Democrito Postrado JR - Final Thesis

EASTERN QUEZON COLLEGE Page | 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents and states the problem and background of this study. The
problems support the reasons why this study needs to be conducted. These problems are
stated specifically in the statement of the problem. The background, on the other hand is
introduced in this chapter and is supported by the other subsections including the
conceptual framework, design, significance of the study, scope and delimitation and
definition of terms.
Introduction
Students lack the capacity to take knowledge acquired in one setting and apply it
appropriately in a different setting. Our schools and colleges prepare students to be good
citizens and good factory workers. Students were expected to sit, listen and do exactly as
they are told. Learning is more important than teaching. Teaching effectiveness depends
not just on what the teacher does, but rather on what the student does. Teaching involves
listening as much as talking. It is important that both teachers and students are involved
in active thinking, but most important is what goes on in the student’s mind (Blaise,
2014).
According Idris (2012), Students who were taught how to develop creative
insights to solving problems were better suited for more complex problem solving than
those who were not. Therefore, the need for higher order thinking skills in the teaching
and learning cannot be over emphasized. Thinking skills enhance academic achievement.
Higher order thinking skills is a major component of creative and critical thinking and
creative thinking pedagogy can help students develop more innovative ideas, ideal
perspective and imaginative insights.
(Watson, 2019) Cited that Higher-Order Thinking Skills (HOTS) distinguishes

critical thinking skills from low-level learning outcomes, such as those attained by rote
memorization. It comprises skills such as synthesizing, analyzed, reasoning,
comprehending, application, and evaluation. Taxonomies are intended to describe the
hierarchy among skills and sorting them depending on the cognitive processing it takes to
develop each skill.
Statement of the Problem
This study aimed to determine teachers’ perception on the problems and coping
mechanism in the developing the HOTS of intermediate pupils in selected schools in
Macalelon District SY. 2019-2020.
Specifically, this study sought to answer the following questions:
1. What are the teacher’s perception on the elements of HOTS?
2. What are the problems encountered by the pupils in the practice of their higher order
thinking skills?
3. What coping strategies can be used in order to address these problems on the
educational process of the students
Conceptual Framework
Medel (2014) stated that the main output of the study will be the level of
agreement on the elements of HOTS. This study will utilize the descriptive-survey
design. It is the most appropriate design for the researchers to illustrate or to determine
the patterns of characteristics of variable of the research. According to Manuel and,
descriptive research is a method that can describe the findings based from the figures or
data gathered. It involves the description, recording, analysis, and interpretation of the
present nature and composition. This is the most appropriate method since it seeks to
determine the financial literacy of teachers.
According to: REPUBLIC ACT No. 10533 AN ACT ENHANCING THE PHILIPPINE
BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Section 5. Curriculum Development. — The DepED shall formulate the design and
details of the enhanced basic education curriculum. It shall work with the Commission on
Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial
and duplication of basic education subjects, the DepED shall coordinate with the CHED
and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall

undertake consultations with other national government agencies and other stakeholders
including, but not limited to, the Department of Labor and Employment (DOLE), the
Professional Regulation Commission (PRC), the private and public schools associations,
the national student organizations, the national teacher organizations, the parents-teachers
associations and the chambers of commerce on matters affecting the concerned
stakeholders.
The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the regional and division
education units.
Research Paradigm
INPUT PROCESS OUTPUT
Teachers’ Survey
perception on the
problems and Data Gathering Identified Coping
coping mechanism using strategies used in
in the developing questionnaires order to address
the HOTS these problems
Data Analysis and encountered in the
Problems Interpretation practice of HOTS
encountered by the of Intermediate
Intermediate pupils pupils
the practice of their
HOTS
Figure 1
Teachers’ Perception on Hots of Intermediate Pupils.
Research Paradigm shows the input, process and output. The input consists of
Teacher’s perception on the elements of HOTS and Problems encountered by the
Intermediate pupils the practice of their HOTS then process includes survey, data
gathering while the output would be the coping identified strategies used in order to
address these problems encountered in the practice of HOTS of Intermediate pupils.
Significances of the study
This study is significant to the following;
To the Administrators, this study would help teachers in providing better goals
for the educational process in developing the higher order thinking skills of pupils.
To the Teachers, this study would help them to be ready in developing the
higher order thinking skills of their pupils. They have proper preparations for the
achievement of goals of the development process;
To the Future Teachers, this study could help the future teachers to know the
effective development process in terms of improving the higher order thinking skills of
their pupils;
To the future Researchers, Findings of this study could provide additional

information about the study and may be used as their reference in the same field.
SCOPE AND DELIMITATIONS
This study is limited to the identification and use of the elements of HOTS. The
output of the study will be limited to the problems encountered in developing the higher
order thinking skills of pupils and the strategies employed in order to address these
problems. The center of the study is the selected intermediate teachers (40) as
respondents of Macalelon District.
Definitions of Terms:
The following terms are defined conceptually and operationally for better and
clearer understanding of the research study.
Educational Process-refers to the process that includes the ability to provide teachings
and the skills to absorb proper learning. The process itself can be in a phasing
manner. https://www.google.com/search?
sxsrf=ACYBGNQcojhPyJSKRrMS1NAsafI622
Elements of HOTS- has 5 key elements to be implemented in the classroom, namely (i)
reasoning, (ii) Inquiry, (iii) questioning techniques, (iv) Creativity and (v)
solutionhttps://www.google.com/search?
sxsrf=ACYBGNSo4uxbpXteH1MV0Xki
Goals of Educational Process-refers to the goals that are wanting to be achieved through
the process that was passed through using education.
https://www.google.com/search?sxsrf=ACYBGNSbdCI6X-slSO4b_GvFrzn-
Higher Order Thinking Skills (HOTS)-refers to the concept that distinguishes critical
thinking skills from low-order learning outcomes, such as those attained by
rote memorization. https://www.google.com/search?sxsrf=ACYBGNR0mh6-
Implications -refers to the conclusion that can be drawn from something although it is
not explicitly stated. https://www.google.com/search?
sxsrf=ACYBGNRZsFm2XJLDGMAcgd9nQoMAnK8idw
%3A1574869503761&ei=_5neXcP8LaKYr7wP-
Perceptions- refer to how someone sees something and how it affects its environment or
the surroundings.
https://courses.lumenlearning.com/boundlesspsychology/chapter/introduction-
to-perception/
CHAPTER II
REVIEW OF RELATED LITERATURE AND
STUDIES
This chapter presents the reviewed literature and studies, both foreign and local,
that are relevant to the study. The literature and study topics included in this review
include the elements of higher order thinking skills, the problems encountered in the
practice of HOTS and the coping strategies employed in the practice of HOTs.
RELATED LITERATURE
FOREIGN LITERATURE
Idris (2011) pointed that Higher Order Thinking Skills (HOTS) is the expanded
use of the mind to meet new challenges. He viewed HOTS as a thinking function of the
minds ability to solving challenging situations, but the question is, is HOTS just about the
extended use of the mind? Research findings have revealed more about the overview and
importance of higher order thinking skills in the teaching and learning process. Higher
order thinking skills involves analyzing information to determine the problem, evaluating
the problem and creating new workable solutions. The continuous development of higher
order thinking skills is a direct determinant of continuous practice, and involving in tasks
that stimulates the thinking faculties.
According to Sari (2013), critical thinking is also known as reflective thinking,

