The Effects of Behavioral Objectives Relevant and Incidental Learning at Two Levels of Bloom’s Taxonomy

Abstract

Sixty-four undergraduate students were randomly assigned to one of three groups, one of which was given knowledge level objectives, another, evaluation level objectives, and the third group, no objectives. All subjects subsequently responded to two sets of knowledge level test items (one set of which was directly referenced from the knowledge level objectives) and one set of evaluation level test items which was directly referenced from the evaluation level objectives. The results showed there were no differences in total learning between the three groups, the objectives had no facilitative effect on relevant learning, and they did not have a detrimental effect on incidental learning when the measurement was taken at a level equal to or lower than the level of the objectives earlier provided. Incidental learning was substantially depressed, however, when the measurement was taken at a level higher than the level of the objectives provided. The results were interpreted in terms of a "taxonomic set" resulting from the use of objectives, rather than their creating a particular focus on objective related material.