Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)
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 Malaysia
2 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.

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

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

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

Publication date: 26 Oct 2016

Article Views: 1373

Article Downloads: 1286

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