ISSN: 2527-8037

Proceedings of the 1st English Education International Conference (EEIC) in

conjunction with the 2nd Reciprocal Graduate Research Symposium (RGRS) of
the Consortium of Asia-Pacific Education Universities (CAPEU) between Sultan
Idris Education University and Syiah Kuala University

November 12-13, 2016, Banda Aceh, Indonesia

ISSUES RELATED TO THE TEACHING AND LEARNING OF HIGHER ORDER THINKING SKILLS AMONG
TESL STUDENT TEACHERS

*
Logeswari Arumugam M. Pillay , Ainon Omar, Raja Nor Safinas Raja Harun and Nurfilzah Zainal

Sultan Idris Education University, Tanjung Malim, Perak, MALAYSIA

*
Corresponding author: [email protected]

Abstract
This paper reviews literature on the issues of teaching and learning of higher order thinking skills, and
the factors which influence the understanding of the teaching and learning HOTs among TESL student
teachers in higher educational institutions. Other issues related to the teaching and learning of higher
order thinking skills (HOTs) are also discussed in this paper. To conclude, teachers lack the
appropriate pedagogical knowledge to teach HOT (Fisher, 1999; Zohar & Schwartzer, 2005; Zohar,
1999). Hence, this paper analyses further the need to investigate the issues that are related to the
teaching and learning of HOTs which is of utmost pertinence in order to unravel these prevailing
concerns.

Keywords: Higher Order Thinking Skills, student teachers, TESL programme.

INTRODUCTION
Higher order thinking skills have long been regarded as an essential outcome of an educational
process in Malaysia. Yet, research shows that the teaching and learning of higher order thinking skills
does not follow a coherent path. Studies by Zohar (2013) report that policy documents from all over
the world highlight the need to teach 21st century skills. HOT is an important component of any list
of 21st century skills.
The transformation of the education curriculum in the Malaysia Education Development Plan
(PPPM) 2013-2025 focuses on the Higher Order Thinking (HOT) concept which aims to produce
knowledgeable students who are critical and creative in their thinking and can compete at the
international level (Soo, Nor Haniza, Rohani, & Siti Nuur-ila Mat, 2015). Teachers’ teaching practices
are hoped to change or at least be adapted and adopted to fulfil what has been outlined in the
Malaysia Education Blueprint 2013-2025, the National Higher Education Strategic Plans 2007-2020
documents and the Malaysia Education Blueprint Higher Education 2013-2025 (Malaysia Education
Blueprint 2013 - 2025, 2013). Along with the principles of the National Philosophy of Education
Malaysia, reform efforts by the government in the 1990s were focused on the demands of the Vision
2020. These efforts included restructuring the education system in the country which brought about
many outcomes, one of which was the introduction of a significant and explicit attempt to teach
higher order thinking skills in schools. In order to promote the implementation of teaching higher
order thinking skills (HOTs) in the Malaysian classrooms, the government structured a revised
curriculum and resource materials for its educators. Various short courses and workshops were
conducted to help educate teachers and teacher educators on the implementation of teaching HOTs
(Nagappan, 2001).

451
Issues Related to the Teaching and Learning of Higher Order Thinking Skills among TESL Student Teachers (Logeswari
Arumugam M. Pillay, Ainon Omar, Raja Nor Safinas Raja Harun & Nurfilzah Zainal)

Higher order thinking skills are grounded in lower order skills such as discriminations, simple
application and analysis, and cognitive strategies and are linked to prior knowledge of subject matter
content. Appropriate teaching strategies and learning environments facilitate their growth as do
student persistence, self-monitoring, and open-minded, flexible attitudes. Therefore, these skills are
the ultimatum in the field of education particularly amid pre service teachers in the TESL programme
as it is these student teachers who will eventually take the role of English language teachers in the
English language classroom in schools.

