Clint Jerson H. Villacruel (Author)

Abstract

This study explored the lived experiences of Science teachers in utilizing Higher-Order Thinking Skills–Professional Learning Packages (HOTS-PLPs), with a particular focus on how these were applied in assessment design. Ten Science teachers from three public secondary schools in a municipality within the Third District of Quezon Province were chosen as participants. This study employed a qualitative phenomenological research design. Data were gathered through in-depth, semi-structured interviews, and analyzed using thematic analysis to identify recurring patterns, challenges, and insights related to the implementation of HOTS-PLPs. The study found that while teachers valued HOTS-PLPs for promoting critical thinking and authentic assessments, they encountered challenges like limited resources, low student comprehension, and the need for adaptation. Upon the conduct of the study, teachers were consulted to provide feedback on the developed supplemental material. Based on their responses, the supplemental material was found to be relevant, practical, and supportive in designing assessments that foster higher-order thinking. The study recommends providing ongoing trainin and collaborative support to help teachers implement HOTS-based assessments effectively, ultimately improving science education and students’ higher-order thinking skills.

Keywords: higher-order thinking skills, assessment, SOLO taxonomy, HOTS-PLP

DOI: http://doi.org/10.69651/PIJHSS0403360

Recommended citation:

Villacruel, C. J. H. (2025). Experiences of science teachers in utilizing Higher-Order Thinking Skills Professional Learning Packages (HOTS-PLPS): A supplemental material. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 3899-3907. http://doi.org/10.69651/PIJHSS0403360

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