EFFECTIVENESS OF UTILIZATION ON LOWER ORDER AND HIGHER

ORDER THINKING SKILL OF ELEMENTARY TEACHERS IN DEPED

LUBANG DISTRICT

AN UNDERGRADUATE THESIS

Submitted to the Faculty of College of Teacher Education

Occidental Mindoro State College
Lubang Campus

As Partial Fulfillment of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

FRANCO GORIAS
ARABELLA GRACE ALVERIO
ARIANE JANE ANTONIO
RACHEL JANE ZURITA

Adviser:

RUTH D. GUILLERMO, PhD

Position

Date to be submitted:
Month DD, YYYY

Permission is given for the following people to have access to this thesis
Available to the general public YES
Available only after consultation with author /thesis NO
Available only to those bound with confidentiality agreement NO
 CHAPTER I

BACKGROUND OF THE STUDY

Introduction

Nowadays innovation and critical thinking are vital for success, education

systems around the globe are shifting their focus from traditional rote memorization to

fostering deeper cognitive skills. Department of Education seeks to encourage higher-

order thinking skills (HOTS) in all of public schools have new 21st-century skills. But it

is difficult for learners to gain this expertise (Orozco & Pasia, 2021).Amongg these,

Lower-Order Thinking Skills (LOTS) and Higher-Order Thinking Skills (HOTS) are at

the heart of developing well-rounded, future-ready students. LOTS, which involve

recalling facts and understanding basic concepts, form the foundation of knowledge,

while HOTS push students to analyze, evaluate, and create skills essential for tackling

complex real-world challenges.

Currently, we are emphasizing and encouraging elementary and junior high

school, and high school students (Ariani, 2020) to adopt and implement higher order

thinking skills in teaching.As educators strive to equip students with both foundational

knowledge and the ability to think critically, Bloom’s Taxonomy offers a guiding

framework, emphasizing the progression from simpler cognitive tasks (LOTS) to more

advanced ones (HOTS). However, despite the growing recognition of the importance of

these cognitive skills, there remains a significant gap in understanding how teachers

actually apply both LOTS and HOTS in their classrooms. While theoretical models and
curriculum frameworks promote their integration, there is limited research into how

teachers balance these skills in day-to-day instruction, and how the challenges they face

such as limited resources, curriculum constraints, and training impact their approach.=

The purpose of this research study is to examine how teachers utilize Lower-

Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in their

classroom instruction, assess the effectiveness of strategies they employ in promoting

student learning, and identify the factors that influence their use of these cognitive skills

and it will also contribute new insights into how teachers can be supported in their efforts

and cultivate both basic knowledge retention and complex critical thinking skills in

student in Lubang District.

In preparing young generation in this century, education requires students to

master several skills that are formulated under the name 21 st century skills which cover

the skills of critical thinking and problem-solving, creativity and innovation,

collaboration, question formulation, global awareness, communication skills, and

technology skills. (Harvard Advanced Leadership Initiative, 2014). Improving critical

thinking and problem-solving, question formulation skills enhance students’ cognitive

development and the way they perceived and solved different problems and issues using

HOTS approaches affecting the real-world context. Practicing creativity and innovation

skills help students improve their artistic and innovative skills. Fostering collaboration

and communication skills among students boost their socialization skills and improve

their linguistic skills by communicating with each other. With the help of globalization,

technological advancements enhance students’ technological skills, such as using of

different applications and accessing of different websites in the cyberspace helps them to

improve their higher order thinking skills regarding ICT and media literacy skills.

Educational reform in the 21st century is moving very fast (Rienties et al, 2022).

Higher order thinking skills or HOTS enhances students’ learning very quickly in the

context of educational and technological advancements through problem-solving skills

and critical thinking skills.

This study seeks to bridge this gap by exploring how teachers utilize both LOTS

and HOTS in their teaching practices. It will examine the effectiveness of the strategies

they employ, as well as the factors that influence their ability to foster both basic

knowledge and advanced thinking. By uncovering these insights, the research aims to

provide a clearer understanding of how teachers can better integrate these crucial

cognitive skills to not only improve classroom learning but also prepare students for the

complex demands of the future.

