LAGOS STATE UNIVERSITY
NAME: AJAYI FLORENCE ADEBOLA
DEPARTMENT: MATHEMATICS EDUCATION
LEVEL: MODULE III
MATRIC NUMBER: 232301103008
COURSE TITLE: INSTRUCTIONAL STRATEGIES IN MATHEMATICS
COURSE CODE: EST 327
ASSIGNMENT TOPIC:
TYPES OF SPECIFIC BEHAVIOURAL OBJECTIVES
TYPES OF SPECIFIC BEHAVIORAL OBJECTIVES
Definition of Key Components
A behavioral objective is a statement that clearly specifies what a learner is expected
to do after instruction. It defines measurable learning outcomes and provides a guide
for assessment. The components of specific behavioral objectives include:
1. Audience (A): Refers to the learners or individuals for whom the objective is
intended (e.g., students).
2. Behavior (B): Describes the observable and measurable action that the learner
will perform. It should use action verbs such as "calculate," "solve,"
"differentiate," or "explain."
3. Condition (C): Specifies the conditions under which the behavior will be
performed (e.g., using a calculator, without reference materials).
4. Degree (D): Defines the level of performance expected (e.g., "with 90%
accuracy," "within 5 minutes").
This framework is often referred to as the ABCD model of writing objectives
(Heinich, Molenda, Russell, & Smaldino, 2002).
BODY OF THE TOPIC
Types of Specific Behavioral Objectives
Specific behavioral objectives can be classified into four major types, based on
Bloom’s Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956):
1. Cognitive Objectives (Knowledge-based)
o These focus on intellectual skills and knowledge acquisition.
o Example: "By the end of the lesson, students will be able to solve
quadratic equations using the quadratic formula."
2. Affective Objectives (Attitude-based)
o These relate to changes in emotions, values, and attitudes.
o Example: "Students will develop an appreciation for the real-life
applications of calculus in physics."
3. Psychomotor Objectives (Skill-based)
o These deal with physical skills and coordination.
o Example: "Students will be able to use a graphing calculator to plot
functions accurately."
4. Interpersonal/Social Objectives
o These focus on collaboration, teamwork, and communication skills.
o Example: "Students will work in groups to analyze and present real-life
applications of derivatives."
MATHEMATICAL EXAMPLE: DIFFERENTIATION
Using the topic "Differentiation of Functions," we can formulate specific behavioral
objectives:
1. Cognitive Objective:
o "By the end of the lesson, students will correctly differentiate
polynomial functions using the power rule."
2. Affective Objective:
o "Students will recognize the importance of differentiation in solving
real-world problems such as velocity and optimization."
3. Psychomotor Objective:
o "Students will accurately sketch the graph of a function and identify its
critical points using differentiation."
4. Interpersonal Objective:
o "Students will collaborate in small groups to solve differentiation
problems and present their solutions to the class."
These objectives ensure a well-rounded learning experience by targeting different
aspects of student development.
CONCLUSION
Specific behavioral objectives help teachers design structured lessons, measure
learning outcomes, and improve student engagement. By clearly defining expectations
in cognitive, affective, psychomotor, and interpersonal domains, educators can
enhance the effectiveness of instruction
REFERENCES
1. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R.
(1956). Taxonomy of Educational Objectives: The Classification of
Educational Goals. Handbook I: Cognitive Domain. Longmans, Green.
2. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002).
Instructional Media and Technologies for Learning (7th ed.). Prentice Hall.
