Teachers' strategies and challenges in teaching higher order thinking skills (HOTS) and learners' performance in english / (Record no. 41613)

005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260708092049.0
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number TH 378.242 P792 2026
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Pon-an, Donna Beth B.
245 ## - TITLE STATEMENT
Title Teachers' strategies and challenges in teaching higher order thinking skills (HOTS) and learners' performance in english /
Statement of responsibility, etc. Donna Beth B. Pon-an
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Sibalom, Antique :
Name of producer, publisher, distributor, manufacturer University of Antique,
Date of production, publication, distribution, manufacture, or copyright notice 2026
300 ## - PHYSICAL DESCRIPTION
Extent xi, 105 pages :
Other physical details illustrations ;
Dimensions 28 cm
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references.
520 ## - SUMMARY, ETC.
Summary, etc. Abstract<br/><br/>This quantitative research sought to examine the relationship between teachers' strategies for higher-order thinking skills (HOTS) and earners'` academic performance in English and to identify the challenges teachers faced in implementing HOTS-based instruction.<br/><br/>This study collected data from 62 (total enumeration) public secondary English language teachers through a researcher-made questionnaire and a checklist questionnaire, and the randomly selectec 361 Junior High School learners' final grade in English.<br/><br/>Results reveal a consistently high level of implementation in teachers' use of strategies for teaching higher-order thinking skills HOTS) in English classes, and the level of learners' academic performance was described as very satisfactory.<br/><br/>It has found no significant difference in the level of teachers' use of strategies for teaching higher-order thinking skills in English classes however, it found a significant difference in learners' academic performance in terms of sex, and there is no significant difference in learners' academic performance in terms of year level, moreover it found no significant relationship between teachers' use of HOTS strategies and learners' academic performance.<br/><br/>Results also reveal that the highly ranked challenges teachers encounter were time constraints, and the perception that their students' limited background knowledge.<br/><br/>Given the result, it can be concluded that teachers' high level of implementation of HOTS-oriented activities resulted in a very satisfactory performance of the learners. However, this does not present the whole picture of the teaching and learning process, but can only be found to be true within the scope and limitations of the study. It can be suggested that extra time in lessons, activity preparations, inclusive and gender sensitive HOTS-activities, with administrative support, and learners wil have consistently high achievement in school.<br/><br/>Keywords: Teachers' Strategies, Higher Order Thinking Skills, Challenges Learners' Performance in English, Quantitative Research
526 ## - STUDY PROGRAM INFORMATION NOTE
Classification Theses/Dissertations
Department Graduate Studies
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Higher Education
Form subdivision Theses and dissertations
Topical term or geographic name entry element English language
General subdivision Study and teaching
942 ## - ADDED ENTRY ELEMENTS
Source of classification or shelving scheme
Item type Theses/Dissertation
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Permanent Location Current Location Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Item type
          Sibalom Sibalom 2026-07-08   TH 378.242 P792 2026 TH 2409 2026-07-08 2026-07-08 Theses/Dissertation