Please use this identifier to cite or link to this item:
https://ptsldigital.ukm.my/jspui/handle/123456789/487974Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Melor Md. Yunus, Assoc. Prof. Dr. | - |
| dc.contributor.author | Chandra Mohan Vasudeva Panicker (P71705) | - |
| dc.date.accessioned | 2023-10-11T09:34:54Z | - |
| dc.date.available | 2023-10-11T09:34:54Z | - |
| dc.date.issued | 2019-10-09 | - |
| dc.identifier.other | ukmvital:113176 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487974 | - |
| dc.description | Higher Order Thinking Skills (HOTS) has gained global attention and would continue to be important skills to prepare the future generation to live in the 21st Century. Currently, education systems all over the world are rethinking ways to equip students with HOTS to face this challenging era. Thus, it would be appropriate to introduce these skills in the teaching and learning activities in schools and a detailed study could be carried out to understand this phenomenon. As such, this study employed a multiple Case Study approach where four teacher trainees were chosen from a TESL program at an Institute of Teacher Education in Sarawak through purposive sampling. Three research questions were addressed in this study. First, "What are the teacher trainees' content knowledge and pedagogical content knowledge of HOTS". Second, "How do teacher trainees incorporate HOTS in their teaching and learning activities in the ESL classroom?". Third, "How do teacher trainees incorporation of HOTS impact their students' learning?". This study employed three instruments for data collection: (i) classroom observation as the main source and (ii) documents (lesson plans) and (iii) interview for the purpose of triangulation to ensure the validity of the data. Data was then analyzed to identify themes. The findings of this study revealed that the teacher trainees possess sufficient content knowledge and pedagogical content knowledge (PCK) to conduct HOTS activities and other functions like asking HOTS questions for assessment, introducing creative group activities that enabled the students to think extensively and be active participants in the class and LOTS activities were used to bridge HOTS activities. Besides, the findings also revealed that the participants' incorporation of HOTS in their lessons created a platform for students to learn and construct knowledge of HOTS. These lessons which had HOTS integrated activities and were student centred, contributed to active participation of students during the English language lessons. Furthermore, the anchoring of LOTS activities to HOTS, helped students to build their knowledge and enhance their thinking. Finally, the finding of this study revealed that the participants incorporation of HOTS enabled them to build confidence and communicate actively, also to think creatively that caused them to stretch their imagination and create interesting language materials. Therefore, the knowledge of HOTS and the ability to incorporate these skills in the English language lesson can enhance students' thinking level, their creativity and participation in the ESL classroom.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | English language -- Study and teaching | - |
| dc.subject | Teacher trainees | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Incorporating Higher Order Thinking Skills in English Language Teaching activities among teacher trainees: a case study | - |
| dc.type | Theses | - |
| dc.format.pages | 253 | - |
| dc.identifier.barcode | 004308(2019) | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_113176+SOURCE1+SOURCE1.0.PDF Restricted Access | 5 MB | Adobe PDF |  View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.