Confirmatory factor analysis of the teaching strategy for HOTs and LOTs Inventory in the Malaysian context
DOI:
https://doi.org/10.37134/jrpptte.vol8.no2.8.2018Keywords:
Teaching strategies, HOTs, LOTs, confirmatory factor analysisAbstract
Promoting students’ higher order thinking skills is now becoming more important in an education system. An effective teaching strategies are required to teach those skills to students. Hence, a valid, reliable and practical instrument is needed to evaluate teaching strategies used in promoting students’ higher order thinking skills (HOTs) and lower order thinking skills (LOTs). The aim of this study is to explore different factor structure of the teaching strategies scale by using the secondorder Confirmatory Factor Analysis. The instrument is adapted from an instrument developed by Gulistan (2016) to suit with the Islamic education teachers in the Malaysian context. 220 primary school teachers teaching Islamic education subject was selected randomly from one of the state in Malaysia. The content validity is assessed by a group of experts, and the construct validity is measured by Confirmatory Factor Analysis. The reliability of the instrument is measured by the alpha coefficient reliability or Cronbach Alpha. Results indicated that the teaching strategies inventory is a valid and reliable scale. The measurement model is validated with two factors (‘Acquiring Knowledge’ and ‘Applying Knowledge and Reflection on Knowledge’). This study provides support for using a valid instrument in evaluating teaching strategies used by Islamic education teachers in primary level in real study later.
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References
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Bahagian Pembangunan Kurikulum (2012). Membudayakan kemahiran berfikir. Kuala Lumpur: Ministry of Education of Malaysia.
Bales, B. L. & Saffold, F. (2011). A new era in the preparation of teachers for urban schools: Linking multiculturalism, disciplinary-based content and pedagogy. Urban Education, 46(5): 953–974.
Batson, A. D. (1981). Questioning: A Reading/Thinking Foundation for the Gifted.
Ben-David, A., & Orion, N. (2012). Teachers’ voices on integrating metacognition into science education. International Journal of Science Education, 35(18), 1-33.
Caroline L. D. & Abdul Said Ambotang. (2014). Profesionalisme Guru Novis dalam Pengurusan Pengetahuan, Kesediaan Mengajar dan Kemahiran Berfikir Aras Tinggi (KBAT) Terhadap Pelaksanaan Pengajaran. Seminar Kebangsaan Integriti Keluarga 2014. 11 December, Universiti Malaysia Sabah.
Chapman, J. D., & Aspin, D. N. (2013). A problem-solving approach to addressing current global challenges in education. British Journal of Educational Studies, 61(1), 49-62.
doi: 10.1080/00071005.2012.756166
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Cope, L. (2014). Task analysis and implementation activities as vehicles for middle school math teacher growth. Delta Journal of Education, 4(2): 11-23.
Diaz, Z., Whitacre, M., Esquierdo, J. J. & Ruiz-Escalante, J. A. (2013). Why did i ask that question? bilingual/ESL pre-service teachers’ insights. International Journal of Instruction, 6(2).
Duncan, D. K., & Arthurs, L. (2012). Improving student attitudes about learning science and student scientific reasoning skills. Astronomy Education Review, 11(1), 010102-010111.
Forehand, M. (2010). Bloom’s Taxonomy. Emerging Perspectives on Learning, Teachin, and Technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php? title= Bloom%27s_Taxonomy
Forster, M. (2004). Higher order thinking skills. Research Developments, 11(1): 10-15.
Ganapathy, M. & Kaur, S. (2014). ESL students’ perceptions of the use of Higher Order Thinking Skills in English Language writing. Advances in Language and Literary Studies, 5(5): 81-87.
Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. Research report. International Journal of Science Education,26(3), 365-383.
Graesser, A. C., McNamara, D. S., & Van Lehn, K. (2005). Scaffolding deep comprehension strategies through point & query, auto tutor, and start. Educational Psychologist, 40(4), 225-234.
Gulistan Ahmed, M. A. (2016). Development of a Higher Order Thinking Teaching Models for Basic Education Students in Science, PhD Thesis, University Malaya.
Gulistan M. S., Siraj, S. Nordin, A. B. & Al-Amedy, O. S. (2015). Higher order thinking skills among secondary school students in science learning. The Malaysian Online Journal of Educational Science, 3(3), 3-20.
Jonathan, L. B., Thiede, K., Strother, S., Bunning, K. & Peck, D. (2013). Developing mathematical thinking: changing Teachers’ knowledge and instruction. Journal of Curriculum and Teaching, 2(2), 62-75.
Kaberman, Z. & Dori, Y. J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436.
