Article HistoryMalaysian Education Blueprint 2013-2025 aspires to develop Malaysian students who are able to master higher order thinking skills (HOTS) including critical thinking, reasoning, creative thinking, and innovation. The achievement in this area is discouraging, that is, research findings indicated that majority of students were not able to transfer the knowledge they have learnt in the classroom using HOTS to the context outside of the classroom. Studies revealed that teacher was one of the main factors that influenced success or failure in teaching for HOTS. However, the literature on various aspects of teacher factor is still wanting especially in Malaysia. Further, Malaysia had implemented training programs to equip teachers with knowledge and skills to teach for HOTS. Nevertheless, aspects of teachers" knowledge of HOTS and competencies in and teaching for HOTS were not explored extensively throughout Malaysia. What is more to explore the challenges faced by teachers in executing HOTS curriculum. Thus, this study was conducted to explore the challenges faced by teachers in teaching and learning for HOTS in the classrooms. It employed qualitative research method to collect and analyze data from interviews conducted with nine teachers who taught Bahasa Melayu (Malay Language), Mathematics, and Science at one of the showcase"s school of i-THINK program in Terengganu, Malaysia. The transcripts from interview were analyzed thematically to discover the emerging themes. The findings indicated that teachers faced several challenges in teaching and learning for HOTS. The challenges were in the aspects of teachers, teaching and learning preparations and processes, and in the aspects of pupils. Contribution/ Originality:This study is one of very few studies which have investigated the challenges faced by primary school teachers in Malaysia in teaching for higher order thinking skills through a qualitative study.
The purpose of this research was to explore primary school teachers' knowledge of higher order thinking (HOTS) and questioning skills. This was done because little is known about the level of teachers' knowledge and skills in HOTS; and their knowledge and skills in questioning to stimulate HOTS. To this end this paper employed exploratory case study to gain an in-depth understanding of this phenomenon in the actual setting so that the actual behaviour can be examined with minimum interference that may obstruct the reality. Nine primary school teachers were selected to be interviewed and observed. Semi-structured interview questions were used to collect data on teachers understanding of the concept of thinking and higher order thinking skills; and Likerttype checklist was used to gather data on the frequencies and types of questions teachers usually asked to promote thinking. Observations were conducted to validate the teachers' responses regarding the frequencies and types of questions asked during teaching and learning sessions. The data gathered through interviews were analysed to determine the emerging themes. The findings revealed that the teachers failed to explain clearly the concept of thinking and thinking processes; and majority of teachers could not give satisfactory explanation of HOTS as critical and creative thinking. However, half of the teachers could list the subskills of HOTS according to Bloom's Taxonomy. Data on teachers' questioning skills revealed that they were familiar with questioning based on Bloom's Taxonomy, however only half of the teachers practised asking HOTS questions based on Bloom's Taxonomy.
Kemahiran insaniah yang meliputi kemahiran berfikir aras tinggi (KBAT), kemahiran kolaboratif dan komunikatif merupakan kemahiran yang penting dalam kehidupan abad ke-21. Dalam konteks Malaysia, bahasa Inggeris adalah penting sebagai bahasa perhubungan, perdagangan antarabangsa dan ilmu, sementara bahasa Malaysia sangat penting sebagai bahasa kebangsaan dan jati diri bangsa. Kajian ini menyelidik sama ada Pedagogi Hikmah (PH) yang mengutamakan metode inkuiri bersama-sama dalam satu komuniti, mampu meningkatkan pencapaian bahasa dan kemahiran kognitif para pelajar. Sampel kajian terdiri daripada 3 buah kelas Bahasa Malaysia dan 2 buah kelas Bahasa Inggeris yang mewakili sekolah rendah, menengah rendah dan menengah atas di Gombak. Metodologi yang digunakan ialah rekabentuk bercampur. Rekabentuk kuantitatif menggunakan kaedah eksperimen kuasi pra-pasca bagi menentukan keberkesanan intervensi PH dengan menggunakan skor peperiksaan sebagai variabel bebas. Bagi menyelidik kemajuan 5K (kemahiran kognitif berfikir kritis, kreatif dan keprihatinan, dan kemahiran komunikatif dan kolaboratif), senarai semak perlakuan kognitif IAPC telah digunakan. Rekabentuk kualitatif menggunakan Perbincangan Kumpulan Fokus (PKF). Hasil kajian kuantitatif menunjukkan bahawa Pedagogi Hikmah berjaya meningkatkan pencapaian dalam mata pelajaran bahasa dan juga menambahbaik kemahiran 5K. Analisis kualitatif mendapati bahawa pelajar mempunyai sikap yang positif terhadap Pedagogi Hikmah.
This research project attempted to investigate the impact of applying philosophical inquiry method of teaching on classroom engagement and reasoning skills of low achievers. Low achievers are those who have the potential to succeed but lagged behind because of several factors that demotivate them to perform at their highest ability. In this study, low achievers were students who failed or obtained the lowest grades in previous standardized school examination. They were 22 students aged 12-13 years old from a school in Gombak district, Malaysia. The students were observed and video recorded while participating in discussing the questions they had formulated in response to the given stimulus materials. Many assumed and projected that these students would not succeed in school and life; and would not have the intelligence to engage in discussion that employed higher order thinking. However, the findings revealed that when low achievers were given opportunities to voice out their opinions in dialogic pedagogy, they demonstrated the ability to be focused and engaged in classroom discussion. Furthermore, this pedagogy has proven effective in stimulating higher order thinking or reasoning skills among low achievers. Specifically, this study found indicators of behavioral, emotional and agentic engagement among low achievers; and demonstrated that low achievers were capable of asking higher order thinking questions, clarifying meanings, giving examples, making conclusion and inductive reasoning, distinguishing and classifying ideas.
This study focuses on Counseling Practicum students' feelings and experiences during the Bachelor in Education program at International Islamic University. The students, who were in Guidance and Counseling specialization, had to go through two phases of training; practicum for seven weeks and internship for fourteen weeks. These training periods provide them an opportunity to apply related theories and techniques that they had learnt during three to four years of their studies. The participants for this study consisted of ten third year students from Guidance and Counseling course. This qualitative research adopted students' journals, group counseling supervision, documentations, case presentation and interviews as the data resources to reveal rich description of the students' feelings and experiences. The findings indicate five main themes derived for discussion which include nervousness, ability and counseling skills, negotiating students' or clients' perceptions, lack of confidence in application of theories, and task completion. Further, this study provides an insight for supervisors to highlight issues and challenges in assisting future trainee counselors.
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