Effect of Teaching Methods on "Higher Order Thinking Skills" of Elementary Level Science Students

Abstract

The effect of two different teaching methods on “Higher Order Thinking Skills” (HOTS) of elementary-level science learners was analyzed in this research. This is an emerging field in research globally as well as in the Pakistani scenario. The research design used for this project was a "pre-test and post-test control group design”. Two sections comprising 40 students were selected randomly and were taught with two different teaching methods; the "experimental group" engaged by "Problem Based Learning Method" (PBLM) while the “control group” dealt with the "Traditional Method" (TM). The academic performance of the students was evaluated through an Achievement Test of Science (ATS).Post analysis data study showed that the performance of the “experimental group” engaged by the“problem-based learning method” was better on “higher order thinking skills” at elementary level science.The study findings may be helpful for science teachers, teachers training institutions, and other educational stakeholders.