Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS)
High Order thinking Skills (HOTS) is about the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new. It is one of the components of the creative thinking skills and critical thinking, which enables someone to...
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| Format: | Article |
| Language: | English |
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HRMARS
2021
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| Online Access: | http://eprints.utm.my/96849/1/NoraffandybinYahaya2021_SustainableDevelopmentforTeachersQuestioning.pdf |
| _version_ | 1796866305301676032 |
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| author | Jais, Arshad Yahaya, Noraffandy Ibrahim, Nor Hasniza |
| author_facet | Jais, Arshad Yahaya, Noraffandy Ibrahim, Nor Hasniza |
| author_sort | Jais, Arshad |
| collection | ePrints |
| description | High Order thinking Skills (HOTS) is about the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new. It is one of the components of the creative thinking skills and critical thinking, which enables someone to compare, evaluate, justify and make inference. Effective questioning sessions in classroom require advance preparation and questioning should be used to achieve well-defined goals. High-level questioning facilitates learning and stimulates students’ active participation, besides improving their critical thinking skills. Routine applications of previously acquired knowledge cannot answer a question or solve a problem. Instead, this can be done once an expanded use of mind occurs which a person must interpret, analyse or manipulate information. This is because, higher order thinking is characterised as non-algorithmic, self-regulative, complex, effortful, meaningful, and providing multiple solutions, nuanced judgments, multiple criteria and uncertainty. This study aimed to establish the relationships between HOTS and Teachers’ Questioning Techniques in Chemistry Subject in District Kuching, Sarawak. A total of 218 respondents were selected as respondents for this study. They comprised 12 chemistry teachers, 6 assistant senior administrators and 200 students. The sample size was determined using multistage random sampling technique. Five techniques used in chemistry teacher questioning were investigated. The study applied a correlation comparative research design. Questionnaire was used as data collection instruments. Data was analysed using frequencies, percentages, standard deviations; weighted means and Multiple Regression Analysis. The quantitative data was analysed using Statistical Package for Social Sciences Version 21 software as a tool of analysis. Thinking skills are deemed the most fundamental skills which can be developed in the classroom and are the key to high achievement for all students. Questioning skills are essential to good teaching. Teachers often use questions to ensure that students are attentive and engaged, and to assess students’ understanding. Students are expected to be encouraged to express their opinions, make decisions, to find a solution to a problem, or to generate new ideas on matters pertaining to the content of education with the use of more challenging high-level questions. |
| first_indexed | 2024-03-05T21:10:10Z |
| format | Article |
| id | utm.eprints-96849 |
| institution | Universiti Teknologi Malaysia - ePrints |
| language | English |
| last_indexed | 2024-03-05T21:10:10Z |
| publishDate | 2021 |
| publisher | HRMARS |
| record_format | dspace |
| spelling | utm.eprints-968492022-08-28T02:32:13Z http://eprints.utm.my/96849/ Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) Jais, Arshad Yahaya, Noraffandy Ibrahim, Nor Hasniza L Education (General) High Order thinking Skills (HOTS) is about the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new. It is one of the components of the creative thinking skills and critical thinking, which enables someone to compare, evaluate, justify and make inference. Effective questioning sessions in classroom require advance preparation and questioning should be used to achieve well-defined goals. High-level questioning facilitates learning and stimulates students’ active participation, besides improving their critical thinking skills. Routine applications of previously acquired knowledge cannot answer a question or solve a problem. Instead, this can be done once an expanded use of mind occurs which a person must interpret, analyse or manipulate information. This is because, higher order thinking is characterised as non-algorithmic, self-regulative, complex, effortful, meaningful, and providing multiple solutions, nuanced judgments, multiple criteria and uncertainty. This study aimed to establish the relationships between HOTS and Teachers’ Questioning Techniques in Chemistry Subject in District Kuching, Sarawak. A total of 218 respondents were selected as respondents for this study. They comprised 12 chemistry teachers, 6 assistant senior administrators and 200 students. The sample size was determined using multistage random sampling technique. Five techniques used in chemistry teacher questioning were investigated. The study applied a correlation comparative research design. Questionnaire was used as data collection instruments. Data was analysed using frequencies, percentages, standard deviations; weighted means and Multiple Regression Analysis. The quantitative data was analysed using Statistical Package for Social Sciences Version 21 software as a tool of analysis. Thinking skills are deemed the most fundamental skills which can be developed in the classroom and are the key to high achievement for all students. Questioning skills are essential to good teaching. Teachers often use questions to ensure that students are attentive and engaged, and to assess students’ understanding. Students are expected to be encouraged to express their opinions, make decisions, to find a solution to a problem, or to generate new ideas on matters pertaining to the content of education with the use of more challenging high-level questions. HRMARS 2021 Article PeerReviewed application/pdf en http://eprints.utm.my/96849/1/NoraffandybinYahaya2021_SustainableDevelopmentforTeachersQuestioning.pdf Jais, Arshad and Yahaya, Noraffandy and Ibrahim, Nor Hasniza (2021) Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS). International Journal of Academic Research in Business and Social Sciences, 11 (1). pp. 114-125. ISSN 2222-6990 http://dx.doi.org/10.6007/IJARBSS/v11-i1/8163 DOI:10.6007/IJARBSS/v11-i1/8163 |
| spellingShingle | L Education (General) Jais, Arshad Yahaya, Noraffandy Ibrahim, Nor Hasniza Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title | Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title_full | Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title_fullStr | Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title_full_unstemmed | Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title_short | Sustainable development for teachers’ questioning techniques for high order thinking skill (HOTS) |
| title_sort | sustainable development for teachers questioning techniques for high order thinking skill hots |
| topic | L Education (General) |
| url | http://eprints.utm.my/96849/1/NoraffandybinYahaya2021_SustainableDevelopmentforTeachersQuestioning.pdf |
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