TY  - BOOK
AU  - Velasco,Daniel B.
AU  - Macaro,Ivy Marriz S.
AU  - Elarmo,Jan Airyll Mhay D.
AU  - Del Rosario,Chelsi Mae T.
TI  - Higher order thinking skills of fourth year high school students of Tanay National High School
AV  - LB 1050.45 .H53 2015
PY  - 2015///
KW  - Reading comprehension
N2  - EXECUTIVE SUMMARY: This study was conducted to determine the level of higher order thinking skills of fourth year high school students of Tanay National High School during the school year 2014-2015. There were ninety-eight (98) respondents from selected variables were sex, time spend in reading, reading preferences and grade in English. This study used descriptive and one-shot experimental method of research utilizing researchers made questionnaire and checklist as a tool in gathering the needed information in order to determine the levels of performance of the respondents in higher order thinking skills under Bloom's Taxonomy of educational objectives of cognitive domain that involves Analysis, Synthesis and Evaluation. The researchers also included valuing because inn every literary piece and other reading selections that they read, they need to learn and acquire values to make them a good person in the society. Frequency and percentage distribution were used to determine the profile of the respondents. Mean and Standard deviation were used to find the level of higher order thinking skills of the respondents in selected three stories. One0way analysis of variance (ANOVA) was used to find out the significant differences on the levels of higher order thinking skills of the respondents with respect to Analysis, Synthesis, Evaluation and valuing in terms of their profile. The findings show that in terms of sex, females outnumbered the males; in terms of the time they spent in reading, most of the respondents read below one hour a day; in terms of reading preferences, most of the respondents use dictionaries, magazine, e-books and newpapers; in terms of grade in English the respondents belonged to the grade of 81-85 bracket. When it comes to the higher order thinking skills (HOTS) of the respondents in selected three stories, A cat in the Rain obtained lowest result in Analysis and Synthesis level which implied that the respondents do not fully develop their analytic and Synthetic abilities in processing and understanding the information conveyed by the story and the respondents found difficulties in combining facts and their ideas to form a new set knowledge. Both the three stories obtained average result in evaluation level which implies that the respondent were good in making judgments in reading the story in a thoughtful way. Lastly, three stories obtained low results in valuing which indicate that the students focus on the story rather than the moral they learned. The findings show that there were significant differences found in terms of sex and grade in English. Sex was significant factor affecting the higher order thinking skills of the respondents with respect to Analysis and Synthesis in the story "The story of the dress that Sang" which implies that sex contribute in terms of their critical thinking and reading performance of the respondents because they have different perceptions and understanding on the text they read,  male and female perform and respond differently in terms of thinking and reading. Grade in English was also considered as significant factor affecting the higher order thinking skills of the respondents. Their grade in English determines if the students have already their higher intellectual skills. The result implies that the students need to engage in more reading activities actively and let them think critically with provided questions following the Bloom's Taxonomy of Cognitive Domain. Therefore, the respondents were verbally interpreted as "Average" performers among the three levels of Bloom's Taxonomy of Cognitive Domain because they are capable of utilizing their higher order thinking skills, still there is a room for improvement and enhancement because it cannot be considered as fully developed. According to the information gathered by the researchers, the teachers assessed the higher order thinking skills of the students: first, by engaging the students in simulation activities such as role playing or dramatize their answers to the questions. Second, by carefully preparing critical questions during classroom discussions. Lastly, by conducting reading activities with literary piece based questions. Based on the findings of the study, it was recommended: first, to expose the students in higher level questions either oral or written that will engage the students to participate during classroom discussion for them to think critically. Second, to motivate the students to read different kinds of literary pieces and other reading selections that help the students to improve and enhance their critical thinking, to develop positive attitude towards reading and to enjoy reading as a good habit, third, to improve the students' critical reading performance through the use of challenging exercises in reading that engage the students to become more active and critical readers.  Fourth, the school must plan workshop activities and seminars for the teachers that will improve their teaching styles. Lastly, the teachers ask higher level questions following the Bloom's Taxonomy of Cognitive Domain that will require the students to stimulate critical thinking skills among them
UR  - https://forms.gle/7LqvGGkaDrUQqz429
ER  -