Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review

Farah Shaikh

doi:doi:10.11648/j.ijps.20250501.12

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Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review

Farah Shaikh^*

Published in International Journal of Psychological Science (Volume 5, Issue 1)

Received: 4 March 2025 Accepted: 11 April 2025 Published: 9 May 2025

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Abstract

Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.

Published in	International Journal of Psychological Science (Volume 5, Issue 1)
DOI	10.11648/j.ijps.20250501.12
Page(s)	8-17
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Flipped Learning, Bloom’s Taxonomy, Student Engagement, Outcome-based Education

References

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Shaikh, F. (2025). Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. International Journal of Psychological Science, 5(1), 8-17. https://doi.org/10.11648/j.ijps.20250501.12

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Shaikh, F. Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. Int. J. Psychol. Sci. 2025, 5(1), 8-17. doi: 10.11648/j.ijps.20250501.12

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Shaikh F. Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. Int J Psychol Sci. 2025;5(1):8-17. doi: 10.11648/j.ijps.20250501.12

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@article{10.11648/j.ijps.20250501.12,
  author = {Farah Shaikh},
  title = {Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review
},
  journal = {International Journal of Psychological Science},
  volume = {5},
  number = {1},
  pages = {8-17},
  doi = {10.11648/j.ijps.20250501.12},
  url = {https://doi.org/10.11648/j.ijps.20250501.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijps.20250501.12},
  abstract = {Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.
},
 year = {2025}
}

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TY  - JOUR
T1  - Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review

AU  - Farah Shaikh
Y1  - 2025/05/09
PY  - 2025
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DO  - 10.11648/j.ijps.20250501.12
T2  - International Journal of Psychological Science
JF  - International Journal of Psychological Science
JO  - International Journal of Psychological Science
SP  - 8
EP  - 17
PB  - Science Publishing Group
SN  - 2994-7162
UR  - https://doi.org/10.11648/j.ijps.20250501.12
AB  - Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.

VL  - 5
IS  - 1
ER  -

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Farah Shaikh

Mehran University Institute of Science Technology and Development, Mehran University of Engineering and Technology, Jamshoro, Sindh, Pakistan

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http://orcid.org/0000-0003-2723-3739

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Shaikh, F. (2025). Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. International Journal of Psychological Science, 5(1), 8-17. https://doi.org/10.11648/j.ijps.20250501.12

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Shaikh, F. Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. Int. J. Psychol. Sci. 2025, 5(1), 8-17. doi: 10.11648/j.ijps.20250501.12

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AMA Style

Shaikh F. Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review. Int J Psychol Sci. 2025;5(1):8-17. doi: 10.11648/j.ijps.20250501.12

Copy | Download

@article{10.11648/j.ijps.20250501.12,
  author = {Farah Shaikh},
  title = {Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review
},
  journal = {International Journal of Psychological Science},
  volume = {5},
  number = {1},
  pages = {8-17},
  doi = {10.11648/j.ijps.20250501.12},
  url = {https://doi.org/10.11648/j.ijps.20250501.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijps.20250501.12},
  abstract = {Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review

AU  - Farah Shaikh
Y1  - 2025/05/09
PY  - 2025
N1  - https://doi.org/10.11648/j.ijps.20250501.12
DO  - 10.11648/j.ijps.20250501.12
T2  - International Journal of Psychological Science
JF  - International Journal of Psychological Science
JO  - International Journal of Psychological Science
SP  - 8
EP  - 17
PB  - Science Publishing Group
SN  - 2994-7162
UR  - https://doi.org/10.11648/j.ijps.20250501.12
AB  - Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.

VL  - 5
IS  - 1
ER  -

Copy | Download