Fostering Higher Order Thinking Skills in Mathematics Instruction: An Analysis of its Impact to Students Performance in the Junior High School Education
DOI:
https://doi.org/10.5281/zenodo.18941224Keywords:
Fostering, Higher Order Thinking Skills, Problem Solving Skills, ImpactAbstract
The goal of this program was to improve participating teachers' comprehension and implementation of Higher-Order Thinking Skills (HOTs) in Mathematics instruction. Using a focused HOTS-based instruction approach in the classroom discussion, the proponent maximizes the 18 Mathematics teachers in Palo National High School-Palo I District, Palo, Leyte, Philippines. The knowledge and pedagogical techniques they needed to help their students surely develop high-level thinking abilities. Teachers' knowledge, abilities, and dedication in putting HOTs-oriented instruction into practice were clearly enhanced by this study. The overall results indicate success, and positive impact on students’ performance and opening the door for further advancements in fostering deep-thinking and problem-solving skills in Mathematics education, even though areas like answering HOTs questions require more attention. Analysis of the data reveals a positive impact of the program on teachers' understanding of HOTs. The program clearly met its objectives of increasing the learner’s performance, promote awareness, knowledge, and application abilities linked to HOTs, even though areas like problem-solving and critical thinking still need improvement for there are few teachers who needs training workshop on how to integrate HOTS in their daily lesson. Building on this framework, subsequent interventions like Project SMART (Strengthened Mathematical Approaches Relative to Teaching) can explore these advanced capabilities in greater detail, enabling educators to help learners develop critical thinking and problem-solving skills.
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