02862    a2200193   450000500170000008200250001710000260004224501500006826400550021830000450027350400410031852020780035952600110243765000480244865000410249694200120253799900170254995201020256620260708092049.0  aTH 378.242 P792 20261 aPon-an, Donna Beth B.  aTeachers' strategies and challenges in teaching higher order thinking skills (HOTS) and learners' performance in english / cDonna Beth B. Pon-an 1aSibalom, Antique : bUniversity of Antique, c2026  axi, 105 pages :billustrations ; c28 cm  aIncludes bibliographical references.  aAbstract

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  aTHbGS  aHigher EducationvTheses and dissertations   aEnglish languagexStudy and teaching  2ddccTH  c41613d41613  00102ddc4070aSBbSBd2026-07-08l0oTH 378.242 P792 2026pTH 2409r2026-07-08w2026-07-08yTH