scientific thinking, and critical inquiry where learners investigate problems, ask
questions, and discover new information. Additionally, as indicated by Crow (2011), and
Thompson (2013), critical thinking ability is considered as higher-order cognitive
synthesis ability that involves the use of synthesis and analytical skills.
Wesly (2010) cited that Bloom’s Taxonomy: There are six levels of cognitive
learning according to the revised version of Bloom’s Taxonomy. Each level is
conceptually different. The six levels are remembering, understanding, applying,
analyzing, evaluating, and creating. Remember Definition: retrieve, recall, or recognize
relevant knowledge from long-term memory (e.g., recall dates of important events in U.S.
history, remember the components of a bacterial cell). Understand Definition:
demonstrate comprehension through one or more forms of explanation (e.g., classify a
mental illness, compare ritual practices in two different religions). Appropriate learning
outcome verbs for this level include: abstract, arrange, articulate, associate, categorize,
clarify, classify, compare, compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, give
examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict,
rearrange, reorder, rephrase, represent, restate, summarize, transform, and translate.
Lorin (2011) stated that Apply Definition: use information or a skill in a new
situation (e.g., use Newton’s second law to solve a problem for which it is appropriate,
carry out a multivariate statistical analysis using a data set not previously encountered).
Analyze Definition: break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose (e.g., analyze the
relationship between different flora and fauna in an ecological setting; analyze the
relationship between different characters in a play; analyze the relationship between
different institutions in a society). Evaluate Definition: make judgments based on criteria
and standards (e.g., detect inconsistencies or fallacies within a process or product,
determine whether a scientist’s conclusions follow from observed data, judge which of
two methods is the way to solve a given problem, determine the quality of a product
based on disciplinary criteria).
Create Definitions: put elements together to form a new coherent or functional

whole; reorganize elements into a new pattern or structure (design a new set for a theater
production, write a thesis, develop an alternative hypothesis based on criteria, invent a
product, compose a piece of music, write a play). Appropriate learning outcome verbs for
this level include: arrange, assemble, build, collect, combine, compile, compose,
constitute, construct, create, design, develop, devise, formulate, generate, hypothesize,
integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce,
propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and write.
(Watson, 2019) A well-known taxonomy that describes HOTS is derived from

Benjamin Bloom’s work “Taxonomy of Educational Objectives: The Classification of
Educational Goals” in 1956. Bloom’s Taxonomy consists of six levels: Knowledge,
Comprehension, Application, Analysis, Synthesis, and Evaluation. In comparison to
Lower-Order Thinking Skills (LOTS), LOTS involves memorization while HOTS require
comprehension and application of knowledge. As the fourth level of Bloom’s pyramid,
the Analysis level involves the students’ ability to perform an analysis of an acquired
knowledge, where they can also gain the ability to distinguish facts and opinion. At its
fifth level, Synthesis involves the ability of students to infer relationships among different
sources. At the top level, Evaluation involves the judgment of value, whether it is a
tangible (ideas) or intangible (items).
Synthesis
Based on the foreign literature. Higher order thinking is thinking on a level that
is higher than memorizing facts or telling something back to someone exactly the way it
was told to you. When a person memorizes and gives back the information without
having to think about it, we call that rote memory. That's because it's much liked a robot;
it does what it's programmed to do, but it doesn't think for itself. Higher order thinking, or
"HOT" for short, takes thinking to higher levels than restating the facts. HOT requires
that we do something with the facts. We must understand them, infer from them, connect
them to other facts and concepts, categorize them, manipulate them, put them together in
new or novel ways, and apply them as we seek new solutions to new problems.
Following are some ways to access higher order thinking.
LOCAL LITERATURE
Ranmos (2011) In a study conducted by their review of Bloom’s taxonomy of

