Teachers' strategies and challenges in teaching higher order thinking skills (HOTS) and learners' performance in english / Donna Beth B. Pon-an
By: Pon-an, Donna Beth B
Publisher: Sibalom, Antique : University of Antique, 2026Description: xi, 105 pages : illustrations ; 28 cmSubject(s): Higher Education -- Theses and dissertations | English language -- Study and teachingDDC classification: TH 378.242 P792 2026 Summary: Abstract 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. 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. 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. 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. Results also reveal that the highly ranked challenges teachers encounter were time constraints, and the perception that their students' limited background knowledge. 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. Keywords: Teachers' Strategies, Higher Order Thinking Skills, Challenges Learners' Performance in English, Quantitative Research| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Theses/Dissertation | Sibalom | Sibalom | TH 378.242 P792 2026 (Browse shelf) | Not for loan | TH 2409 |
Includes bibliographical references.
Abstract
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.
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.
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.
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.
Results also reveal that the highly ranked challenges teachers encounter were time constraints, and the perception that their students' limited background knowledge.
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.
Keywords: Teachers' Strategies, Higher Order Thinking Skills, Challenges Learners' Performance in English, Quantitative Research
Theses/Dissertations Graduate Studies
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