METHODOLOGY
This paper provides information on the issues related to HOTs based on the literature review of
previous research by other scholars. By using a document analysis technique, information which is
found related with the issue discussed is included in this paper as shown in the table below.

Table 1. Information related with the issue discussed in this paper.

References Research title Issue related/ findings
Alghafri & Ismail The Effects of Integrating Creative and  Educators should use thinking skills based instructional
(2014) Critical Thinking on Schools Students’ strategy to enhance the levels of creativity and learning
Thinking. among primary schools’ students
Choy & Oo (2012) Reflective thinking and teaching  The link between reflective thinking and its ability to
practices: A precursor for incorporating stimulate critical thinking
critical thinking into the classroom.  Teachers did not reflect deeply on their teaching
practices
 Critical thinking is practiced minimally among teachers
Darling-Hammond Teacher Education around the World:  Teaching profession is complex and consists in
& Lieberman Changing policies and practices. integrating a wide range of theoretical and practical
(2012) knowledge with a series of beliefs, goals, expectations
and personal attitudes acting as a guarantee for
students’ achievements based on how teachers shape
their professional learning or professional cognition
systems.
Edwards & Briers Higher-Order Thinking Versus Lower-  The level of achievement for HOTs as described by
(2000) Order Thinking Skills: Does School-Day Newcomb and Trefz (197)
Scheduling Pattern Influence  The level of achievement for LOTs as described by
Achievement Newcomb and Trefz (1987)
Ennis (1993) Critical thinking assessment. Theory Into  Critical thinking assessment, albeit difficult to do well, is
Practice possible
 Purpose of critical thinking assessment and format used
 Numerous traps for the unwary
Fahim & Masouleh Critical thinking in higher education: A  College students should receive explicit instructions on
(2012) pedagogical look. how to think
 Academic community opposed good thinking but
believed it was a misguided effort
 Examining the predictive relationships of student
dispositions and their abilities to think
 Opening a refreshed horizon in teaching students to
develop their ability of Critical Thinking
Ghafar, Hamdan, Integrated Curriculum Concepts in  Teachers are still poor in the teaching and learning
Sihes, & Harun Malaysia: Knowledge and Application methods as needed by the integrated curriculum
(2010) Differentiation practice
Heong, et al. The Level of Marzano Higher Order  Students perceived that they have moderate level for
(2011) Thinking Skills among Technical investigation, experimental inquiry, comparing,
Education Students. deducing, constructing support, inducing and invention
 Low positive relationship between the level of Marzano
Higher Order Thinking Skills and other factors
Krishnan (2014) The acceptance and problems faced by  Teachers problems in implementing HOTs questions in
teachers in conducting higher order schools
thinking skills.  Teachers are willing and realize the role of HOTs in
producing thinking society
Lipman (2003) Thinking in Education.  The pedagogy of the “community of inquiry” should be
the methodology for the teaching of critical thinking,
whether or not a philosophical version of it is being
employed or not

452
 Proceedings of the 1st EEIC in conjunction with the 2nd RGRS- CAPEU between Sultan Idris Education University and
Syiah Kuala University, November 12-13, 2016, Banda Aceh, Indonesia

Table 1 continued…
McLoughlin & Luca Cognitive Engagement and Higher Order  Tertiary educators know why higher order thinking (HOT)
(2000) Thinking through Computer is important, but they may not know how to recognise
Conferencing: We know why but do we HOT or how to support it through tasks, activities and
know how? In Flexible futures in tertiary interventions while teaching online
teaching
Ministry of Malaysia Education Blueprint  The need to develop young Malaysians who are
Education (2013) knowledgeable, think critically and creatively, have
leadership skills and are able to communicate with the
rest of the world
Nagappan (2010) Teaching Thinking Skills at Institutions of  The need to teach thinking skills, more specifically,
Higher Learning : Lessons Learned. higher- order thinking skills to students
 The teaching of thinking skills has increasingly gained
attention from educators, in general, in the last few
decades
Resnick (2010) Nested Learning Systems for the  Students do not adequately learn higher order abilities
Thinking Curriculum.  If we went back to old fashioned courses and old
fashioned methods, perhaps the problem of teaching
higher order skills could be solved
Soo, Nor Haniza, Innovating with HOTS for the ESL  The idea of integrating higher order thinking skills (HOTS)
Rohani & Siti Reading Class in language classrooms has been viewed negatively by
Nuur-ila Mat language teachers.
(2015)  Students have been found to be passive and teachers
have been found to lack creativity in innovating their
lessons
Yang & Gamble Effective and practical critical thinking-  Metacognition of knowing about knowing
(2013) enhanced EFL instruction.  Developing, implementing and evaluating effective
strategies for simultaneously fostering EFL learners’
English language proficiency and CT skills

