The acceptance and problems faced by teachers in conducting higher order thinking skills

The main aim of this study is to investigate teachers’ responses towards the idea of teaching Higher Order Thinking Skills (HOTS) questions in School Based Assessment (SBA). This research aims to investigate teacher’s problems in implementing HOTS questions in one of the schools in Johor Bahru. The...

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Main Author:	Krishnan, Barathimalar
Format:	Thesis
Language:	English
Published:	2014
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/42224/1/BarathimalarKrishnanMFP2014.pdf
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id	my-utm-ep.42224
record_format	uketd_dc
spelling	my-utm-ep.422242017-09-10T07:45:33Z The acceptance and problems faced by teachers in conducting higher order thinking skills 2014-01 Krishnan, Barathimalar LB Theory and practice of education The main aim of this study is to investigate teachers’ responses towards the idea of teaching Higher Order Thinking Skills (HOTS) questions in School Based Assessment (SBA). This research aims to investigate teacher’s problems in implementing HOTS questions in one of the schools in Johor Bahru. The research design for this study uses structured interview questions. A total of five teachers who are involved in Lower Secondary especially, Form One and Form Two were identified as the respondents. The interviews were carried out face to face, in order to get reliable and valid information. These teachers have experiences in both exam oriented assessment and School Based Assessment as well. Moreover, they are capable of differentiating between the approach in teaching Lower Order thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) clearly. Qualitative methodology has been used as the primary data collection. The interview questions were built very carefully to cater the aim of the research. The interviews were video-recorded, transcribed and analysed by categorising the raw data accordingly to the research questions. Findings were coded to make identification task easier in assisting and categorizing teachers’ responses. The transcriptions were done in two ways, the first one is by respondents, and the next one is, by classification according to the research questions. The research revealed that teachers are willing and realize the role of HOTS in producing thinking society. However, the structure should be developed and well organised, in order to, to motivate them in implementing new ideas as the HOTS approach. 2014-01 Thesis http://eprints.utm.my/id/eprint/42224/ http://eprints.utm.my/id/eprint/42224/1/BarathimalarKrishnanMFP2014.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Krishnan, Barathimalar The acceptance and problems faced by teachers in conducting higher order thinking skills
description	The main aim of this study is to investigate teachers’ responses towards the idea of teaching Higher Order Thinking Skills (HOTS) questions in School Based Assessment (SBA). This research aims to investigate teacher’s problems in implementing HOTS questions in one of the schools in Johor Bahru. The research design for this study uses structured interview questions. A total of five teachers who are involved in Lower Secondary especially, Form One and Form Two were identified as the respondents. The interviews were carried out face to face, in order to get reliable and valid information. These teachers have experiences in both exam oriented assessment and School Based Assessment as well. Moreover, they are capable of differentiating between the approach in teaching Lower Order thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) clearly. Qualitative methodology has been used as the primary data collection. The interview questions were built very carefully to cater the aim of the research. The interviews were video-recorded, transcribed and analysed by categorising the raw data accordingly to the research questions. Findings were coded to make identification task easier in assisting and categorizing teachers’ responses. The transcriptions were done in two ways, the first one is by respondents, and the next one is, by classification according to the research questions. The research revealed that teachers are willing and realize the role of HOTS in producing thinking society. However, the structure should be developed and well organised, in order to, to motivate them in implementing new ideas as the HOTS approach.
format	Thesis
qualification_level	Master's degree
author	Krishnan, Barathimalar
author_facet	Krishnan, Barathimalar
author_sort	Krishnan, Barathimalar
title	The acceptance and problems faced by teachers in conducting higher order thinking skills
title_short	The acceptance and problems faced by teachers in conducting higher order thinking skills
title_full	The acceptance and problems faced by teachers in conducting higher order thinking skills
title_fullStr	The acceptance and problems faced by teachers in conducting higher order thinking skills
title_full_unstemmed	The acceptance and problems faced by teachers in conducting higher order thinking skills
title_sort	acceptance and problems faced by teachers in conducting higher order thinking skills
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2014
url	http://eprints.utm.my/id/eprint/42224/1/BarathimalarKrishnanMFP2014.pdf
_version_	1747816720054091776

The acceptance and problems faced by teachers in conducting higher order thinking skills

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