This study intended to examine the difference in students' performances in terms of measurement and geometry between urban and rural schools. This research used a quasi-experimental design. This study involved a total of 63 students from urban school and 51 students from the rural school. This study conducted a pre-test, post-test, and post-delayed test to measure the students' performance. The treatment group utilized the Higher Order Thinking Skills (HOTS) based Module framed Cognitive Apprenticeship Model (CAM). The analysis of covariance showed that there is a significant difference between the post-test and post-delayed tests for the urban school. This finding revealed that the HOTS approach in teaching mathematics was more effective than the conventional teaching approach for students in an urban school. However, the result of rural schools showed that there is no significant difference in both tests. This result revealed that teachers and students from rural schools need more time to familiarize and practice the use of the HOTS approach. Hence, continuously using this approach in teaching and learning in the future should be recommended.

This study was to investigate the effect of HOTS-based module approach on pupil's error in the topic of measurement and geometry year five. For the purpose of the study, a quasi-experimental research was conducted on two intact groups. It was conducted in two schools (School1 and School2) located in urban area and two schools (School3 and School4) located in rural area in one of the states in Malaysia. Sample in urban schools was a total of 40 pupils (20 pupils in the treatment group and 20 pupils in the control group) while, for rural schools, 37 pupils (19 pupils in the treatment group and 18 pupils in the control group) participated in this study. The data collection instrument used in this study was the four item problem-solving test on the topic of Measurement and Geometry developed by the researcher. Fong's Schematic Model was used to analyse levels of errors in solving word problem. The analysis of the result from the test showed that pupils in treatment groups in both schools made less errors compared with pupils in control group. This result indicated that pupils who used HOT-based module committed less errors in solving Measurement and Geometry problems.