The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

The study aimed to identify the relationship between science teachers' use of the flipped classroom strategy and their attitudes towards developing higher-order thinking skills among students of the higher basic stage in the Hebron governorate. In order to achieve the goal of the study, the researcher followed the descriptive and analytical approach, as she/he conducted a questionnaire to measure the extent to which science teachers use the flipped classroom strategy, and she conducted another questionnaire to measure the attitudes of science teachers towards developing higher-order thinking skills among students of the higher basic stage. Then, the two questionnaire sheets are electronically applied to a random sample of science teachers in the Hebron governorate. The number of the sample is (136) teachers in all directorates of the Hebron governorate. The results have shown that science teachers use the flipped classroom strategy frequently. Moreover, science teachers' attitudes towards developing higher-order thinking skills among students were at a high level, as the field of "critical thinking skills" came in the first place, followed by "problem-solving skills", however, "creative thinking skills" ranked last. Besides, the results have shown a strong correlation between science teachers ’use of the flipped classroom strategy and teachers' attitudes towards developing students' higher-order thinking skills. And, there are statistically significant differences in the science teachers' use of the flipped classroom strategy in teaching students of the higher basic stage in the Hebron governorate as well as in the science teachers' attitudes towards developing higher-order thinking skills among students of the higher basic stage in the Hebron governorate according to the gender variable for females, and according to the directorate variable for the directorate North Hebron. given the findings of the study; The researcher recommended that it is necessary to provide means of support to encourage teachers to employ modern technologies in teaching thinking. It is also necessary to conduct more studies dealing with the relationship between teachers' attitudes towards developing higher thinking skills and employing other teaching strategies and to conduct evaluation studies to examine the effectiveness of flipped learning strategies in teaching thinking.

Download Full-text

Creating a Modified Monopoly Game for Promoting Students’ Higher-Order Thinking Skills and Knowledge Retention

Issues in Accounting Education ◽

10.2308/issues-2020-097 ◽

2021 ◽

Author(s):

Tan Ming Kuang ◽

Ralph William Adler ◽

Rakesh Pandey

Keyword(s):

Higher Order Thinking ◽

Knowledge Retention ◽

Thinking Skills ◽

Higher Order ◽

Accounting Students ◽

Simulation Game ◽

Computer Assisted ◽

Business Simulation ◽

Higher Order Thinking Skills ◽

Learning And Teaching

This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly with two other instructional methods. Using a quasi-experimental approach involving three learning groups, with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre-test and the post-test scores than students in Computer-assisted instruction (CAI) but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to the students in CAI, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits Modified Monopoly can produce in students’ higher order thinking skills.

Download Full-text

The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction

International Education Studies ◽

10.5539/ies.v10n11p78 ◽

2017 ◽

Vol 10 (11) ◽

pp. 78 ◽

Cited By ~ 19

Author(s):

Benidiktus Tanujaya ◽

Jeinne Mumu ◽

Gaguk Margono

Keyword(s):

Academic Performance ◽

Mathematics Instruction ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Research Subjects ◽

Thinking Skill ◽

Grade Point ◽

Higher Order Thinking Skills ◽

The Relationship

Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic performance in Mathematics instruction. The research is conducted by occupying correlation research method on 41 students of mathematics education in university of Papua who had already completed 120 credits. The instrument in a test format for HOTS measurement has two main indicators; the critical thinking skill and creative thinking skill. Students are selected as research subjects, and are asked to do 9 questions of HOTS test in 60 minutes. The holistic rubric is used to assess the higher order thinking skills of students. The results of research show that these two variables have a high value of correlation (r = 0.814) and the regression equation is grade point average = 2,105 + 0,017 HOTS. Both of statistics show that there is a significant relationship between HOTS and students' academic achievement.

