Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy: It’s Effect on the Grade 10 Learners in Science

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{"abstract":"This study aims to improve the academic performance of selected Grade 10 students in science 10: Chemical reaction through integration of Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy in teaching. This is to address the problem of the low MPS in Science 10 and the increasing number of learners-at-risk of failing (LARFs). This study utilized quasi-experimental design. The experimental group was exposed to integration of Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy in teaching-learning process. Based on the analysis of the data, the following results are found Pre assessment scores of students in science 10 needs improvement since the obtained mean score was less than 50%, after the integration of Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy the Post assessment scores were improved. Relative to pre- and post-assessment of students in science 10, there is significant difference. This implied that integration of Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy in teaching was effective in improving the academic performance of selected Grade 10 students in science. Therefore, the following recommendations are offered: (1) Principals may encourage teachers to be innovative by experimenting with new intervention / innovation. (2) Teachers may administer pre-assessment before applying any intervention to determine the degree of improvement in the students’ performance after implementation. (3) Students may accept the challenges of innovation such as integration of Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy and be willing to subject themselves to the pre and post assessment administer by the teacher as basis for intervention effectiveness.","abstract_source":"original","authors":["Joserey Orias","Rowena Castro"],"date":"2025-05-30","doi":"10.70838/pemj.380909","id":5377,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"7bd05491ed5a3927bcdfb76aa3f63a1a5316cdd463e9e852b11c3a49fc2db759","schema":"scimatic-article/1","title":"Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy: It’s Effect on the Grade 10 Learners in Science","volume":38}

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