Higher-order thinking: An analysis of the prescribed versus tested Curricula in private secondary schools in Pakistan

Abstract

Higher Order Thinking Skills (HOTS) are incorporated in books to enhance students’ critical thinking. It is essential to know the level of HOTS offered in the prescribed curriculum and the extent to which it is covered in exams. This study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. The study used a qualitative content analysis approach to analyze each chapter’s Student Learning Outcomes (SLOs) and exercises questions of the grade 8^th science book to categorize the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicate that the prescribed curriculum has comparatively more emphasis on developing HOTS than the tested curriculum does. The book analysis showed that SLOs support HOTS incorporation, but exercise questions and Punjab Examination Commission (PEC) exams tend towards Lower Order Thinking Skills (LOTS). Book exercises and exams should be improved and aligned with SLOs to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.