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

Abdullah, A. H. and Mokhtar, M. and Halim, N. D. A. and Ali, D. F. and Tahir, L. M. and Kohar, U. H. A. (2017) Mathematics teachers' level of knowledge and practice on the implementation of higher-order thinking skills (HOTS). Eurasia Journal of Mathematics, Science and Technology Education, 13 (1). pp. 3-17. ISSN 1305-8215

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Abstract

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.

Item Type:Article
Uncontrolled Keywords:higher-order thinking skills (HOTS), secondary school
Subjects:L Education > LB Theory and practice of education
Divisions:Education
ID Code:76159
Deposited By: Widya Wahid
Deposited On:30 May 2018 12:25
Last Modified:30 May 2018 12:25

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