Effects of higher order thinking module approach on pupils' performance at primary rural school

This study was to investigate the use of HOTS-based module approach on the performance of primary school pupils. This module was developed systematically using ADDIE model with adaptation on Cognitive Apprenticeship Model (CAM) as the framework to enhance Higher Order Thinking Skills (HOTS) among year five pupils. For the purpose of the study, a quasi-experimental, nonrandomized control group, pre-test-post-test and post delayed-test design was conducted on two intact groups. This study was conducted in two national schools located in the rural area, in one of the states in Malaysia. Two primary schools were selected to get a better view on the effects of using HOTS-based module in teaching and learning mathematics. Sample in school1 was a total of 76 pupils (38 pupils in the treatment group and 38 pupils in the control group), while for school2, 51 pupils (28 pupils in the treatment group and 23 pupils in the control group) participated in this study. The instrument used in this study was the twelve items problem solving test on the topic of Measurement and Geometry developed by the researcher. Reliability of the tests were .78 for pre-test, .79 for post-test and .71 for post delayed-test. The analysis of covariate (ANCOVA) indicated that no significant difference in the post test and post delayed test for both schools. This study showed that HOTS in mathematics is still new in Malaysia, even though module approach was used especially for those pupils in rural area. More time need to be given to the teachers and pupils in rural area school to be familiar and practice using HOTS. Hence it is recommended that HOTS-based module approach should be continued in teaching and learning Mathematics in the future.

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