higher order thinking, and came up with a six-step taxonomy which includes;
remembering, understanding, applying, analyzing, evaluating and creating process. These
six steps they propose promote the development of higher order thinking skills, but
emphasis was placed on analyzing, evaluating and creating.
(Pangan & Vion, 2013) suggested that educators and teachers should teach
analysis by using approaches that integrates– differentiating, organizing, attributing (to
break into constituent parts) and determine how the parts relate to one another and also to
an overall structure and purpose.
Paez (2011), also stated that teaching students to learn to develop evaluation
techniques should comprise of activities that includes: coordinating, detecting,
monitoring, testing, critiquing or judging. These they experimented and came to an
infallible conclusion that exposing students to these kinds of activities would provoke the
mind into recognizing patterns, distinguishing patterns, exposing the problem in totality
and help students to critically weigh all information and thus create workable solutions.
The problem or draw back with this approach would be that it only linearly enumerates
the components needed for the development of higher order thinking skills without
necessarily relating the strategies needed to fuse and integrate these components for
developing lessons that would foster or develop higher order thinking skills in students.
According to Basya (2014), higher order thinking skills may seem easy for some
students, but prove difficult for others, but the fact that it can be learned and can be
developed by a person’s practice is justifiable. They further stated that higher order
thinking skills is thinking on a level that is higher than memorizing facts or telling
something back to someone exactly the way it was said. It involves doing something new
with the facts, understanding them, infer from them, connect them to other facts and
concepts, categorize them, manipulate them and put them together in a new or novel way.
(Magpantay, 2013) pointed out that traditional education has favored the
acquisition of knowledge, especially among elementary school-age children, over the
application of knowledge and critical thinking. Advocates believe that without a basis in
fundamental concepts, students cannot learn the skills they will need to survive in the
work world Reform-minded educators, meanwhile, see the acquisition of problem-
solving skills higher-order thinking—to be essential to this very outcome. Reform-
minded curricula, such as the common core, have been adopted by a number of states,
often amid controversy from traditional education advocates. At heart, these curricula
emphasize HOTS, over strict rote memorization as the means to help students achieve
their highest potential.
Synthesis
As a researcher and a future teacher, it is crucial to use bloom’s taxonomy to

give learning a meaning to each student. The researcher will make sure that the students
know the importance and relevance in the things that he will teach and will help the
students apply what they learn beyond the classroom. As a science teacher, a lot of the
lab work will require the scientific method. Scientific method uses all of the higher order
thinking skills.
RELATED STUDIES
FOREIGN STUDIES
Charles et al. (2012), stated that higher order thinking is a function of one’s
imagination- the ability to creatively design what has not yet become fact or knowledge.
This he opined is a fundamental tool in developing higher order thinking. His views may
hold a stronger meaning than it appears to have, in the sense that every technological
input or discovery in the world today was first created from imagination and not
knowledge.
Yunos, et al. (2011), reveals that there is research evidence supporting the
teaching and learning of higher order skills, due to the low level of thinking skills among
technical and vocational education students. This was determined when they assessed
students on the rubric standards of Marzano thinking skills. Thus, they suggested that
models, strategies, techniques and activities, model lesson plans, use of integrated
approach as well as the use of a self-instructional approach be used in the teaching and
learning of higher order thinking skills. They opined that the self-instructional approach
should be used on the ground that it caters for individual differences of learners and
support students to study at their own pace.
King et al. (2011) pointed out that it does not offer support to students engaged
in higher order thinking activates (scaffolding), instead they suggested that lessons
involving higher order thinking skills require particular clarity of communication to
reduce ambiguities and confusion, and improve students’ attitudes about thinking tasks.
According to McCarty (2013) learning is the making of meaning, meaning is

making connections, and connections are the concepts. In order words, to learn
something, students must first understand its meaning and we make meaning by
connecting new ideas to ones we already have. The term schema is simply a pattern or
arrangement of knowledge that an individual has already stored in the brain that helps
them understand new information. Integrating this into higher order thinking lessons
would help students to infer about a particular thing based on the information they have
gathered previously. Metaphors, Similes and Analogies: Metaphors, Similes and
Analogies are ways to explain the abstract or unfamiliar by showing how the abstract or
unfamiliar shares characteristics with a particular object, idea or concept.
(Anders, 2013) stated that use teaching techniques that provokes higher thinking
levels -- Teachers have at their disposal a pool of teaching techniques and methods to
choose from that provoke higher levels of thinking. Some of these techniques could be
problem solving methods, cooperative learning, and so on; (5) Emphasize feedback
generation for students--Evaluate student’s comprehension level and creativity by
assessing how well they respond to complex and seemingly abstract problems. This helps
students to identify their areas of strengths and weakness in thinking activities. Teach
them how to think about their thinking and learning (metacognition). This enables them
to capitalize on their strengths and further develop them as well as look for a way around
their weaknesses.
Synthesis
The importance of Higher Order Thinking Skills (HOTS) in developing pupils'

writing ability cannot be ignored in view of enhancing students' creative and critical
thinking. Pupils in rural areas who have limited exposure to language and technology
tend to write only what is portrayed in the stimulus and seldom develop their ideas and
expand their imagination in their writing. Emphasize feedback generation for students--
Evaluate student’s comprehension level and creativity by assessing how well they
respond to complex and seemingly abstract problems.
LOCAL STUDIES
Garcia’s (2015) study showed improvements on students’ thinking abilities

when using Freedman’s model for critical thinking strategies and testing their abilities
based on their analysis of environmental issues.
Paterno (2013) said that analysing requires learners to break down information
and search for relationships, and evaluating involves making an informed judgement
about something. Activities such as comparing, contrasting and prioritising, while

creating happens when learners are required to generate new ideas through activities such
as designing and inventing.
Resurreccion (2014) tested the effects of videos on Higher-Order Thinking

Skills for teaching topics in Physics. The study made the following conclusions:
“Students performed better in analysis, synthesis, and evaluation levels even before the
use of videos based on the pretest. The experimental and control groups had the same
posttest performance in the application and synthesis levels. But the experimental group
performed better at the analysis and evaluation levels. Students in the control group had a
greater percentage gain at the analysis and synthesis levels based on pre and posttest
results.
According to Marquez (2013) One of the most prominent effects of

