The Status of Higher-Order Thinking Skills in Secondary School Mathematics Teaching and Learning

Abstract

The study investigates the implementation of higher-order thinking skills (HOTS) in secondary school mathematics in Jimma City, Ethiopia. Multilevel sampling technique was utilized to select 496 secondary school students and 38 mathematics teachers, and convenience sampling for interview participants. The study employed convergent mixed methods design for data collection, analysis and integration. SPSS 27.0 software was used for descriptive and inferential data analysis whereas the qualitative data was analyzed narratively. The study found that moderate level of HOTS, the actual implementation falling short due to structural, pedagogical, and cultural limitations. Teachers rarely use HOTS-based strategies, influenced by contextual factors. The study also found that the implementation of HOTS-based practices significantly predicted students' HOTS level, implying the need for HOTS-based intervention to enhance students' HOTS in mathematics. The study provides new insights into the current status of HOTS in mathematics and the factors contributing to its low implementation, emphasizing the need for urgent intervention.