Objectives of the study

The researchers aimed to know the effectiveness of utilization on lower order and
higher order thinking skill of elementary teachers in DepEd Lubang district:

1. To determine the extent of teacher’s utilization of LOTS and HOTS in classroom

instruction.

2. To determine the perceived effectiveness of teacher’s strategies in applying LOTS

and HOTS.

3. To identify factors that influence the utilization of LOTS and HOTS as perceived

by teachers.
 4. To examine the correlation between the use of LOTS and HOTS and the overall

teaching performance of elementary teachers.

5. To examine the correlation between the use of HOTS and pupil performance in

terms of critical thinking, problem solving, and creativity.

Significance of the study

This study on the effectiveness of utilizing lower-order and higher-order thinking

skills (LOTS and HOTS) among elementary teachers in the DepEd Lubang District holds

substantial importance for various stakeholders in education.:

Student: The findings of this study will indirectly benefit students by improving

the teaching methodologies employed in classrooms. A balanced approach to developing

LOTS and HOTS ensures that students acquire foundational knowledge while also

enhancing their critical thinking, creativity, and problem-solving skills essential for their

academic and lifelong success.

Teachers: This study will provide elementary teachers with insights into their

strengths and areas for improvement in utilizing LOTS and HOTS in their teaching

practices. Understanding how these thinking skills influence student learning will

empower teachers to refine their instructional strategies, making lessons more engaging

and effective.

Future Researchers: The research will serve as a foundational reference for further

studies exploring innovative approaches to improving instructional techniques. It

provides a framework for examining the impact of cognitive skill utilization on teaching

effectiveness and student achievement.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of the existing literature and studies related to the

effectiveness of the utilization of lower-order and higher-order thinking skills (LOTS and

HOTS) among elementary teachers in the DepEd Lubang District.

Lower Order Thinking Skills

Lower-order thinking skills (LOTS), such as remembering, understanding, and

applying, are foundational components of cognitive development and education. These

skills, often associated with the lower levels of Bloom's Taxonomy, serve as the building

blocks for higher-order thinking skills (HOTS) like analyzing, evaluating, and creating.

Despite the growing emphasis on HOTS in modern education, LOTS remain essential for

both academic success and practical problem-solving in everyday life (Bloom, 1956).

LOTS also play a significant role in day-to-day decision-making and tasks. Simple

activities, such as following a recipe, reading instructions, or understanding basic

financial concepts, require remembering and applying information. These tasks

demonstrate that lower-order skills are not limited to academic settings but are crucial for

functional literacy and independence (Marzano, 2007). In educational contexts, LOTS are

critical for assessing learning outcomes and identifying areas where students need

support. Standardized tests and foundational-level assignments often evaluate these skills

to ensure that students are prepared to progress to more complex levels of thinking. By
mastering LOTS, learners develop confidence and the ability to tackle increasingly

sophisticated challenges (Anderson & Krathwohl, 2001)

Higher Order Thinking Skills

It is interesting to show that students should be experienced learning which helps

them enhance knowledge and thinking skills. Previous studies mentioned HOTS is

considered as the ability of analysis, synthesis, evaluation, develop skills, estimate,

generalize, and create thinking, make decision, set up objectives, critical and systemic

thinking (Dillon and Scott, 2002; Miri et al., 2007; Zohar and Dori, 2003).

Some previous studies indicated that HOTS include two components, such as

critical and creative thinking skills (Heong et al., 2011; Plan, 2014; Sulaiman et al.,

2017); logical thinking, critical thinking and reasoning skills (Marshall and Horton,

2011). Ramirez and Ganaden (2008) focused on the three cognitive processes, namely

analysis, evaluation, and creation reviewed as HOTS. Meanwhile, others mentioned four

aspects of HOTS, namely critical thinking, creative thinking, problem solving, decision

making thinking (Apino and Retnawati, 2017; Lewis and Smith, 1993). According to

Ahmad et al. (2017), HOTS is an important element in education because of its benefits

in improving of students’ learning performance, reducing weakness, interpreting,

synthesizing, solving problems, and controlling information, ideas and day-to-day

activities.