globalization and the steady advance of capitalism is the increase in demand for skilled
human capital. This is especially true in the Philippines, which relies on labor export in
order to keep its economy afloat. Nonetheless, despite the demands of the globalized
world, the Filipino children and youth should not only be sent to schools to be taught
skills that would make them competent laborers for capitalist markets, but more
importantly, they should be trained to become critical thinkers so as to be open, sensitive,
and understanding of the beliefs and values of others as well as not to be enslaved by
them respective belief and value systems.
Supeno (2019) found out that Higher order thinking skills are the ability to think
not just recall, restate, or recite but it reaches several dimensions of knowledge, including
metacognitive dimensions. Students who have higher order thinking skills will be have
the ability of connect different concepts, interpret, problem solving, communication,
reasoning, and make the right decisions. Identification of higher order thinking skills
needs to be done through research and the results are expected to be used as a reference
to design of instructional strategies that are appropriate to the characteristics of students.
In this study, identification is done by measuring the ability of problem solving,
communication, and reasoning skills. The results showed that students' ability to solve of
well-structured problem including satisfactory but the ability to solve of ill structured
problem needs to be developed. For communication skill, students are still not used to
expressing their ideas in scientific writing. For reasoning skill, although students are able
to reason on some aspects, but in general still not satisfactory. Therefore, it is necessary
to develop a proper physics instructional design and in accordance with the
characteristics of students to teach higher order thinking skills.
Synthesis
Based on the local studies, one of the main 21st century components that
teachers want their students to use are higher-order thinking skills. This is when students
use complex ways to think about what they are learning. Higher-order thinking takes
thinking to a whole new level. Students using it are understanding higher levels rather
than just memorizing math facts. Based from the experimental group they performed
better in the analysis and evaluation result.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the design and methods used in the research including the
sampling technique, the instrumentation, the data gathering procedure, research locale
and the statistical treatment of data.
Research Method and Techniques
The research design that was used in this study was the descriptive method to
collect data. Through questionnaire the data were gathered including the level of
agreement of respondents on the elements of HOTS, the problems encountered by the
selected schools in Macalelon District in the practice of their higher order thinking skills
and coping strategies that can be used in order to address these problems on the
educational process of the students.
Research Locale
The study was conducted in Macalelon Quezon situated in the Municipality of

Macalelon. The selected teachers of the said school were the respondents for this study.
Sampling Design
The respondents of this study were 40 teachers of Macalelon District in

Macalelon Quezon school year 2019-2020. Convenient sampling technique was used to
answer the questionnaire of the respondents. The total number of teachers were 40 who
were utilized as respondents. After the respondents answered the questionnaire, the
researcher collected the questionnaire on the same day.
Instrumentation
The researcher drafted the questionnaire for comments and suggestions by the
thesis adviser and validated by 2 experts. The suggestions served as the guidelines for
revision of the questionnaire. Prior to the conduct of the study, the researcher sent a letter
to Dr. Eutiquio A. Empleo District Supervisor upon approval the researcher administered
the instruments to the target respondents. The quantitative research methods using Likert
scale was used in order to rate teachers’ perception on HOTS of intermediated pupils in
selected schools of Macalelon District.
Data Gathering Procedure
The data were gathered through survey-questionnaire and answered by the

selected teachers’ respondents. The quantitative research methods using the teachers’
perception on HOTS on intermediated pupils in Macalelon District. Some of the
questionnaires used in this study were derived from other researchers. Data were gathered
by total enumeration sampling technique. This questionnaire has 5 options; Strongly
Agree= 5(SA) Agree= 4 (A), Moderately Agree= 3 (MA), Disagree= 2 (DA), Strongly
Disagree = 1(SD). The research questionnaire was consisted of three parts: The first part
deal with t teacher’s perception on the elements of HOTS, the problems encountered by
the pupils in the practice of their higher order thinking skills and coping strategies can be
used in order to address these problems on the educational process of the students.
Statistical Treatment
The purpose of this research is to determine TEACHERS’ PERCEPTION ON

THE PROBLEMS AND COPING MECHANISM IN DEVELOPING THE HOTS OF
INTERMEDIATE PUPILS IN SELECTED SCHOOLS IN MACALELON DISTRICT

SY. 2019-2020. All data to be gathered will be categorized, tabulated and analyzed.
Using frequency, percentage and weighted mean, these data will be analyzed.
To determine the higher order thinking skills of pupils, the problems encountered
in developing HOTS and the strategies employed to address these problems, the weighted
mean formula was used:
The formula is:

P=f/N x100
Where:
P-percentage
f-number of responses
N-number of respondents
To get the weighted mean used to describe the items in the indicators, the researcher used
the formula (Calmorin, 2007; 116-118)
Where:
x= weighted mean
∑fx= sum of the product of the frequency and rating scale
∑f= sum of all the frequency
X=
∑ fx
∑f
This figure shows the range of mean, descriptive meaning and scale to analyze
and interpret the collected data from the respondents of this study. The Likert scale was
used in interpreting the results of the data to be gathered. The first column shows the
numerical rating with five as the highest and one as the lowest. The second column shows
the qualitative description. This simply describes the numerical rating results based on
the arithmetic mean ranges indicated in the third column.
Range of Mean Descriptive Meaning Scale

4.01-5.00 Strongly Agree 5
3.01-4.00 Agree 4
2.01-3.00 Moderately Agree 3
1.01-2.00 Disagree 2
0.01-1.00 Strongly Disagree 1
CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
This chapter shows presentation analysis and interpretation of data. The first part
described elements of HOTS of intermediate pupils, second part is problems encountered
by intermediates pupils in developing HOTS and the last part coping strategies to address
the problems encountered.
Table 1. Elements of HOTS of intermediate pupils.
Indicators 5 4 3 2 1 WM INT
R 10 29 1 0 0 4.23 SA 1.5
1. Integrates
activities to build
students capacity
to reflect on this
own characteristic.
2. Monitors the 10 29 1 0 0 4.23 SA 1.5

students
learning
thinking.
10 25 5 0 0 4.13 SA 4.5
3. Let student
make
predictions
about
information
read.
4. Students 10 25 5 0 0 4.13 SA 4.5

relate idea to
existing
knowledge
structure
5. Helps 7 30 3 0 0 4.1 SA 9
students to
know when to
ask for help.
6. Let students 10 28 2 0 0 4.2 SA 2

present an open
situation and
creating an
environment
that feel free to
contribute their
ideas.
7. Gives 12 25 3 4.23 SA 1.5

0 0
students
opportunity to
talk in share
ideas.
8. Provides a 5 30 5 0 0 4.00 A 10
focus to
discussion by
presenting a
puzzle situation
and asking an
initial question.
9. Guides 10 25 5 0 0 4.13 SA 4.5

students to make
their own
outline/plan
before doing
anything.
10. Instruct 8 29 9 0 0 4.13 SA 4.5

students to exert
effort to find out
the needs to do a
particular task.
OVERALL AVERAGE WEIGHTED MEAN 4.15 SA
Legend:
4.01-5.00 Strongly Agree

