Enhancing Higher-Order Thinking Skills Using the Cognitive Apprenticeship Model (CAM)

The aim of this book is twofold; (i) to develop and evaluate a HOTS-based module in mathematics for year five pupils; and (ii) to investigate the effectiveness of the HOTS-based module among the pupils. This book provided guidelines to the readers on how can they use the ADDIE model to develop the HOTS-based module. ADDIE models consisted of three phases. The finding from Phase 1 of  the ADDIE Model showed that some teachers have positive perceptions towards HOTS, whereas some of them disagree with the implementation of HOTS due to insufficient time, inappropriate and not in accordance with the student’s ability. Due to this, the HOTS-based module was designed to support teachers and pupils in face-to-face classroom sessions. In Phase 2, the validation of instruments and the HOTS-based module was done by two experts from Teacher Education Institute and one from District Education Department. In Phase 3, the result showed that the use of the HOTS-based module has a significant effect on the pupil’s performance as well as their problem-solving skills, conceptual knowledge, and procedural knowledge. Whereas for the error analysis, the percentage of different types of errors committed by pupils is less when they use the HOTS-based module. Furthermore, these results indicated that the teaching and learning process based on CAM has significantly enhanced pupils’ performance in mathematics. The pupil’s interest in the HOTS-based module was at a high level. Aimed at primary trainee teachers, in-service teachers, experienced teachers and lecturers, this is a timely publication for teachers and schools seeking to broaden their maths strategies, making it more creative and effective for young minds.