Mathematics teachers' level of knowledge and practice on the implementation of higher-order thinking skills (HOTS)

• 主要な著者: Abdullah, A. H., Mokhtar, M., Halim, N. D. A., Ali, D. F., Tahir, L. M., Kohar, U. H. A.
• フォーマット: 論文
• 言語: English
• 出版事項: Eurasian Society of Educational Research 2017
• 主題: LB Theory and practice of education
• オンライン･アクセス: http://eprints.utm.my/id/eprint/76159/1/AbdulHalimAbdullah_MathematicsTeachersLevelofKnowledgeandPractice.pdf; http://eprints.utm.my/id/eprint/76159/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-85008208869&doi=10.12973%2feurasia.2017.00601a&partnerID=40&md5=6d5629cb43fda7b875fd6111809f058c

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. 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). 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. 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.