Higher-Order Thinking Skills (HOTS-SOLO) in Enhancing Learning Outcomes

This study aimed to determine the level of Higher-Order Thinking Skills - Structure of Learning Outcomes in terms of critical thinking, self-regulation, integration of knowledge, and the level of learning outcome of the Grade 10 Learners. This study used descriptive correlational methods of research. The findings revealed that the majority of teachers have the rank of Teacher 1, followed by those in the Teacher 2 position, with a smaller proportion of teachers in the Teacher 3 position, and no respondents holding the rank of Master Teacher. On the other hand, based on their years of experience, the largest group has four to six years of teaching experience, followed by those with one to three years of experience. A significant portion of teachers have been in the profession for seven to ten years, and the smallest group consists of those with more than ten years of experience. Furthermore, the results showed that the Level of Higher-Order Thinking Skills - Structure of Learning Outcomes in terms of critical thinking, self-regulation, and knowledge integration was quite high. The results also showed that the learning outcomes are at a very high level. Furthermore, the findings demonstrated a substantial association between Higher-Order Thinking Skills - Structure of Learning Outcomes in terms of critical thinking, self-regulation, and knowledge integration, and the learning outcomes of Grade 10 students. These findings suggest that continued curriculum improvement, teacher training, and the implementation of novel teaching approaches should be prioritized. Furthermore, regular assessments and feedback systems should be introduced to ensure that teaching techniques are sensitive to students' changing needs and the demands of a dynamic educational landscape. To deepen this relationship and improve student learning outcomes, educators should continue to incorporate instructional practices that foster critical thinking, self-regulation, and knowledge integration. Metacognitive practices that promote student ownership of their learning. Furthermore, regular assessments and focused interventions should be implemented to assist children in developing these critical abilities.