Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Abdul Halim Abdullah; Mahani Mokhtar; Noor Dayana Abd Halim; Dayana Farzeeha Ali; Lokman Mohd Tahir; Umar Haiyat Abdul Kohar

doi:10.12973/eurasia.2017.00601a

Abdul Halim Abdullah ¹ ^* , Mahani Mokhtar ¹, Noor Dayana Abd Halim ¹, Dayana Farzeeha Ali ¹, Lokman Mohd Tahir ¹, Umar Haiyat Abdul Kohar ²

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¹ Faculty of Education, Universiti Teknologi Malaysia² Faculty of Management, Universiti Teknologi Malaysia^* Corresponding Author

Abstract

Background:
This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents.

Material and methods:
It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA).

Results:
The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect.

Conclusions:
Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.

Keywords

assessment
pedagogy
curriculum
Higher order thinking skills (HOTS)

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 1, 3-17

https://doi.org/10.12973/eurasia.2017.00601a

Publication date: 26 Oct 2016

Article Views: 6266

Article Downloads: 7168

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How to cite this article

APA

Abdullah, A. H., Mokhtar, M., Abd Halim, N. D., Ali, D. F., Mohd Tahir, L., & Abdul Kohar, U. H. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 3-17. https://doi.org/10.12973/eurasia.2017.00601a

Vancouver

Abdullah AH, Mokhtar M, Abd Halim ND, Ali DF, Mohd Tahir L, Abdul Kohar UH. Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA J Math Sci Tech Ed. 2017;13(1):3-17. https://doi.org/10.12973/eurasia.2017.00601a

AMA

Abdullah AH, Mokhtar M, Abd Halim ND, Ali DF, Mohd Tahir L, Abdul Kohar UH. Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA J Math Sci Tech Ed. 2017;13(1), 3-17. https://doi.org/10.12973/eurasia.2017.00601a

Chicago

Abdullah, Abdul Halim, Mahani Mokhtar, Noor Dayana Abd Halim, Dayana Farzeeha Ali, Lokman Mohd Tahir, and Umar Haiyat Abdul Kohar. "Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 1 (2017): 3-17. https://doi.org/10.12973/eurasia.2017.00601a

Harvard

Abdullah, A. H., Mokhtar, M., Abd Halim, N. D., Ali, D. F., Mohd Tahir, L., and Abdul Kohar, U. H. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). Eurasia Journal of Mathematics, Science and Technology Education, 13(1), pp. 3-17. https://doi.org/10.12973/eurasia.2017.00601a

MLA

Abdullah, Abdul Halim et al. "Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 1, 2017, pp. 3-17. https://doi.org/10.12973/eurasia.2017.00601a