Discipline: Education
The study involved using thinking maps to develop higher order thinking skills (HOTS) of fifth-grade science students in Starline Elementary School. It utilized the quasi-experimental design to assess the effects of Thinking Maps on the development of higher order thinking skills (HOTS) through a pretest and a posttest. The descriptive- correlational design was used to describe the students’ profiles, examine their perceptions of the effect of using Thinking Maps on learning science, and investigate the relationship between profile variables and achievement in science. This study was conducted from April through May during the school year 2021-2022. Purposive sampling was used to determine the number of respondents. Students’ achievement in science was determined from the Individual Student Performance on class tests for CKLA Science based on Parent Vue (Synergy) and DnA Illuminate District Assessment. Results showed a significant correlation of the students’ profile variables such as sex, age, and economic status to their achievement in science using Thinking Maps. Results also indicated a significant difference between the respondents’ pretest and posttest scores after using Thinking Maps. There was a significant difference in terms of developing higher order thinking skills, organizing, providing evidence, reasoning, and clarity. As to their perceptions about Thinking Maps, the students generally strongly agree that using them has improved their essay-writing skills and their interest in learning science. However, there was no significant relationship between the academic achievement of the respondents and their perception of Thinking Maps.
ISSN 2960-365X (Online)
ISSN 2945-4603 (Print)
Philippine E-Journals