3.01-4.00 Agree
2.01-3.00 Moderately Agree
1.01-2.00 Disagree
0.01-1.00 Strongly Disagree
The table shows that most of the teachers in Macalelon District are strongly agree
in let student make predictions about information read got highest rank integrates
activities to build students capacity to reflect on this own characteristic, monitors the
students learning thinking and Gives students opportunity to talk in share ideas having
weighted mean 4.23. While the lowest rank 5 consist of 4.0 weighted mean is provides a
focus to discussion by presenting a puzzle situation and asking an initial question.
According to Paez (2011) the problem or draw back with this approach would be
that it only linearly enumerates the components needed for the development of higher
order thinking skills without necessarily relating the strategies needed to fuse and
integrate these components for developing lessons that would foster or develop higher
order thinking skills in students. Sari (2013) cited that critical thinking is also known as
reflective thinking, scientific thinking, and critical inquiry where learners investigate
problems, ask questions, and discover new information.
Table. 2 Problems encountered by intermediates pupils in developing HOTS
Indicators 5 4 3 2 1 WM INT
R 6 29 5 0 0 4.02 SA 2
1. Problems with
verbal concepts.
2. Concept 4 27 9 0 0 3.9 A 5.5

problems that are
specific to a certain
subject (math,
science, literature,
etc.)
3. Trouble 5 22 13 0 0 3.8 A 9.5

making
inferences.
4. Problems with 4 27 9 0 0 3.9 A 5.5

process concepts.
5. Problem 5 25 10 0 0 3.9 A 5.5

identification —
knowing a
problem when
you see one, and
stating the whole
problem.
5 22 13 0 0 3.8 A 9.5
6. Poor abstract
conceptualization
7. Representing 8 0 0 4.0 A 3.5

7 25
the information
clearly
8. Solution 6 30 4 0 0 4.05 SA 1
monitoring —
checking to see if
the solution is
coming out right
9. Evaluating 5 25 10 0 0 3.9 A 5.5

solutions —
evaluating which
solution or
solutions are
best.
10. Forming a 6 27 7 0 0 4.0 A 3.5

good strategy for
solving the
problem.
OVERALL AVERAGE WEIGHTED MEAN 3.92 A
Legend:

3.01-4.00 Agree
1.01-2.00 Disagree
Table 2 shows that most of that most of the respondents’ in Macalelon District are
strongly agree to the number 8 question . Solution monitoring checking to see if the
solution is coming out right got highest rank with the weighted mean of 4.05. While the
lowest are number 3 and 6 questions trouble making inferences and poor abstract
conceptualization with the weighted mean of 3.8.
Anders (2013) emphasized that feedback generation for students--Evaluate

student’s comprehension level and creativity by assessing how well they respond to
complex and seemingly abstract problems. This helps students to identify their areas of
strengths and weakness in thinking activities. Teach them how to think about their
thinking and learning (metacognition). This enables them to capitalize on their strengths
and further develop them as well as look for a way around their weaknesses. And also,
Magpantay, (2013) pointed out that traditional education has favored the acquisition of
knowledge, especially among elementary school-age children, over the application of
knowledge and critical thinking. Advocates believe that without a basis in fundamental
concepts, students cannot learn the skills they will need to survive in the work world
Reform-minded educators, meanwhile, see the acquisition of problem-solving skills
higher-order thinking—to be essential to this very outcome.
Table. 3 Coping Strategies to Address the Problems Encountered.
Indicators 5 4 3 2 1 WM INT R
1. Connect 5 35 0 0 0 4.13 SA 2
Concepts Lead
students through
the process of how
to connect one
concept to another.
2. Encourage 5 32 3 0 0 4.05 SA 5
Questioning A
classroom where
students feel free
to ask questions
without any
negative
reactions from
their peers or
their teachers is a
classroom where
students feel free
to be creative.
3. Teach 6 31 1 0 0 4.12 SA 3.5

students to Infer
By giving them
“Real-world”
examples.
4. Use Graphic 5 35 0 0 0 4.12 SA 3.5

Organizers
To provide
students with a
nice way to
frame their
thoughts in an
organized
manner.
5.Teach Problem 5 34 1 0 0 3.6 A 10

solving techniques
Step-by-step method
for solving problems.
6. Encourage 5 22 13 0 0 3.8 A 9
Creative
Thinking
7. Use Mind 4 35 1 0 0 4.8 SA .131

Movies
when concepts
that are being
learned are hard,
which will
encourage
students to
create a movie
in their mind
8. Teach 5 34 1 0 0 4.1 SA 6
Students to
elaborate their
answers.
9. Teach QARs 1 38 1 0 0 4.0 A 7

Quezon-
Answer-
Relationship
10.Collaboration
with peers. 6 33 1 0 0 4.12 SA 3.5
OVERALL AVERAGE WEIGTHED MEAN 3.7 A
Legend:

3.01-4.00 Agree
1.01-2.00 Disagree
The table reveals that most of that most of the respondents’ in Macalelon District
are strongly agree to use mind movies when concepts that are being learned are hard,
which will encourage students to create a movie in their mind . highest rank with the
weighted mean of 4.8. While the lowest is teach problem solving techniques step-by-step
method for solving problems with the weighted mean of 3.6.
Basha (2014) stated that they further stated that higher order thinking skills is
thinking on a level that is higher than memorizing facts or telling something back to
someone exactly the way it was said. It involves doing something new with the facts,
understanding them, infer from them, connect them to other facts and concepts,
categorize them, manipulate them and put them together in a new or novel way. Paez
(2011), also stated that teaching students to learn to develop evaluation techniques should
comprise of activities that includes: coordinating, detecting, monitoring, testing,
critiquing or judging. These they experimented and came to an infallible conclusion that
exposing students to these kinds of activities would provoke the mind into recognizing
patterns, distinguishing patterns, exposing the problem in totality and help students to
critically weigh all information and thus create workable solutions
CHAPTER V
SUMMARY, SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, summary findings, conclusions and

