The Malian secondary school has implemented the Competency-Based approach for over a decade. The theoretical progress contrasts with the practical issues in teaching English as a foreign language, particularly concerning student performance. This study evaluated students from two schools using Bloom's taxonomy. A diagnostic test measured four cognitive domains: Remembering, Understanding, Applying, and Analyzing. A total of 100 students (50 from each school) participated. Results showed that participants had good remembering skills and moderate understanding levels, but faced significant challenges in applying knowledge. Analytical skills varied among participants. These results can serve as a basis for strategies to improve these cognitive skills and adapt educational approaches to address specific areas of improvement.
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Magassouba et al. (2024) studied this question.
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