Exploring Demographic Disparities in the Mastery of Higher-Order Thinking Skills among Primary School Pupils

Abstract

Today's pupils should cultivate higher-order thinking skills (HOTS) more than anything else. This study aims to assess the HOTS level among primary school pupils based on demographics and their differences. The population in this study included all Year 5 pupils at primary school in Malacca. Malaysia. A total of 73 pupils from a primary school in Malacca, Malaysia were selected as research samples. The SEA test (Synthesis, Evaluation and Analysis) was modified to collect research findings. Data were analyzed descriptively and inferentially using SPSS software and presented into mean, frequency, and percentage. The findings showed that most primary pupils have a very low level of HOTS based on gender and socioeconomics (SES). T-test analysis showed that there was no significant difference in the mean scores of HOTS level between male and female pupils. However, there was a significant difference in the mean scores of HOTS level based on SES. In conclusion, to support pupils' HOTS abilities, the HOTS instruction should cultivate reasoning and problem-solving techniques rather than procedural fluency. © 2024 IEEE.

Keywords

Author Keywords

Gender Higher order thinking skills demographic primary school pupils socioeconomics

Index Keywords

Gender Socio-economics Malaysia Higher order thinking skills Primary schools Systems thinking Demographic Primary school pupil Skill levels Test evaluation Test synthesis

Author Affiliations

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Malaysia

School of Education and Modern Languages, Universiti Utara Malaysia, Sintok, Kedah, Malaysia

Universitas Negeri Malang, Malang, East Java, Indonesia

Faculty of Electrical and Electronic Engineering, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Malaysia

Funding & Acknowledgements

Kementerian Sains, Teknologi dan Inovasi, MOSTI

This research was supported Ministry of Higher Education (MOHE) through Fundamental Research Grant Scheme (FRGS/1/2021/SSI0/UTHM/02/15). This research was partially supported by UTHM Registrar. In addition, we also want to thank to the Government of Malaysia which provide MyBrain15 programme for sponsoring this work under the self-funded research grant and L00022 from Ministry of Science, Technology and Innovation (MOSTI).

Ministry of Higher Education, Malaysia, MOHE

Grant: FRGS/1/2021/SSI0/UTHM/02/15

This research was supported Ministry of Higher Education (MOHE) through Fundamental Research Grant Scheme (FRGS/1/2021/SSI0/UTHM/02/15). This research was partially supported by UTHM Registrar. In addition, we also want to thank to the Government of Malaysia which provide MyBrain15 programme for sponsoring this work under the self-funded research grant and L00022 from Ministry of Science, Technology and Innovation (MOSTI).

Ministry of Higher Education, Malaysia, MOHE

This research was supported Ministry of Higher Education (MOHE) through Fundamental Research Grant Scheme (FRGS/1/2021/SSI0/UTHM/02/15). This research was partially supported by UTHM Registrar. In addition, we also want to thank to the Government of Malaysia which provide MyBrain15 programme for sponsoring this work under the self-funded research grant and L00022 from Ministry of Science, Technology and Innovation (MOSTI).

Grant: L00022

This research was supported Ministry of Higher Education (MOHE) through Fundamental Research Grant Scheme (FRGS/1/2021/SSI0/UTHM/02/15). This research was partially supported by UTHM Registrar. In addition, we also want to thank to the Government of Malaysia which provide MyBrain15 programme for sponsoring this work under the self-funded research grant and L00022 from Ministry of Science, Technology and Innovation (MOSTI).

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Exploring Demographic Disparities in the Mastery of Higher-Order Thinking Skills among Primary School Pupils

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