Download Full-text

The Relationships between Physical Learning Environment, Psychological Characteristics, and HOTS

Social and Management Research Journal ◽

10.24191/smrj.v17i2.10516 ◽

2020 ◽

Vol 17 (2) ◽

pp. 101

Author(s):

Mohd Azry Abdul Malik ◽

Mazlini Adnan ◽

Mohd Rahimie Md Noor ◽

Muhammad Firdaus Mustapha

Keyword(s):

Learning Environment ◽

Self Efficacy ◽

Statistics Education ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Psychological Characteristics ◽

Higher Order Thinking Skills ◽

Physical Learning Environment ◽

Academic Self Efficacy

The study investigates the relationships between the physical learning environment (PLE), psychological characteristics (students’ academic self-efficacy and satisfaction), and higher-order thinking skills (HOTS) in statistics education. The study also aimed to determine if psychological characteristics mediate the relationships between the PLE and HOTS. A total of 285 students were selected as samples using cluster sampling. The study instruments were adapted from Smart classroom inventory, science laboratory environment inventory, test of science-related attitudes, self-efficacy in learning and performance for college, and dimension of learning rubrics. The gathered data were analysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findings revealed that a significant direct relationship existed between PLE and HOTS. Moreover, the PLE also did influence the students’ HOTS indirectly through psychological characteristics (academic self-efficacy and satisfaction). The findings from this study give an important and valuable contribution to knowledge in the area of HOTS research in the context of Malaysian Institution of Higher Learning. The implication of this study suggests that the good quality of PLE in statistics education would influence students’ HOTS directly and also indirectly through the positive development of psychological characteristics in teaching and learning (T&L) process. Keywords: physical learning environment, psychological characteristics, academic self-efficacy, satisfaction, higher-order thinking skills

Download Full-text

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

Geosfera Indonesia ◽

10.19184/geosi.v6i2.21428 ◽

2021 ◽

Vol 6 (2) ◽

pp. 205

Author(s):

Suhendro Suhendro ◽

Dede Sugandi ◽

Mamat Ruhimat

Keyword(s):

Teacher Education ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Assessment Instrument ◽

Survey Method ◽

Assessment Instruments ◽

Tertiary Institution ◽

Higher Order Thinking Skills ◽

The Relationship

The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions. Keywords: Teacher ability factors; Assessment, Higher-order thinking skills Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Download Full-text

On the Relationship between Translation Competence and Higher-order Thinking Skills of Novice Translators

Athens Journal of Philology ◽

10.30958/ajp.7-4-3 ◽

2020 ◽

Vol 7 (4) ◽

pp. 273-288

Author(s):

Hamed Ghaemi ◽

Seyedhamed Sadoughvanini

Keyword(s):

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills ◽

The Relationship

Download Full-text

Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v10i3.31029 ◽

2021 ◽

Vol 10 (3) ◽

pp. 495

Author(s):

Dadang Saepuloh ◽

Ambuy Sabur ◽

Sri Lestari ◽

Siti U’tiyatul Mukhlishoh

Keyword(s):

Critical Thinking ◽

Self Efficacy ◽

Research Result ◽

Problem Based Learning ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Learning Activity ◽

Higher Order Thinking Skills ◽

Pbl Model

Higher-order thinking skills critical to being applied and developed in learning. Because the learning activity is focused on the higher-order thinking skills development, then learning activities will be more influential, effective, and efficient, so that the intellectual abilities of teachers and students become more skilled, it positively will affect the increase in the quality of education. There is a gap in students' critical thinking ability based on the pre-research survey results. The basic level of thinking is in the poor category, and self-efficacy is still lacking. This study aims to determine the extent to which the application of higher-order thinking skills learning through the problem-based learning (PBL) model improves student's critical thinking and self-efficacy. This study uses a quasi-experimental design and data collection techniques in tests, questionnaires, and observation sheets. This study's population was 123 students, sampling using a convenience sampling technique so that the sample used was 62 students. Based on the research results, there are differences. There is an increase between students' critical thinking skills and self-efficacy who use the PBL model rather than the conventional model. The research result implies that the PBL model is highly recommended for economics teachers. Still, it is necessary to provide innovation in the learning model so that in the learning process, it uses one model and innovates with other models.

Download Full-text