recommendations derived the study.
Summary:
This study aimed to determine the teachers’ perception on HOTS on

intermediated pupils in Macalelon District. This research study used the descriptive
method of research design using the survey questionnaire as the main source of data and
information. The respondents of this study consisted of 40 teachers in Macalelon District.
From the findings of this research, it became evident that the teachers’ perception on
HOTS on intermediated pupils in Macalelon District.
Summary of findings:
The review of related literature and studies were concentrated about the teachers’
perception on HOTS Higher order thinking is thinking on a level that is higher than
memorizing facts or telling something back to someone exactly the way it was told to
you. Higher order thinking skills are the ability to think not just recall, restate, or recite
but it reaches several dimensions of knowledge, including metacognitive dimensions.
Students who have higher order thinking skills will be have the ability of connect
different concepts, interpret, problem solving, communication, reasoning, and make the
right decisions.
I. Elements of HOTS of intermediate pupils.
Most of the teachers in Macalelon District are strongly agree in let student make
predictions about information read got highest rank integrates activities to build
students capacity to reflect on this own characteristic, monitors the students learning
thinking and gives students opportunity to talk in share ideas having weighted mean
4.23. Students who participate in guided classroom discussions learn essential life skills
as well, including the importance of active listening. Too often we listen only to reply,
waiting our turn at the mic so we can say our piece. By creating an atmosphere of
understanding and encouraging students to listen with the goal of understanding, we
can improve their communication skills.
II. Problems encountered by intermediates pupils in developing HOTS.
This study showed that most of the respondents’ in Macalelon District strongly
agree to the Solution monitoring checking to see if the solution is coming out right got
highest rank with the weighted mean of 4.05 Because most of the time the teachers not
implement the solutions rather that they give other options to emphasized the important
of assessment.
III. Coping Strategies to Address the Problems Encountered.

Most of the respondents’ in Macalelon District are strongly agree use mind
movies when concepts that are being learned are hard, which will encourage students to
create a movie in their mind. highest rank with the weighted mean of 4.8. If we use our
imaginations correctly, we tap into what we love referring to as the power of our
subconscious minds. Similar basis to visual goal-setting boards, where you pin images
and concepts of what you want in your life and use it as a reminder to keep on track and
work toward your goals, ultimately achieving them.
Conclusions
Teachers gave students opportunity to talk, share ideas, monitor and integrates
activities to build students capacity to reflect. Most of the respondents agreed that the
problems encountered by the intermediate pupils in developing HOTS is coming out
right. To address the problem encountered in developing HOTS the teachers should lead
student through the process of how to connect one concept to another.
Recommendations
1. Administrators, may enhance their curriculum through the implementation

of HOTS.
2. Parents, may do a lot to encourage their children to exercise higher order

thinking skills even at home.
3. Teachers, may promote creativity among their pupils in applying HOTS

continuously
4. Pupils, may able to learn, improve their performance and reduce their
weaknesses
5. Future Researchers, may use this research as a reference for a parallel

study.
BIBLIOGRAPHY
BOOKS
De Leon, E. B. (2019) Action Research (for beginners in classroom-based contents)
Garcia, et. Al (2011) Research Simplified Guide to Thesis Writing (First Edition)
Broto, Antonio S (2006). Statistics made simple (Second Edition)
JOURNALS/MAGAZINES
Marquez (2013) Critical Thinking in Philippine Education: What We Have and What We
Needi http://www.jceps.com/wp-content/uploads/2017/10/15-2-10.pdf
ONLINE REFERENCES
Alice T. (2014) Higher Order Thinking https://www.readingrockets.org/article/higher-

order-thinking
Magpantay (2013) The Relationship between Higher Order Thinking Skills and
Academic Performance of Student in Mathematics Instruction
https://files.eric.ed.gov/fulltext/EJ1159551.pdf
Garcia (2013) Environmental Science Issues for Higher-Order Thinking Skills (HOTS)
Development: A Case Study in the Philippines
https://www.researchgate.net/publication/299952653_Environmental_Scie
nce_Issues_for_Higher-
Order_Thinking_Skills_HOTS_Development_A_Case_Study_in_the_Phil
ippines
Idris (2011) Strategies for Improving Higher Order Thinking Skills in Teaching and
Learning of Design and Technology Education
Researchgate.net/publication/321059251_Strategies_for_Improving_High
er_Order_Thinking_Skills
Lorin (2011) Reflective Thinking: RT http://www.hawaii.edu/intlrel/pols382/Reflective

%20Thinking%20-%20UH/reflection.html
Paez (2011) National Academies Press: On Evaluating Curricular Effectiveness:

Judging the Quality of K-12 Mathematics
https://www.nap.edu/read/11025/chapter/9
Sari (2013) Evaluation of Critical Thinking and Reflective Thinking Skills among
Science Teacher Candidates
https://files.eric.ed.gov/fulltext/EJ1079684.pdf
Resurrecion (2014) The Effects of Using Videos on Teaching Selected Topics in Physics
Towards the Development of Higher-Order Thinking Skills
http://www.apjmr.com/wp-content/uploads/2014/09/APJMR-2014-2-
121.pdf
Supeno (2019) What can students show about higher order thinking skills in physics
learning?https://www.researchgate.net/publication/332301927_What_can
_students_show_about_higher_order_thinking_skills_in_physics_learning
Watson (2019) Higher-Order Thinking Skills (HOTS) in Education Teaching Students to

Think Critically https://www.thoughtco.com/higher-order-thinking-skills-
hots-education-3111297
APPENDICES
February 06, 2020
DR. EUTIQUIO A. EMPLEO

District Supervisor
Macalelon, Quezon
Dear Sir:
Greetings!
I am DEMOCRITO A. POSTRADO JR., a Bachelor of Elementary Education of

Eastern Quezon College, Inc., is presently conducting a thesis entitled, “TEACHERS’
PERCEPTION ON THE PROBLEMS AND COPING MECHANISM IN
DEVELOPING THE HOTS OF INTERMEDIATE PUPILS IN SELECTED
SCHOOLS INMACALELON DISTRICT SY. 2019-2020. The undersigned researcher
would like to request permission to conduct his research through a survey questionnaire
on your selected teachers as my respondents.
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Hoping for your positive response in this regard.