Kim, Y. (2005). Cultivating reflective thinking: The effects of a reflective thinking tool on learners' learning performance and metacognitive awareness in the context of on-line learning. (Ph.D. The Pennsylvania State University). Retrieved from
http://search.proquest.com/docview/305419245?accountid=28930
Kipnis, M. & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601-627.
Leat, D., & Lin, M. E. I. (2003). Developing a pedagogy of metacognition and transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships. British Educational Research Journal, 29(3), 383-414.
Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013-2025 (Preschool to PostSecondary Education). Putrajaya: Kementerian Pendidikan Malaysia.
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369.
Murray, E. C. (2011). Implementing Higher-Order Thinking In Middle School Mathematics Classrooms. Doctor of Philosophy, Athens, Georgia.
Nelson, B. S. & Sassi, A. (2000). Shifting Approaches to Supervision: The Case of Mathematics Supervision. Educational Administration Quarterly, 36(4): 553-584.
Nooraini Othman & Khairul Azmi Mohamad (2014). Thinking skill education and transformational progress in Malaysia. International Education Studies, 7(4): 27-32.
Nurazilawati Abdullah, Abdul Talib Hashim, Rosnidar Mansor, Noraini Mohamed Noh & Norul Haida Reduzan (2013). Konstruktivisme: Dari Kaca Mata Guru Sains Dan Matematik. International Conference on Social Science Research, ICSSR 2013. 4-5 June. Penang, Malaysia, 1231-1242.
Pappas, E., Pierrakos, O., & Nagel, R. (2012). Using Bloom’s Taxonomy to teach sustainability in multiple contexts. Journal of Cleaner Production. 12(1), 2-3
Peters, E. E., & Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30(1), 27-52.
Rajendran, N. S. (2016). Teaching and Acquiring HOTS, Theory and Practice. Tanjong Malim: Penerbit UPSI.
Rosma Osman, Ong, E.T., Shakinaz Desa & Wong, K. T. (2012). Tahap kemahiran berfikir dalam kalangan guru sekolah rendah. Journal of Pendidikan Bitara UPSI, 5(1): 1-11.
Şeker, H. & Kömür, S. (2008). The relationship between critical thinking skills and in-class questioning behaviors of English language teaching students. European journal of teacher education, 31(4), 389-402.
Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382.
Shukla, D. & Dungsungneon, AJ. (2016). Students’ Perceived Level and Teachers’ Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand, Journal of Education and Practice, 7(12), 211-219.
Stiggins, R. J., Griswold, M. M. & Wikelund, K. R. (1989). Measuring thinking skills through classroom assessment. Journal of Educational Measurement, 26(3), 233-246.
Supramani, S. (2006). Penyoalan guru: Pemangkin pemikiran aras tinggi murid. Jurnal Pendidikan, 225-246.
Tan, W.C., Baharuddin Aris & Salleh Abu (2006). GLOTT Model: A pedagogically enriched design framework of learning environment to improve higher order thinking skills. Association for the Advancement of Computing in Education Journal, 14(2), 139-153.
Tengku Sarina Aini, T. K. & Faridah, C. H. (2008). Pendekatan individu dalam pengajaran pendidikan Islam sebagai wahana melahirkan modal insan bertamaddun, Jurnal Usuluddin, 27, 141-156.
Thomas, G. P. (2012). Metacognition in science education: Past, present and future considerations. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 131-144). Dordrecht, The Netherlands: Springer.
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96-109.
Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (197-218). New York, NY: Routledge.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
Wan Ismail, W. A., Muhammad, W. I, Lubis, M. A. & Hamzah, M. I. (2016). Kesediaan Guru PI Sekolah Rendah di Selangor, Journal of Advanced Research in Applied Sciences and Engineering Technology. ISSN (online): 2462-1943, Vol. 3 No. 1. Pages 79-92.
Wilson, N. S. & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
Yahya, A. A., Toukal, Z., & Osman, A. (2012). Bloom’s Taxonomy-Based Classification for Item Bank Questions Using Support Vector Machines. In Modern Advances in Intelligent Systems and Tools (pp. 135-140). Berlin, Germany: Springer.
Yee M. H., Jailani Md Yunos, Widad Othman, Razali Hassan, Tee T. K. & Mimi Mohaffyza Mohamad (2012). The needs analysis of learning higher order thinking skills for generating ideas. Procedia - Social and Behavioral Sciences, 59 (10), 197 – 203.
Zainuddin, A. (2012) A Handbook on SEM Structural Equation Modelling. 6th edn. Kampus Kota Bharu: UiTM Kelantan.
Zohar, A. & Peled, B. (2008). The effects of explicit teaching of meta-strategic knowledge on low and high achieving students. Learning and Instruction, 18(4), 337-353.
