New York: David McKay.
28.
Bloom, B.S. (1956). Taxonomies of Educational
Objectives. Handbook1. Cognitive domain, NY:
Mekay.
29.
Damayanti, N., Subali, B., Nugroho, S. E., &
Sureeporn, K. (2020, April). Items Analysis of
Physics Assessment Based on Cognitive Level
of High Order Thinking Skills in Bloom
taxonomy. Journal of Physics: Conference
Series, 1521(2). IOP Publishing.
30.
Krippendorff, K. (2018). Content Analysis: An
Introduction to Its Methodology (4th ed.).
SAGE Publications.
31.
Neuendorf, K. A. (2017). The Content Analysis
Guidebook (2nd ed.). SAGE Publications.
32.
Omar,
H.
(2020).
Competency-Based
Education in the Arab World: Theory and
Practice. Journal of Vocational Education and
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE12
204
https://www.theamericanjournals.com/index.php/tajssei
Training, 72(3), 341-356.
33.
Raffle, H. (2006). Assessment and Reporting of
Intercoder Reliability in Publishing Meta-
Analyses Related to Preschool Through Grade
12
Education.
Unpublished
Doctoral
Dissertations, The College of Education, Ohio
University, Ohio, The United States of America.
34.
Shakir, M. (2018). The Role of Vocational
Education in Economic Development in the
Arab Regio. Arab Journal of Education, 39(2),
134-145.
35.
Zhao, Y., Muhammad, M. M., & Mustakim, S. S.
(2022). English Teaching Objectives from the
Perspective of Bloom’s Cognitive Domain: A
Case Study of Yuxi Normal University, China.
Journal of Positive School Psychology, 6(3),
5622-5635.
