Implementation of Higher Order Thinking Skills-Based Instructions, Teachers Competencies, and Learners’ Critical Reading Abilities: Basis for an Intervention Program
DOI:
https://doi.org/10.5281/zenodo.23297185Keywords:
higher-order thinking skills, teacher competencies, critical reading, English instruction, intervention program, secondary educationAbstract
This study examined the implementation of higher-order thinking skills (HOTS)-based instruction, teachers’ competencies, and learners’ critical reading abilities in eight public secondary schools in Silang 2 District, Cavite, as a basis for an intervention program. A descriptive-correlational design was used, with purposive sampling involving 316 respondents composed of 4 supervisors, 48 school administrators, and 264 junior high school English teachers. A researcher-made, expert-validated and pilot-tested survey questionnaire assessed HOTS implementation, teacher competencies, perceived learners’ critical reading abilities, implementation problems, and the proposed intervention program. Percentage, weighted mean, analysis of variance, and Pearson product-moment correlation were used. HOTS-based instruction was implemented across all domains (overall WM = 4.00), while teachers were generally competent (overall WM = 4.01), with communication competence rated highest (WM = 4.24). Learners’ critical reading ability was reported as evident (overall mean = 3.99), with evaluation and judgment obtaining the highest domain mean (3.88). No significant differences were found in HOTS implementation or teacher competencies across respondent groups. HOTS implementation was strongly and significantly related to learners’ critical reading ability (r = .838), whereas its relationship with teacher competencies and the relationship between teacher competencies and critical reading ability were weak and nonsignificant (r = .339). Problems in implementation were encountered (M = 3.53), particularly technological-skill and pedagogical-support limitations. The proposed intervention was rated highly suitable (4.44), highly acceptable (4.56), and feasible (4.19). The findings support sustained, aligned HOTS pedagogy, technology-focused professional development, and integrated critical reading interventions.
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