Critical thinking, or higher order thinking skills (HOTS) as it is more commonly phrased in
education, is seen as vital to our teachers and students both in college and in schools. However,
several issues have been seen interfering with the successful learning and development of HOTS
among these learners. Among those issues are several at the crux of the dilemma. Then, the
conjunction of pre service teacher belief formation and higher order thinking skills will be reviewed
in light of current research findings.
A recent study by (Ghafar, Hamdan, Sihes & Harun, 2010) has revealed that “after 22 years of
the Integrated Curriculum for Secondary Schools (KBSM) implementation, which focuses on the
development of higher order thinking skills, the teachers are still poor in the teaching and learning
methods as needed by the integrated curriculum practice”. Teachers often perceive that critical
thinking skills need to be taught, however research has shown that they may not know how to do
this effectively (Choy & Oo, 2012). This lack of knowledge of HOT skills may eventually lead to
teachers’ inability to assess students’ HOT skills. Teachers are not always sure of how to teach HOT
(Nagappan, 2010). According to Zohar (2013), in-service and pre-service teachers’ initial knowledge
of thinking strategies was often not sound enough for purposes of instruction.
The last decade and a half has shown the emergence of international student ranking lists such
as TIMSS, PISA, PIRLS, and Olympiads, which have put tremendous pressure on education ministries.
International comparisons have shown that schools in Finland lead the league tables, but why is this,
what new policies and practices in teacher education have they developed and how do they support
the changes? (Darling-Hammond & Lieberman, 2012). Research by Akademi Kepimpinan Pengajian
Tinggi (AKEPT) (Ministry of Education, 2013) found that 50% of the teachers observed failed to
deliver their lessons effectively, particularly, their inability to inculcate higher order thinking skills.
Educators and researchers (Fahim & Masouleh, 2012; Yang & Gamble, 2013) have emphasized
the value of the teaching of thinking. In practice, higher-order thinking is an essential tool used to
compete in the global job market. In addition, developing students’ higher cognition has become a
critical component of educational curriculum and a desirable goal in higher education in numerous
countries, including Malaysia.
Resnick (2010) argues that scaling up the "thinking curriculum" in a way that will foster
proficiency for all students is currently a major educational challenge: "Today we are aiming for

453
Issues Related to the Teaching and Learning of Higher Order Thinking Skills among TESL Student Teachers (Logeswari
Arumugam M. Pillay, Ainon Omar, Raja Nor Safinas Raja Harun & Nurfilzah Zainal)

something new in the world: An elite standard for everyone… That is what the term 21st-century
skills really mean.

Limitation of the Study

This paper reviews limited only on the issue pertaining of Higher Order Thinking Skills and the
context being discussed which is teaching and learning.