Zohar, A. & Barzilai, S. (2015). Metacognition and Teaching Higher-Order Thinking in Science Education: Students’ Learning, Teachers’ Knowledge, and Instructional Practices. In Routledge International Handbook of Research on Teaching Thinking (229–242).
Anthony, G. & Walshaw, M. (2009). Effective Pedagogy in Mathematics. Switzerland: International Academy of Education
Anuar Ahmad & Nelson, J. (2015). Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian akademik pelajar dalam mata pelajaran Sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(2), 1-11.
Bahagian Pembangunan Kurikulum (2012). Membudayakan kemahiran berfikir. Kuala Lumpur: Ministry of Education of Malaysia.
Bales, B. L. & Saffold, F. (2011). A new era in the preparation of teachers for urban schools: Linking multiculturalism, disciplinary-based content and pedagogy. Urban Education, 46(5): 953–974.
Batson, A. D. (1981). Questioning: A Reading/Thinking Foundation for the Gifted.
Ben-David, A., & Orion, N. (2012). Teachers’ voices on integrating metacognition into science education. International Journal of Science Education, 35(18), 1-33.
Caroline L. D. & Abdul Said Ambotang. (2014). Profesionalisme Guru Novis dalam Pengurusan Pengetahuan, Kesediaan Mengajar dan Kemahiran Berfikir Aras Tinggi (KBAT) Terhadap Pelaksanaan Pengajaran. Seminar Kebangsaan Integriti Keluarga 2014. 11 December, Universiti Malaysia Sabah.
Chapman, J. D., & Aspin, D. N. (2013). A problem-solving approach to addressing current global challenges in education. British Journal of Educational Studies, 61(1), 49-62.
doi: 10.1080/00071005.2012.756166
Clark, D. (2010). Bloom's Taxonomy of Learning Domains: The Three Types of Learning. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Cope, L. (2014). Task analysis and implementation activities as vehicles for middle school math teacher growth. Delta Journal of Education, 4(2): 11-23.
Diaz, Z., Whitacre, M., Esquierdo, J. J. & Ruiz-Escalante, J. A. (2013). Why did i ask that question? bilingual/ESL pre-service teachers’ insights. International Journal of Instruction, 6(2).
Duncan, D. K., & Arthurs, L. (2012). Improving student attitudes about learning science and student scientific reasoning skills. Astronomy Education Review, 11(1), 010102-010111.
Forehand, M. (2010). Bloom’s Taxonomy. Emerging Perspectives on Learning, Teachin, and Technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php? title= Bloom%27s_Taxonomy
Forster, M. (2004). Higher order thinking skills. Research Developments, 11(1): 10-15.
Ganapathy, M. & Kaur, S. (2014). ESL students’ perceptions of the use of Higher Order Thinking Skills in English Language writing. Advances in Language and Literary Studies, 5(5): 81-87.
Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. Research report. International Journal of Science Education,26(3), 365-383.
Graesser, A. C., McNamara, D. S., & Van Lehn, K. (2005). Scaffolding deep comprehension strategies through point & query, auto tutor, and start. Educational Psychologist, 40(4), 225-234.
Gulistan Ahmed, M. A. (2016). Development of a Higher Order Thinking Teaching Models for Basic Education Students in Science, PhD Thesis, University Malaya.
Gulistan M. S., Siraj, S. Nordin, A. B. & Al-Amedy, O. S. (2015). Higher order thinking skills among secondary school students in science learning. The Malaysian Online Journal of Educational Science, 3(3), 3-20.
Jonathan, L. B., Thiede, K., Strother, S., Bunning, K. & Peck, D. (2013). Developing mathematical thinking: changing Teachers’ knowledge and instruction. Journal of Curriculum and Teaching, 2(2), 62-75.
Kaberman, Z. & Dori, Y. J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436.
Kim, Y. (2005). Cultivating reflective thinking: The effects of a reflective thinking tool on learners' learning performance and metacognitive awareness in the context of on-line learning. (Ph.D. The Pennsylvania State University). Retrieved from
http://search.proquest.com/docview/305419245?accountid=28930
Kipnis, M. & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601-627.
Leat, D., & Lin, M. E. I. (2003). Developing a pedagogy of metacognition and transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships. British Educational Research Journal, 29(3), 383-414.
Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013-2025 (Preschool to PostSecondary Education). Putrajaya: Kementerian Pendidikan Malaysia.
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369.
Murray, E. C. (2011). Implementing Higher-Order Thinking In Middle School Mathematics Classrooms. Doctor of Philosophy, Athens, Georgia.
