Investigating the Effects of HOTS Techniques through Modular Instructions in Teaching High School Chemistry

Abstract

This study aimed to identify the effects of Higher Order Thinking Skills (HOTS) through modular instruction on students’ critical thinking towards Chemistry among students in Mindanao State University (MSU) Balindong Community High School. A quasi- experimental design was used to investigate, and the students’ performance was measured through pre-test and post-test. A total of 87 students participated in the study. The experimental group underwent treatment using the HOTS modular approach while the control group were not exposed to any treatment, instead the traditional teaching approach was used (TTA). At the start and end of the study, the respondent's performance on HOTS questions, learning style, motivation style, creativity, and curiosity were all assessed. Using a combined quantitative and qualitative analysis, general findings revealed that the performance of the experimental group exposed on modular instructions using HOTS techniques involving multimodal strategies significantly improve as compared to the control group. The HOTS approaches and modular instructions were preferred by the majority of them, and they found it difficult but interesting, demanding, and enjoyable. It is then recommended that HOTS techniques be used in all subject areas in teaching.