Performance Profiling of Physics Students Across Bloom’s Taxonomy Levels in a Malaysian Higher Education Institution

This study explores the academic performance of undergraduate Physics students in a Malaysian higher education institution through the lens of Bloom’s Taxonomy. The primary objective was to assess how students performed on examination items aligned with different cognitive levels, specifically comparing lower-order thinking skills in CLO1 and higher-order thinking skills in CLO2. A mixed-methods approach utilising a sequential explanatory design was employed. In the quantitative phase, exam scores from 59 students were analysed using descriptive statistics, paired samples t-tests, and Pearson correlation analysis. Results revealed that students scored significantly higher in CLO2 (M = 27.78) than in CLO1 (M = 24.46), with a strong positive correlation (r = .75) between the two. These findings suggest that students may be better equipped or more engaged when tackling analytical and evaluative tasks, challenging traditional assumptions about cognitive difficulty in assessments. The study also discusses potential instructional and assessment-related factors contributing to this trend. Based on the results, recommendations are proposed to improve assessment practices and cognitive alignment in Physics education. This research contributes to the growing discourse on outcome-based education, offering practical insights for curriculum designers, instructors, and policymakers.