A Critical Analysis of Learner-Centered Pedagogy and Cognitive Demands in The Khyber Pakhtunkhwa Grade 10th Textbook

Abstract

This paper examines the cognitive demand and a shift in pedagogical manner from traditional method to learner-centered pedagogy in 10th grade book of the Khyber Pakhtunkhwa textbook. The cognitive demands are analyzed through six categories of Bloom’s taxonomy and through activities in the textbook, the shift from a traditional manner to a learner-centered pedagogy. The data is qualitative and collected through purposive sampling. The exercise of each chapter is coded through thematic analysis to get an in-depth analysis of each chapter. Every chapter has low-order cognitive skills to moderate level, and the traditional method is present in every exercise. The study highlights the need for more learner-centered approaches to inculcate critical thinking and analytical ability in students.