Thank you!
Respectfully yours,
DEMOCRITO A. POSTRADO JR.

Research Student
Noted: Approved:
ISABELITA E. DE TORRES
Research Adviser DR. EUTIQUIO A. EMPLEO
DR. MELCHOR B. ESPIRITU

Dean of Research / Accreditation
TEACHERS’ PERCEPTION ON THE PROBLEMS AND COPING

MECHANISM IN DEVELOPING THE HOTS OF
INTERMEDIATE PUPILS IN SELECTED
SCHOOLS INMACALELON
DISTRICT SY. 2019-2020
QUESTIONNAIRE
Dear Respondents,
Below are the set of information and questions needed which the researcher
wants to obtain from you as teacher of Macalelon District.
Kindly supply the necessary information to the best of your knowledge, your
judgment must be based on the actual happenings and observations on teachers’
perception of HOTS about your students.
Your cooperation will be of great help in the realization of this research work
with assurance that your name will be treated confidentially.
Rest assured that you and your data will be treated with utmost confidentiality
and will be used solely for this purpose.
Thank you very much and GOD SPEED!
THE RESEARCHER
TEACHERS’ PERCEPTION ON THE PROBLEMS AND COPING

MECHANISM IN DEVELOPING THE HOTS OF
INTERMEDIATE PUPILS IN SELECTED
SCHOOLS IN MACALELON
DISTRICT SY. 2019-2020
QUESTIONNAIRES
PART I: Elements of HOTS of intermediate pupils.
Directions: Please rate the statements to identify the elements of HOTS of intermediate
pupils by checking the space that corresponds to your answers.
5-Strongly Agree 4-Agree 3-Slightly Agree 2 –Disagree 1-Strongly Disagree
Statements (SA) (A) (S) (D) (SD)

5 4 3 2 1
1.Integrates activities to build students capacity to reflect
on this own characteristic.
2 2. Monitors the students learning thinking

3.Let student make predictions about information read.
4.Students relate idea to existing knowledge structure.

5.Helps students to know when to ask for help.
6. Let students present an open situation and creating an
environment that feel free to contribute their ideas.
7. Gives students opportunity to talk in share ideas.
8. Provides a focus to discussion by presenting a puzzle

situation and asking an initial question.
9. Guides students to make their own outline/plan before
doing anything.
1 10. Instruct students to exert effort to find out the needs
to do a particular task
PART II: Problems Encountered by intermediates pupils in developing HOTS
Directions: Please rate the statements to the identify problems encountered by checking
the space that corresponds to your answers

5 4 3 2 1
1. Problems with verbal concepts.
2. Concept problems that are specific to a certain subject
(math, science, literature, etc.)
3. Trouble making inferences.
4. Problems with process concepts.
5. Problem identification — knowing a problem when
you see one, and stating the whole problem.
6. Poor abstract conceptualization
7. Representing the information clearly
8. Solution monitoring — checking to see if the solution
is coming out right
9. Evaluating solutions — evaluating which solution or

solutions are best.
10.Forming a good strategy for solving the problem.
PART III: Coping Strategies to Address the Problems Encountered
Directions: Please rate the statements to the coping strategies in order to address the
problems encountered by checking the space that corresponds to your answers.

5 4 3 2 1
1. Connect Concepts Lead students through the process
of how to connect one concept to another
2.Encourage Questioning. A classroom where students
feel free to ask questions without any negative reactions
from their peers or their teachers is a classroom where
students feel free to be creative.
3. Teach students to Infer
By giving them “Real-world” examples.
4. Use Graphic Organizers
To provide students with a nice way to frame their
thoughts in an organized manner.
5. Teach Problem solving techniques
Step-by-step method for solving problems.
6. Encourage Creative Thinking

7. Use Mind Movies
when concepts that are being learned are hard, which
will encourage students to create a movie in their mind.
8. Teach Students to elaborate their answers if the
student reads the question carefully, it is easy to answer.
9. Teach QARs Quezon-Answer-Relationship to be
used after students have read. QAR teaches students
how to decipher what types of questions they are being
asked and where to find the answers to them.
10. Collaboration with peers.
CERTIFICATION
This is to certify that the undersigned has thoroughly checked and
calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of Democrito A. Postrado jr., Bachelor of
Elementary Education of Eastern Quezon College, Inc, Gumaca, Quezon
with the title TEACHERS’ PERCEPTION ON THE PROBLEMS AND
COPING MECHANISM IN DEVELOPING THE HOTS OF
INTERMEDIATE PUPILS IN SELECTED SCHOOLS OF
MACALELON DISTRICT SY. 2019-2020.

Issued this 8th day of November, 2019 at Eastern Quezon College,
Inc, for whatever legal purpose it may serve.
MARIA CELERINA D. ORETA, Ed. D

Validator-1
CERTIFICATION
calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of Democrito A. Postrado jr., Bachelor of
Elementary Education of Eastern Quezon College, Inc, Gumaca, Quezon
with the title “TEACHERS’ PERCEPTION ON THE PROBLEMS
AND COPING MECHANISM IN DEVELOPING THE HOTS OF
INTERMEDIATE PUPILS IN SELECTED SCHOOLS OF
MACALELON DISTRICT SY. 2019-2020”.

Issued this 13th day of November, 2019 at Eastern Quezon College,
GIL TAÑADA. SEGUI

Validator-2
CERTIFICATION
calibrated the necessary corrections of the MANUSCRIPT CONTENT of
Democrito A. Postrado jr. Bachelor of Elementary Education of Eastern
Quezon College, Inc, Gumaca, Quezon with the title “TEACHERS
PERCEPTION ON THE PROBLEMS AND COPING MECHANISM
IN DEVELOPING THE HOTS OF INTERMEDIATE PUPILS IN
SELECTED SCHOOLS OF MACALELON DISTRICT SY. 2019-
2020”.
Issued this ____ day of ________2020 at Eastern Quezon College,

GLORIA L. CHING, Ed. D.