Zohar and Dori (2003) emphasized the development of HOTS is one of important

objectives of educational institutions because of the its influences of learning

performance. The findings from the study of Zohar and Dori (2003) noted that students

with high learning outcomes achieved higher thinking scores in comparison with peers
who have lower learning performance. Miri et al. (2007) suggested that teachers should

develop professional programs to support and encourage students in accomplishing their

tasks which is required by higher order thinking skills (Zohar and Dori, 2003). In

addition, Sulaiman et al. (2017) concluded that teacher's knowledge and competence play

critical roles in ensuring the effectiveness of the deployment of HOTS to enhance

learning outcomes for students (Retnawati et al., 2018). Therefore, the development of

learning models, teachers' knowledge and skills, and learning resources is necessary

conditions to boost HOTS for learners (Retnawati et al., 2018).

Utilization of LOTS and HOTS in Classroom Instruction

Perceived Effectiveness of LOTS and HOTS Strategies

Factors Influencing the Utilization of LOTS and HOTS

Correlation Between LOTS, HOTS and Teaching Performance

Theoretical Framework

The teaching and learning process is deeply influenced by the cognitive

skills that educators emphasize in their instruction. Among these, Lower-Order Thinking

Skills (LOTS) and Higher-Order Thinking Skills (HOTS) play a crucial role in shaping

how students engage with content and develop critical thinking abilities. LOTS are

typically associated with recalling facts, memorization, and simple comprehension, while

HOTS encourage students to analyze, evaluate, and create based on the information they

acquire. As the educational landscape increasingly values critical thinking and problem-
solving, teachers are faced with the challenge of balancing the development of both

LOTS and HOTS in their classrooms.

This study was anchored on teaching and learning theory which are

Constructivism Theory and Self-Efficacy Theory.

Cognitive Constructive Learning Theory

According to Piaget (2020) , cognitive development is a genetic process, namely

a process based on biological mechanisms in the form of the development of the nervous

system. The stages referred to in Piaget's theory include 4 stages, namely: 1)

sensorimotor stage (0-2 years): children recognize the environment through motion and

their senses (sensory) namely by sight, smell, hearing, touch. 2) operational stage (2-7

years): the emergence of motor skills and language. 3) concrete operations stage (7-11

years): children think logically about concrete events. The concrete operation stage is

expressed by the development of a system of thought based on events that are directly

experienced. 4) formal operating stage (11 years and over): children have the

development of abstract reasoning. Piaget also argued that knowledge is not acquired

passively by a person, but through action (Poedjiadi, 1999, in I.G.A. Lokita Purnamika

Utami, 2016).

Jerome Bruner, another figure in cognitive constructive theory argues that the

stages of cognitive development and the processes applied by individuals in solving

problems faced are in accordance with their level of cognitive development and can move

beyond their cognitive development through a learning process that emphasizes inquiry

and discovery. The Learning by Doing learning approach is a cognitive constructive

learning theory introduced by a cognitive learning theory token named John Dewey. He
believes that learning must be relevant and theoretical. His views were very important in

establishing the practice of progressive education.From the above understanding, it can

be understood that learning is an activity that takes place interactively between internal

factors in the learner and external or environmental factors, resulting in behavioral

changes. (Supratiknya, 2000, in I.G.A. Lokita Purnamika Utami, 2016).

Meanwhile, according to Winataputra in Wirdoyo, 2013 in Fatkhan Amirul Huda,

2017, the characteristics of constructivism learning theory include: 1) Developing

alternative strategies to obtain and analyze information; 2) The possibility of multiple

perspectives in the learning process; 3) The main role of students in the learning process;

4) The use of scaffolding in learning; 5) Educators are more like tutors, facilitators and

mentors; and 5) Authentic learning activities and evaluations. From the explanation

above, it can be concluded that the Constructivism model has characteristics in the

learning process, namely student-centered, problem-solving, discovery processes, social

interaction, and new knowledge or understanding.

