The learning curve in Total Quality Management Education: Cognitive progression and pedagogical transformation using Bloom's taxonomy.
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| Title: | The learning curve in Total Quality Management Education: Cognitive progression and pedagogical transformation using Bloom's taxonomy. |
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| Alternate Title: | Curva de aprendizaje de estudiantes universitarios en Gestión de Calidad Total (TQM) basada en la taxonomía de Bloom. Curva de aprendizagem de estudantes universitários em Gestão da Qualidade Total (TQM) baseada na taxonomia de Bloom. |
| Authors: | Rodriguez, Joel Mark P.1 jmprodriguez@rtu.edu.ph, Labong, Ma. Del Carmen G.1 mdcglabong@rtu.edu.ph, Bautista, Kathleen A.1 kabautista@rtu.edu.ph, Flores, John Jarold M.1 jjmflores@rtu.edu.ph, Francisco, Jean T.1 jtfrancisco@rtu.edu.ph |
| Source: | Revista Educação & Formação. 2025, Vol. 10, p1-26. 49p. |
| Subject Terms: | *Bloom's taxonomy, *Cognitive development, *Teaching methods, *Outcome-based education, *Educational change, *Constructivism (Education), *Intelligent tutoring systems, Total quality management |
| Abstract (English): | This study examined the learning curve of college students in Total Quality Management using Bloom's Taxonomy to assess cognitive development from basic recall to higher-order problemsolving and creativity. Based on Bloom's taxonomy, Constructivist Learning Theory, and Outcomes-Based Education, this research aimed to identify factors influencing the learning of Total Quality Management, compare teaching strategies, and determine their effects on cognitive progression. A quantitative descriptive-correlational design was employed with 157 second-year Total Quality Management students using a validated Likert-scale questionnaire measuring teaching methods, prior knowledge, engagement, technology use, and assessment practices. Descriptive statistics and Spearman's rho correlation were applied to examine relationships between learning conditions and cognitive performance across Bloom's six levels. Findings revealed that case studies and project-based learning enhanced application skills, whereas lectures had minimal impact on cognitive development. AI-assisted tools and simulations were rated highly for improving analytical skills; however, no significant correlations were found between teaching strategies and higher-order cognition. These results suggest that instructional methods alone are insufficient without structured scaffolding and intentional learning design. The study highlights the need for problem-based learning, competency-driven assessments, and strategic digital integration in Total Quality Management education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio examinó la curva de aprendizaje de estudiantes universitarios de Gestión de la Calidad Total utilizando la taxonomía de Bloom para evaluar el desarrollo cognitivo, desde la memorización básica hasta la resolución de problemas complejos y la creatividad. Basándose en la taxonomía de Bloom, la Teoría del Aprendizaje Constructivista y la Educación Basada en Resultados, la investigación tuvo como objetivo identificar los factores que influyen en el aprendizaje en Gestión de la Calidad Total, comparar estrategias docentes y determinar sus efectos en el progreso cognitivo. Se empleó un diseño cuantitativo descriptivo-correlacional con 157 estudiantes de segundo año de Gestión de la Calidad Total, utilizando un cuestionario validado de escala Likert que midió los métodos de enseñanza, los conocimientos previos, la participación, el uso de la tecnología y las prácticas de evaluación. Se aplicaron estadísticas descriptivas y la correlación rho de Spearman para examinar las relaciones entre las condiciones de aprendizaje y el rendimiento cognitivo en los seis niveles de Bloom. Los resultados revelaron que los estudios de caso y el aprendizaje basado en proyectos mejoraron las habilidades de aplicación, mientras que las clases teóricas tuvieron un impacto mínimo en el desarrollo cognitivo. Las herramientas y simulaciones asistidas por inteligencia artificial obtuvieron una buena calificación en la mejora de las habilidades analíticas; sin embargo, no se encontraron correlaciones significativas entre las estrategias de enseñanza y la cognición de orden superior. Estos resultados sugieren que los métodos de instrucción por sí solos son insuficientes sin un apoyo estructurado y un diseño de aprendizaje intencional. El estudio destaca la necesidad del aprendizaje basado en problemas, las evaluaciones basadas en competencias y la integración digital estratégica en la formación en Gestión de la Calidad Total. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este estudo examinou a curva de aprendizagem de estudantes universitários em Gestão da Qualidade Total utilizando a taxonomia de Bloom para avaliar o desenvolvimento cognitivo, desde a memorização básica até a resolução de problemas de ordem superior e criatividade. Baseada na taxonomia de Bloom, na Teoria da Aprendizagem Construtivista e na Educação Baseada em Resultados, a pesquisa teve como objetivo identificar fatores que influenciam a aprendizagem da Gestão da Qualidade Total, comparar estratégias de ensino e determinar seus efeitos na progressão cognitiva. Um projeto quantitativo descritivo-correlacional foi empregado com 157 alunos do segundo ano de Gestão da Qualidade Total, utilizando um questionário validado na escala Likert que mediu métodos de ensino, conhecimento prévio, envolvimento, uso de tecnologia e práticas de avaliação. Estatísticas descritivas e a correlação rho de Spearman foram aplicadas para examinar as relações entre as condições de aprendizagem e o desempenho cognitivo nos seis níveis de Bloom. Os resultados revelaram que estudos de caso e aprendizagem baseada em projetos aprimoraram as habilidades de aplicação, enquanto as aulas teóricas tiveram impacto mínimo no desenvolvimento cognitivo. Ferramentas assistidas por inteligência artificial e simulações foram bem avaliadas por melhorar as habilidades analíticas; no entanto, não foram encontradas correlações significativas entre estratégias de ensino e cognição de ordem superior. Esses resultados sugerem que os métodos instrucionais por si sós são insuficientes sem um suporte estruturado e um projeto de aprendizagem intencional. O estudo destaca a necessidade de aprendizagem baseada em problemas, avaliações orientadas por competências e integração digital estratégica na educação Gestão da Qualidade Total. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study examined the learning curve of college students in Total Quality Management using Bloom's Taxonomy to assess cognitive development from basic recall to higher-order problemsolving and creativity. Based on Bloom's taxonomy, Constructivist Learning Theory, and Outcomes-Based Education, this research aimed to identify factors influencing the learning of Total Quality Management, compare teaching strategies, and determine their effects on cognitive progression. A quantitative descriptive-correlational design was employed with 157 second-year Total Quality Management students using a validated Likert-scale questionnaire measuring teaching methods, prior knowledge, engagement, technology use, and assessment practices. Descriptive statistics and Spearman's rho correlation were applied to examine relationships between learning conditions and cognitive performance across Bloom's six levels. Findings revealed that case studies and project-based learning enhanced application skills, whereas lectures had minimal impact on cognitive development. AI-assisted tools and simulations were rated highly for improving analytical skills; however, no significant correlations were found between teaching strategies and higher-order cognition. These results suggest that instructional methods alone are insufficient without structured scaffolding and intentional learning design. The study highlights the need for problem-based learning, competency-driven assessments, and strategic digital integration in Total Quality Management education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 24483583 |
| DOI: | 10.25053/redufor.v10.e15008 |
