The use of cooperative problem-based learning (CPBL) in promoting higher order thinking skills (HOTS) in secondary school writing class

Abstract

As the world is advancing towards 4th Industrial Revolution, it is crucial that students are equipped with higher order thinking skills (HOTS) to be able to compete locally and globally for academic development and to increase employability. Studies showed that students in secondary level have not sufficiently developed their HOTS in their writing skills. In addition, teachers were not provided with adequate guidelines in developing HOTS among the students. Researchers have advocated the incorporation of cooperative problem-based learning (CPBL), a pedagogical model which can be used to develop students’ HOTS. This qualitative study using a case study, was underpinned by cognitive constructivist and social constructivist theories. The objectives of this study were to investigate how HOTS were developed through the incorporation of CPBL. Students’ language learning strategies in developing high level thinking skills based on the revised Bloom’s taxonomy in the CPBL writing class were investigated. This study was conducted on 13 form 4 intermediate level students in an urban school using purposive sampling. The data collection methods were pre and post writing task, observation, structured reflective journal and semi-structured interview. Findings indicated that many elements of HOTS were infused in the students’ post writing task such as analysing, evaluating and creating in comparison to their pre writing task. Based on the observation, students’ structured reflective journals and semi structured interviews, the study revealed that CPBL developed HOTS in the ESL writing class via direct and indirect language learning strategies. The students’ structured reflective journal and semi structured interviews showed that they experienced challenges in the CPBL writing class. The challenges were due to cognitive, social and resources aspects. A revised CPBL model was proposed to develop students’ higher cognition to cater for the form 4 intermediate students in the writing class. This study provided insights that CPBL, can be a viable teaching repertoire to develop HOTS among students in ESL secondary writing class.