This demonstrates that utilisation of the I-GEP module improves students’ achievement in the Visual Arts Classroom.

The result revealed significantly higher achievement on the mean total score of students’ summative test after using the I-GEP Module. The respondent in this phase were selected through purposive sampling of forty-three students consisting of thirty male and thirteenfemale students respectively with one Visual Art teacher. For the implementation and evaluation procedure, the research was conducted through quasi-experimental of single-group comparison study. Data is collected using quantitative and descriptive statistics, with supporting qualitative data.

Utilizing the Design DevelopmentalResearch (DDR) Method, the I-GEP module was developed using ADDIE model supported by Learning and Remembering Equation Instructional Design Model as guide in developing Visual Art lesson plan and to be used in the teaching and learning process. This study assesses students’ achievement in summative test, artwork produced, and their feedback on gallery walk activities conducted. The present study will examine the use of the ‘I-GEP’ Module (Infographic of Elements and Principles of Design) which has been developed as a scaffolding tool for the VAEclassroom focusing in the topic of Elements and Principles of Design for the upper secondary level. Infographic’ or ‘information graphic’ is used in the present study as instructional material to scaffold teaching and learning in the Visual Arts Education (VAE) classroom at secondary school level. Keywords: Bloom's Taxonomy, Organic Chemistry, Document Analysis, Teaching And Learning, Cognitive Level, Course Objectives. This article also proposes an explanation that this gap is due to the traditional view of education that fails to see chemistry education as a holistic framework, and suggests steps to improve the teaching and learning of the topics studied. This study also identified a significant gap between the three objectives of the course: enable students to master the basic concepts of chemistry develop science and problem-solving skills allow students to use their knowledge and skills in new situations and daily life, with what is shown by the documents analyzed. From the analysis of documents based on Bloom’s Taxonomy, it was found that the three elements are concentrated at low cognitive level. Document analysis was conducted on three elements: a description of the syllabus, questions of tutorials exercise and final examination questions. Abstract: This article reports on a qualitative study based on document analysis to characterize the teaching and learning of Matriculation Organic Chemistry, Ministry of Education based on the revised Bloom’s Taxonomy.

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