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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Teachers’ Levels of Knowledge and Interest on Higher Order Thinking Skills (HOTS) According to the Field Taught and Category of Schools
Sivapakkiam a/p Ramasamy, Fadzilah Abd. Rahman, Habsah Ismail, Umi Kalthom Abdul Manaf,
Rozita Radhiah Said
(Faculty of Educational Studies, University Putra Malaysia)
Abstract: This paper discusses teachers knowledge and interests on HOTS according to field taught and the school category, namely primary school and secondary school. This paper focuses on the mastery of the knowledge and interests of teachers teaching HOTS in sequence and if there exist any relationships and differences according to the type of subjects taught and the category of school. This research uses a quantitative approach involving 100 teachers from five primary and secondary schools. Teachers from four different fields which are Language, Mathematics, Science and Humanities represent as respondents in this research. Findings show that teachers’ knowledge related to HOTS still at medium level according to the field taught. Nearly 50% of the respondents surveyed are capable of emphasizing HOTS as key elements in their learning and teaching processes. Analyses of the data also clearly indicate that the levels of knowledge teachers have showed a very positive relationship with the levels of interest shown by teachers on HOTS. Analysis of the study found the levels of interest in primary school teachers on HOTS to be higher than secondary school teachers. The study found the lack of references to be the major problems for teachers in implementing HOTS more effectively.
Key words: HOTS, LOTS, knowledge, interest, teacher resources
