Module III methods/Strategies of Teaching History

Module II 
UNIT 2: Formulating Behavioural Objectives 
Content 
1.0 
Introduction 
2.0 Objectives 
3.0 Main Content 
3.1 
What is Behavioural Objective? 
3.1.1 Behaviour 
3.1.2 Conditions
3.1.3 Criteria for acceptable performance 
3.2 
Advantages of Stating Behavioural Objectives 
3.3 
Self Assessment Exercise 
4.0 
Conclusion 
5.0 
Summary 
6.0 
Tutor-Marked Assignment 
7.0 
References and Further Readings 
 
1.0 
Introduction 
In the last unit we were able to explain the meaning of aims and objectives, and we 
differentiated between the two concepts. We also identified different types of objectives in 
relation to teaching and learning. In this unit we shall dwell on formulating behavioural 
objectives in the teaching-learning process. 
2.0
Objectives 
By the end of this unit, the you should be able to:- 
(i) 
Define behavioural objectives 
(ii) 
List some reasons for stating objectives behaviourally 
(iii) 
Formulate at least five behavioural objectives 
(iv) 
Identify the right verbs to use in stating behavioural objectives.
3.0 
Formulating Behavioural Objectives 
3.1 
What Is Behavioural Objective? 

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Most of the time, some objectives are stated in a vague manner. Such objectives are neither 
observable nor measurable. For effective teaching and learning, objectives should be 
behaviourally expressed.
Ndubisi (1981) defines behavioural objectives as statements of educational outcomes which 
can be measured or observed in the learner. When statements of outcomes are observable, 
they are said to be behavioural. Behaviours, according to Mager (1997), are overt actions. He 
argues that one cannot see learning or thinking but can see its manifestation. He further 
argued that the learning that cannot be measured is not learning. Therefore, for any 
behavioral objective to be complete, it must possess three characteristics. These include. 

Behaviour 

Condition 

Criteria for acceptable performance.