Collaborative Problem Posing As A Pathway To Enhance Higher-order Thinking Skills Among Grade 7 Students

Abstract

Developing Higher-order Thinking Skills (analysis, Evaluation, And Creation) Is Essential In Helping Students Go Beyond Procedural Understanding Toward Meaningful Engagement With Mathematical Concepts. Despite The Emphasis In Curricula On Critical And Creative Thinking, Traditional Mathematics Instruction Often Limits Students To Solving Routine Problems, Offering Few Opportunities For Deeper Reasoning And Exploration. This Research Addresses The Need For Innovative Strategies That Actively Engage Learners In Constructing Mathematical Knowledge, With A Focus On Collaborative Problem-posing. The Study Employed A Pre-experimental Design Using A One-group Pretest-posttest Method To Measure How Collaborative Problem-posing Enhances Students' Higher-order Thinking Skills. The Participants Were Grade 7 Students From A Public Secondary School Who Were Taught About Integers Over A Period Of Three Weeks. Before The Intervention, Students Were Given A Teacher-made Pretest That Assessed Various Levels Of Higher-Order Thinking Skills (HOTS), Aligned With Bloom's Taxonomy, Focusing On Their Ability To Analyze, Evaluate, And Create. The Results Revealed A Significant Increase In Post-test Scores Compared To The Pretest Scores. The P-value In The Three Higher-order Thinking Skills (analyzing, Evaluating, And Creating) Confirms That The Improvement Was Not Due To Chance But Rather The Effectiveness Of The Collaborative Problem-posing Activities.

Keywords