DISCUSSION
Higher order thinking skills is an important aspect in teaching and learning especially at higher
education institutions (Heong, et al., 2011). Higher order thinking essentially means experiences that
involve cognitive processes of combining ideas and information to hypothesize, generalize,
synthesize, explain and arrive at interpretations or conclusions that can lead to the discovery of new
meanings (Baron & Sternberg, 1987; Nagappan, 2010; Pogrow, 2005). The complexities of thought
processes engage an array of cognitive construct from baseline knowledge structure of recalling facts
and ideas, and information processing to one that can develop the potential to take up higher order
of thinking to critical review of situation, synthesizing information and solve problems (Alghafri &
Ismail, 2014). It involves complex thinking that requires effort and produces valued outcomes. This
study will use Bloom’s highest three cognitive learning objectives: analysis, synthesis, and evaluation
as a foundation for higher-order thinking.
Although different theoreticians and researchers use different definitions of HOTs, generally
they agree that higher-order thinking or learning means the ability to go beyond the information
given, to inculcate a critical attitude, to have metacognitive intelligences, and to solve problems
(McLoughlin & Luca, 2000). Numerous researchers (Ennis, 1993; Lipman, 2003) have discovered that
the most frequently occurring issues in the literature of higher-order thinking are independent
thinking skills and moderate judgment qualities. Using Bloom’s taxonomy as a key concept,
Newcomb and Trefz’s model (1987) considered four cognitive levels for HOTs: remembering,
processing, creating, and evaluating. Different terminologies have been used to describe the thinking
process: remembering and processing levels were identified as lower-order thinking, and creating
and evaluating levels were categorized as HOTs (Edwards & Briers, 2000). The comparison of the
conceptualization of Bloom taxonomy and Newcomb-Trefz’s levels of learning model are exhibited in
the figure below.

Figure 1. The comparison of the conceptualization of Bloom Taxonomy and Newcomb-Trefz’s

Learning Model, and a Two-Level Thinking Skills Model (Whittington, 1995, p. 33).

454
 Proceedings of the 1st EEIC in conjunction with the 2nd RGRS- CAPEU between Sultan Idris Education University and
Syiah Kuala University, November 12-13, 2016, Banda Aceh, Indonesia

Currently, traditional pedagogical approaches are still being practiced in the teacher education
environment in Malaysia. Lecturers are expected to provide teaching materials and conduct
assessments as required in every syllabus. Not only do educators need to learn how to teach thinking
skills, but they have to train themselves to think as well, so that they can choose the appropriate
material according to the level of students (Krishnan, 2014). A major dynamic impacting the teaching
of critical thinking skills to pre service teachers appears to be that these attempts are filtered
through their already-held beliefs concerning critical thinking (Joram, Gabriele, Iowa & Falls, 1998).
Beliefs are the unconscious schemas people develop through their experiences and the
interpretation of those experiences (Borg, 2003).

CONCLUSION
The teaching of Higher-order Thinking (HOT) has its own challenges and these challenges
deserve due attention. In the 21st century, one critical aspect in discussing effective teaching and
learning is examining the effectiveness of teachers in developing students’ capability to think while
ensuring content mastery at the same time. The aim to develop and enhance students’ HOT has
been a major educational goal. As a matter of fulfilling a national aspiration in education, the role of
teachers in inculcating HOT is considered as a very important and crucial aspect of teaching HOT
effectively. Thus, pre service teachers should be well equipped with the skills to teach HOTs, in order
to play their roles to decrease the emergences of students who are passive learners and lacking
problem solving skills which at present is elevated as a remarkable concern amongst various
stakeholders.