Grammarian/ Content Editor
CERTIFICATION
calibrated the necessary corrections of the Statistical Tool of Democrito A.
Postrado jr., Bachelor of Elementary Education of Eastern Quezon
College, Inc, Gumaca, Quezon with the title “TEACHERS
2020”.

FLORMANDO P. BALDOVINO, DBA

Statistician
CERTIFICATION
calibrated the necessary corrections of the Thesis Format of of Democrito
A. Postrado jr.,, Bachelor of Elementary Education of Eastern Quezon
College, Inc, Gumaca, Quezon with the title “TEACHERS
2020”.

MELCHOR B. ESPIRITU, Ed, D.

Format Editor
According to: REPUBLIC ACT No. 10533 AN ACT ENHANCING THE

PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC
EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES
Section 5. Curriculum Development. — The DepED shall formulate the design and
details of the enhanced basic education curriculum. It shall work with the Commission
on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the
global competitiveness of Filipino graduates. To ensure college readiness and to avoid
remedial and duplication of basic education subjects, the DepED shall coordinate with
the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall

undertake consultations with other national government agencies and other stakeholders
including, but not limited to, the Department of Labor and Employment (DOLE), the
Professional Regulation Commission (PRC), the private and public schools associations,
the national student organizations, the national teacher organizations, the parents-
teachers associations and the chambers of commerce on matters affecting the concerned
stakeholders.
The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials shall
be encouraged and approval of these materials shall devolve to the regional and division
education units.
CURRICULUM
VITAE
DEMOCRITO A. POSTRADO
Address: Brgy. Taguin Macalelon Quezon
Mobile Number: 093867307387
Email Address: [email protected]
Objection
To be able to work effectively by providing quality services through which I, in my own

way, could contribute to the company’s growth and success by being knowledge in
different faces of work to be applied for mutual benefits.
Personal Information
Nickname: J.R
Age: 23 years old
Gender: Male
Date of Birth: October 07, 1996
Place of Birth: Barangay Burgos, Lopez, Quezon
Civil Status: Single
Religion: Roman Catholic

Nationality: Filipino
Height: 5’6
Weight: 64 kgs.
Educational Attainment
Tertiary: Eastern Quezon College

Guamaca, Quezon
Bachelor of Elementary Education (General Education)
Secondary: Olongtao National Highschool

Barangay Olongtao Ibaba Macalelon Quezon
2014-2015
Primary Taguin Elementary School

Barangay Taguin Macalelon Quezon
2008
Working Experience
 Service Crew Paranaque 2016
Skills:
 Computer Literate
 Flexible
 Fast learner
 Hard working
 Effectively help to fulfill the customer and expectation for quality service.
 Communicate well with various kinds of people at all levels.
DEMOCRITO A. POSTRADO

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EASTERN QUEZON COLLEGE Page | 1

(Watson, 2019) Cited that Higher-Order Thinking Skills (HOTS) distinguishes

Statement of the Problem

Specifically, this study sought to answer the following questions:

1. What are the teacher’s perception on the elements of HOTS?

To achieve an effective enhanced basic education curriculum, the DepED shall

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

INPUT PROCESS OUTPUT

Significances of the study

This study is significant to the following;

To the future Researchers, Findings of this study could provide additional

SCOPE AND DELIMITATIONS

According to Sari (2013), critical thinking is also known as reflective thinking,

Create Definitions: put elements together to form a new coherent or functional

(Watson, 2019) A well-known taxonomy that describes HOTS is derived from

Ranmos (2011) In a study conducted by their review of Bloom’s taxonomy of

As a researcher and a future teacher, it is crucial to use bloom’s taxonomy to

According to McCarty (2013) learning is the making of meaning, meaning is

The importance of Higher Order Thinking Skills (HOTS) in developing pupils'

Garcia’s (2015) study showed improvements on students’ thinking abilities

about something. Activities such as comparing, contrasting and prioritising, while

Resurreccion (2014) tested the effects of videos on Higher-Order Thinking

According to Marquez (2013) One of the most prominent effects of

Research Method and Techniques

The study was conducted in Macalelon Quezon situated in the Municipality of

The respondents of this study were 40 teachers of Macalelon District in

Data Gathering Procedure

The data were gathered through survey-questionnaire and answered by the

The purpose of this research is to determine TEACHERS’ PERCEPTION ON

INTERMEDIATE PUPILS IN SELECTED SCHOOLS IN MACALELON DISTRICT

The formula is:

Range of Mean Descriptive Meaning Scale

Table 1. Elements of HOTS of intermediate pupils.

2. Monitors the 10 29 1 0 0 4.23 SA 1.5

4. Students 10 25 5 0 0 4.13 SA 4.5

6. Let students 10 28 2 0 0 4.2 SA 2

7. Gives 12 25 3 4.23 SA 1.5

9. Guides 10 25 5 0 0 4.13 SA 4.5

10. Instruct 8 29 9 0 0 4.13 SA 4.5

OVERALL AVERAGE WEIGHTED MEAN 4.15 SA

4.01-5.00 Strongly Agree

Table. 2 Problems encountered by intermediates pupils in developing HOTS

2. Concept 4 27 9 0 0 3.9 A 5.5

3. Trouble 5 22 13 0 0 3.8 A 9.5

4. Problems with 4 27 9 0 0 3.9 A 5.5

5. Problem 5 25 10 0 0 3.9 A 5.5

7. Representing 8 0 0 4.0 A 3.5

9. Evaluating 5 25 10 0 0 3.9 A 5.5

10. Forming a 6 27 7 0 0 4.0 A 3.5

OVERALL AVERAGE WEIGHTED MEAN 3.92 A

4.01-5.00 Strongly Agree

Anders (2013) emphasized that feedback generation for students--Evaluate

Table. 3 Coping Strategies to Address the Problems Encountered.

3. Teach 6 31 1 0 0 4.12 SA 3.5

4. Use Graphic 5 35 0 0 0 4.12 SA 3.5

5.Teach Problem 5 34 1 0 0 3.6 A 10