Reading is a main skill that need to be acquired by all pupils. One of the important abilities that needs to be mastered is reading comprehension. Higher order thinking skills (HOTS) is another ability that needs to be mastered by both parties, pupils and teachers. Many pupils are unable to think critically and creatively. Furthermore, many teachers lack the knowledge and strategies in teaching thinking skills. Some of them were ineffective in choosing the appropriate strategies to teach thinking. Several strategies have to be implemented by the teachers in order to improve their teaching approaches to teach HOTS among pupils especially in Malaysia. A case study method was conducted by the researcher to investigate the current teaching methods employed by the some teachers to teach higher order thinking skills through answering reading comprehension questions. Three national primary school teachers from a school in Ipoh, Perak were chosen for this study in order to obtain the data. Teacher individual interview, document analysis and classroom observation were used as the research instruments. The findings revealed that the teachers had employed strategies such as activating prior knowledge, graphic organisers, questioning and brainstorming. These methods employed by the teachers had proven effective by the teachers. The implication of the study is that the teachers should be aware of the strategies that need to be used to facilitate their pupils in answering the higher order thinking skill questions. Suitable strategies tailored to the pupils’ needs should be chosen by teachers so that the pupils could play their part too in improving themselves. Teachers should readily explore other strategies in order to aid the pupils in answering HOTS reading comprehension questions.
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In-Text Citation: (Ballakrishnan & Mohamad, 2020)
To Cite this Article: Ballakrishnan, K., & Mohamad, M. (2020). Teachers’ Teaching Methods in Teaching Higher Order Thinking Skill (Hots) Comprehension Questions. International Journal of Academic Research in Business and Social Sciences, 10(2), 258–273.
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