REFERENCES
Alghafri, A. S. R., & Ismail, H. N. Bin. (2014). The effects of integrating creative and critical thinking on
schools students’ thinking. International Journal of Social Science and Humanity, 4(6).
http://doi.org/10.7763/IJSSH.2014.V4.410
Baron, J., & Sternberg, R. (1987). Teaching thinking skills: Theory and practice. New York: Freeman.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language
teachers think, know, believe, and do. Language Teaching, 2, 81–109.
http://doi.org/10.1017/S0261444803001903
Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for
incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167–
182. http://doi.org/e-ISSN:1308-1470
Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher education around the world: Changing
policies and practices. New York: Routledge.
Edwards, M., & Briers, G. (2000). Higher-Order Thinking versus Lower-Order thinking skills: Does
school-day scheduling pattern influence achievement? Journal of Southern Agricultural
Education Research, 50(1), 15–23. Retrieved from
http://pubs.aged.tamu.edu/jsaer/Vol50Whole.pdf#page=15
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186.
http://doi.org/10.1080/00405849309543594
Fahim, M., & Masouleh, N. S. (2012). Critical thinking in higher education: A pedagogical look. Theory
and Practice in Language Studies, 2(7), 1370–1375. http://doi.org/10.4304/tpls.2.7.1370-1375
Ghafar, M. N. A., Hamdan, A. R., Sihes, A. J., & Harun, A. (2010). Integrated Curriculum Concepts in
Malaysia: Knowledge and Application Differentiation. European Journal of Social Sciences 19(2),
208-217.
Heong, Y. M., Othman, W. B., Yunos, J. Bin, Kiong, T. T., Hassan, R. Bin, Mohaffyza, M., & Mohamad,
B. (2011). The level of Marzano Higher Order thinking skills among Technical Education students.
International Journal of Social Science and Humanity, 1(2), 121–125.
http://doi.org/10.7763/IJSSH.2011.V1.20
Joram, E., Gabriele, A. J., Iowa, N., & Falls, C. (1998). Pre-service teachers’ prior beliefs: transforming
obstacles into opportunities Teaching & Teacher Education, 14, 175-191.
Krishnan, B. A. (2014). The acceptance and problems faced by teachers in conducting higher order
thinking skills. (Unpublished Master's thesis). Universiti Teknologi Malaysia, Kuala Lumpur.
Lipman, M. (2003). Thinking in education. Cambridge: Cambridge University Press.

455
Issues Related to the Teaching and Learning of Higher Order Thinking Skills among TESL Student Teachers (Logeswari
Arumugam M. Pillay, Ainon Omar, Raja Nor Safinas Raja Harun & Nurfilzah Zainal)

Malaysia Education Blueprint 2013-2025. (2013). Retrieved from

moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf
McLoughlin, C., & Luca, J. (2000). Cognitive Engagement and Higher Order Thinking through
Computer Conferencing: We know why but do we know how? In A. Herrmann, & M. M. Kulski
(Eds.), Flexible futures in tertiary teaching (pp. 2-4). Proceedings of the 9th Annual Teaching
Learning Forum. February 2-4, Curtin University of Technology, Perth.
Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills.
Anthology Series-Seameo Regional Language Centre (April 2000) (pp. 190–223E). Retrieved from
http://nsrajendran.tripod.com/Papers/RELC2000A.pdf
Nagappan, R. (2010). Teaching Thinking Skills at Institutions of Higher Learning : Lessons Learned.
Pertanika J. Social Science & Humanities, 18, 1–14.
Pogrow, S. (2005). HOTS revisited: A Thinking development approach to reducing the learning gap
after Grade 3. Phi Delta Kappan, 87(1).
Resnick, L. B. (2010). Nested Learning Systems for the thinking curriculum. Educational Researcher,
39(3), 183-197. http://doi.org/10.3102/0013189X10364671
Soo, K. Y., Nor Haniza, H., Rohani, J., & Siti Nuur-ila Mat, K. (2015). Innovating with HOTS for the ESL
reading class. English Language Teaching, 8(8), 10–17. http://doi.org/10.5539/elt.v8n8p10
Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction.
ELT Journal, 67(4), 398–412. http://doi.org/10.1093/elt/cct038
Zohar, A. (2013a). Challenges in wide scale implementation efforts to foster higher order thinking
(HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–
249. http://doi.org/10.1016/j.tsc.2013.06.002
Zohar, A. (2013b). Scaling up higher order thinking in science classrooms: The challenge of bridging
the gap between theory, policy and practice. Thinking Skills and Creativity, 10, 168–172.
http://doi.org/10.1016/j.tsc.2013.08.001

456