Hindering factors in mastering higher-order thinkings skills: application of Rasch measurement model

• Main Authors: Alhassora, N. S. A., Abu, M. S., Abdullah, A. H.
• Format: Article
• Published: Serials Publications 2017
• Subjects: LB2300 Higher Education
• Online Access: http://eprints.utm.my/id/eprint/76861/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032506430&partnerID=40&md5=92ea026def42c50d44b8624bfee7bcca

The emphasizing of higher-order thinking skills in Mathematics was given attention whereby the students need to master the higher-order thinking skills to become a creative and critical thinker. However, students'achievement in Mathematics assessment was still on average.Therefore, the purpose of this study is to access the hindering factors in mastering the higher-order thinking skills in Mathematics among students. This study employed questionnaire that involved 132 students as the respondents. All the respondents were asked to give their response towards the hindering factors in mastering higher-order thinking skills in Mathematics subjects. All the data were analysed by using Rasch Measurement Model. The result showed that student factor was the main hindering factors as compared to the teacher's factors in mastering higher-order thinking skills. Specifically, the student factors were not only because of their low interest and lack of motivation, but it was also caused from their negative perception towards Mathematics and lack of Mathematics basic knowledge. Based on the result, this study could serve as the guideline for the teachers in planning some intervention to help the students in mastering the higher-order thinking skills.