Nelson, B. S. & Sassi, A. (2000). Shifting Approaches to Supervision: The Case of Mathematics Supervision. Educational Administration Quarterly, 36(4): 553-584.
Nooraini Othman & Khairul Azmi Mohamad (2014). Thinking skill education and transformational progress in Malaysia. International Education Studies, 7(4): 27-32.
Nurazilawati Abdullah, Abdul Talib Hashim, Rosnidar Mansor, Noraini Mohamed Noh & Norul Haida Reduzan (2013). Konstruktivisme: Dari Kaca Mata Guru Sains Dan Matematik. International Conference on Social Science Research, ICSSR 2013. 4-5 June. Penang, Malaysia, 1231-1242.
Pappas, E., Pierrakos, O., & Nagel, R. (2012). Using Bloom’s Taxonomy to teach sustainability in multiple contexts. Journal of Cleaner Production. 12(1), 2-3
Peters, E. E., & Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30(1), 27-52.
Rajendran, N. S. (2016). Teaching and Acquiring HOTS, Theory and Practice. Tanjong Malim: Penerbit UPSI.
Rosma Osman, Ong, E.T., Shakinaz Desa & Wong, K. T. (2012). Tahap kemahiran berfikir dalam kalangan guru sekolah rendah. Journal of Pendidikan Bitara UPSI, 5(1): 1-11.
Şeker, H. & Kömür, S. (2008). The relationship between critical thinking skills and in-class questioning behaviors of English language teaching students. European journal of teacher education, 31(4), 389-402.
Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382.
Shukla, D. & Dungsungneon, AJ. (2016). Students’ Perceived Level and Teachers’ Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand, Journal of Education and Practice, 7(12), 211-219.
Stiggins, R. J., Griswold, M. M. & Wikelund, K. R. (1989). Measuring thinking skills through classroom assessment. Journal of Educational Measurement, 26(3), 233-246.
Supramani, S. (2006). Penyoalan guru: Pemangkin pemikiran aras tinggi murid. Jurnal Pendidikan, 225-246.
Tan, W.C., Baharuddin Aris & Salleh Abu (2006). GLOTT Model: A pedagogically enriched design framework of learning environment to improve higher order thinking skills. Association for the Advancement of Computing in Education Journal, 14(2), 139-153.
Tengku Sarina Aini, T. K. & Faridah, C. H. (2008). Pendekatan individu dalam pengajaran pendidikan Islam sebagai wahana melahirkan modal insan bertamaddun, Jurnal Usuluddin, 27, 141-156.
Thomas, G. P. (2012). Metacognition in science education: Past, present and future considerations. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 131-144). Dordrecht, The Netherlands: Springer.
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96-109.
Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (197-218). New York, NY: Routledge.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
Wan Ismail, W. A., Muhammad, W. I, Lubis, M. A. & Hamzah, M. I. (2016). Kesediaan Guru PI Sekolah Rendah di Selangor, Journal of Advanced Research in Applied Sciences and Engineering Technology. ISSN (online): 2462-1943, Vol. 3 No. 1. Pages 79-92.
Wilson, N. S. & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
Yahya, A. A., Toukal, Z., & Osman, A. (2012). Bloom’s Taxonomy-Based Classification for Item Bank Questions Using Support Vector Machines. In Modern Advances in Intelligent Systems and Tools (pp. 135-140). Berlin, Germany: Springer.
Yee M. H., Jailani Md Yunos, Widad Othman, Razali Hassan, Tee T. K. & Mimi Mohaffyza Mohamad (2012). The needs analysis of learning higher order thinking skills for generating ideas. Procedia - Social and Behavioral Sciences, 59 (10), 197 – 203.
Zainuddin, A. (2012) A Handbook on SEM Structural Equation Modelling. 6th edn. Kampus Kota Bharu: UiTM Kelantan.
Zohar, A. & Peled, B. (2008). The effects of explicit teaching of meta-strategic knowledge on low and high achieving students. Learning and Instruction, 18(4), 337-353.
Zohar, A. & Barzilai, S. (2015). Metacognition and Teaching Higher-Order Thinking in Science Education: Students’ Learning, Teachers’ Knowledge, and Instructional Practices. In Routledge International Handbook of Research on Teaching Thinking (229–242).
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Published
2018-12-01
How to Cite
Che Md Ghazali, N. H., Md Hassan, N., Mat Rabi, N., & Zaini, S. H. (2018). Confirmatory factor analysis of the teaching strategy for HOTs and LOTs Inventory in the Malaysian context. Journal of Research, Policy & Practice of Teachers and Teacher Education, 8(2), 83–94. https://doi.org/10.37134/jrpptte.vol8.no2.8.2018
