Impact of Higher Order Thinking Skills (HOTS) module based on the Cognitive Apprenticeship Model (CAM) on student’s performance

This study intended to examine the difference in students' performances in terms of measurement and geometry between urban and rural schools. This research used a quasi-experimental design. This study involved a total of 63 students from urban school and 51 students from the rural school. This study conducted a pre-test, post-test, and post-delayed test to measure the students’ performance. The treatment group utilized the Higher Order Thinking Skills (HOTS) based Module framed Cognitive Apprenticeship Model (CAM). The analysis of covariance showed that there is a significant difference between the post-test and post-delayed tests for the urban school. This finding revealed that the HOTS approach in teaching mathematics was more effective than the conventional teaching approach for students in an urban school. However, the result of rural schools showed that there is no significant difference in both tests. This result revealed that teachers and students from rural schools need more time to familiarize and practice the use of the HOTS approach. Hence, continuously using this approach in teaching and learning in the future should be recommended

Effects of higher order thinking module approach on pupils' performance at primary rural school

This study was to investigate the use of HOTS-based module approach on the performance of primary school pupils. This module was developed systematically using ADDIE model with adaptation on Cognitive Apprenticeship Model (CAM) as the framework to enhance Higher Order Thinking Skills (HOTS) among year five pupils. For the purpose of the study, a quasi-experimental, nonrandomized control group, pre-test-post-test and post delayed-test design was conducted on two intact groups. This study was conducted in two national schools located in the rural area, in one of the states in Malaysia. Two primary schools were selected to get a better view on the effects of using HOTS-based module in teaching and learning mathematics. Sample in school1 was a total of 76 pupils (38 pupils in the treatment group and 38 pupils in the control group), while for school2, 51 pupils (28 pupils in the treatment group and 23 pupils in the control group) participated in this study. The instrument used in this study was the twelve items problem solving test on the topic of Measurement and Geometry developed by the researcher. Reliability of the tests were .78 for pre-test, .79 for post-test and .71 for post delayed-test. The analysis of covariate (ANCOVA) indicated that no significant difference in the post test and post delayed test for both schools. This study showed that HOTS in mathematics is still new in Malaysia, even though module approach was used especially for those pupils in rural area. More time need to be given to the teachers and pupils in rural area school to be familiar and practice using HOTS. Hence it is recommended that HOTS-based module approach should be continued in teaching and learning Mathematics in the future

Effects of HOTS-based module approach on pupil's errors in the topic of measurement and geometry in urban and rural schools

This study was to investigate the effect of HOTS-based module approach on pupil's error in the topic of measurement and geometry year five. For the purpose of the study, a quasi- experimental research was conducted on two intact groups. It was conducted in two schools (School1 and School2) located in urban area and two schools (School3 and School4) located in rural area in one of the states in Malaysia. Sample in urban schools was a total of 40 pupils (20 pupils in the treatment group and 20 pupils in the control group) while, for rural schools, 37 pupils (19 pupils in the treatment group and 18 pupils in the control group) participated in this study. The data collection instrument used in this study was the four item problem-solving test on the topic of Measurement and Geometry developed by the researcher. Fong's Schematic Model was used to analyse levels of errors in solving word problem. The analysis of the result from the test showed that pupils in treatment groups in both schools made less errors compared with pupils in control group. This result indicated that pupils who used HOT-based module committed less errors in solving Measurement and Geometry problems

Development of higher order thinking using a module based on cognitive apprenticeship model for year five students on the topic of measurement and geometry

Higher Order Thinking Skills (HOTS) are recognized as an important goal in Malaysian education. However, there is little empirical evidence to help educators decide how to teach in ways that infuse HOTS in the content knowledge. The aim of this study is twofold; (i) to develop and evaluate a HOTS-based module in the topic of measurement and geometry for year five pupils; and (ii) to investigate the effectiveness of the HOTS-based module among the pupils. This study adopted ADDIE model in three phases. In Phase 1, the study is focused on the analysis of the target group’s needs which involved mathematics teachers. Phase 2 include the process in designing, developing the assessments and learning activities, and validation of HOTS-based module. In Phase 3, the aim is to evaluate the effectiveness of the module using pupils’ performance tests, problem solving skills, conceptual knowledge, and procedural knowledge. The study had adopted a quasi-experimental design involving two groups of subjects. Two hundred and ninety seven pupils from four schools involved in this intervention. The control group was exposed to the conventional learning strategy, while the experimental group used the HOTS-based Modules framed by CAM. Data was collected using performance test. Analyses on the types of errors committed by the pupils were conducted on the experimental groups. These measurements were presented in comparison between urban and rural schools in Kota Bharu, Kelantan. In Phase 1, results showed that some teachers have positive perceptions towards HOTS, whereas some of them disagree with the implementation of HOTS due to insufficient of time, inappropriate and not accordance with the student’s ability. Due to this, HOTSbased module was designed to support teachers and pupils in the face-to-face classroom sessions. In Phase 2, the validation of instruments and HOTS-based module was done by two experts from Teacher Education Institute and one from District Education Department. In Phase 3, the result showed that the use of HOTS-based module has a significant effect on pupil’s performance in two tests (post-test and post-delayed test), as well as their problem solving skills, conceptual knowledge, and procedural knowledge. Whereas for the error analysis, percentage of different types of errors committed by pupils in rural schools is more than pupils in urban schools. Pupils in the treatment group committed less errors compared to their counterpart. Specifically, the result indicated that pupils from urban school significantly better in the mean scores for performances, problem solving skills, conceptual knowledge and procedural knowledge in learning Measurement and Geometry as compared to the pupils in the rural schools. Furthermore, these results indicated that the teaching and learning process based on CAM has significantly enhanced pupils’ performance in this topic. The pupil’s interest in HOTS-based module was at high level. Almost all pupils from both urban and rural schools decided that the HOTS-based module increased their interest in mathematics, specifically in the topic of measurement and geometry