Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mweru Mwingi

Second Supervisor/Advisor

Peter Kajoro


Institute for Educational Development, East Africa


The world’s current most significant demand is for training many scientists and different science professionals. As a result, the preparation has always started at deficient learning

levels, such as primary and secondary schools. In Tanzania, other science subjects are taught in secondary schools; among them, biology is included, and it is the only mandatory science subject in secondary school. Different approaches to teaching have been employed to ensure that the learners grasp the knowledge and skills of the subject. However, the examination results over the years have not been of high and promising performance, and different reasons are suspected to be behind this failure.

This study aims to examine the utilization of Bloom’s Taxonomy in school-based biology assessment tasks in selected secondary schools in the Meru district, Tanzania. The researcher employed different approaches to furnish this work, as the collection of data was done through interviews, observation, and document analysis. The data sample involved the heads of department, biology teachers, and academic masters, all from four different schools in the Meru district. The findings were analyzed qualitatively through transcription and coding. The findings revealed that teachers were not fully aware of Bloom’s Taxonomy. It was challenging to succeed in the study.

Furthermore, the research findings revealed that some teachers have been using the habitual way of doing the work since they do not prepare the lessons before class. From the results obtained, the study recommends an increase in the fund since sciences need expansive practical as well as capacity building and seminars for teachers to enable them to sharpen their minds and develop their skills to match the current world market.