Self-Efficacy Theory

According to Bandura (2024), self-efficacy plays a crucial role in the

development and application of HOTS. When individuals believe they can succeed, they

are more likely to engage in complex cognitive processes, persevere in the face of

challenges, and demonstrate resilience. This is particularly important in educational

settings, where students with high self-efficacy are more likely to take on difficult tasks,

learn from failures, and exhibit a proactive approach to their learning.Bandura also

emphasizes the connection between self-efficacy and higher-order thinking skills

(HOTS), highlighting that individuals with high self-efficacy are more likely to engage in

complex problem-solving, critical thinking, and creative endeavors. This confidence

allows individuals to take on challenging tasks and view them as opportunities for growth

rather than threats (Bandura, 2023). Bandura emphasizes the importance of self-efficacy

in education, positing that fostering students’ beliefs in their abilities can lead to

improved academic outcomes and a greater propensity to engage in HOTS. Educators can

enhance self-efficacy through effective teaching practices that provide mastery

experiences, promote collaboration, and offer constructive feedback (Bandura, 2023).

Conceptual Framework

Figure 1 shows the conceptual framework of the study presents the which utilization of

LOTS and HOTS had impact on the teacher strategies in teaching or shaping the mind of

the students, teacher’s performance and classroom observation.

LOTS HOTS Teachers Performance

- - SY.2023-2024

Fig. 1. Research paradigm.

Operational Definition of Terms

For better understanding and clarity, the researchers define the following

terms operationally:

Lower Order Thinking Skills (LOTS) refer to basic cognitive processes that

involve recalling, understanding, and applying information. These skills are foundational

and focus on surface-level comprehension rather than deeper analysis or evaluation. They

are often associated with the lower levels of Bloom's Taxonomy of Learning.

Higher Order Thinking Skills (HOTS) refer to advanced cognitive processes

that go beyond basic memorization and understanding. These skills involve critical,

creative, and evaluative thinking, allowing individuals to analyze, synthesize, and apply

knowledge in complex and novel ways. HOTS are often linked to the upper levels of

Bloom's Taxonomy of Learning.

DepEd Lubang District refers to the educational administrative division under

the Department of Education (DepEd) that oversees public elementary and secondary

schools in the municipality of Lubang, located in Occidental Mindoro, Philippines. This

district is responsible for implementing DepEd policies, managing educational programs,

and ensuring the delivery of quality education to students within its jurisdiction. It

typically includes a cluster of schools managed by district supervisors and principals,

serving as a local hub for educational governance and teacher support.

Statement of the Hypothesis

There is a significant relationship between the use of LOTS and HOTS and the

overall teaching performance of elementary teachers.

 CHAPTER III

METHODOLOGY

This chapter describes the methodology that was employed in the fulfillment of

the research objectives. The following are discussed: research design, location of the

study, unit of analysis/ respondents, data gathering procedure, research instrument, and

data analysis.

Study Design

This study utilized a comparative research design to investigate the effectiveness

of the utilization of Lower Order Thinking Skills (LOTS) and Higher Order Thinking

Skills (HOTS) by elementary teachers in the DepEd Lubang District. The research aimed

to gather data that compares the extent and impact of teachers’ use of LOTS and HOTS

in classroom instruction and their relationship with teaching performance and pupil

outcomes.
 To achieve these objectives, the researchers employed survey questionnaires,

interviews, and classroom observation tools to collect data from a sample of elementary

teachers in the district. The comparative design allowed for an in-depth analysis of the

relationships between LOTS and HOTS in terms of their application, effectiveness, and

outcomes.

Units of Analysis and Sampling

The researchers’ respondents are from Lubang District Elementary Schools,

Grade 1-6 teachers. A sample size of n was used to find if the utilization of LOTS and

HOTS is effective for teaching and shaping young minds in elementary schools in

Lubang District. The researchers used purposive sampling to determine the respondents.

Research Instrument

The study utilized the researcher-made questionnaire to collect data from

teachers. It is specifically designed to gather information on:

1. The extent of teachers' utilization of Lower-Order Thinking Skills (LOTS) and

Higher-Order Thinking Skills (HOTS) in classroom instruction.

2. The perceived effectiveness of teachers' strategies in applying LOTS and HOTS.

3. The factors influencing the utilization of LOTS and HOTS as perceived by the

teachers.

4. The correlation between the use of LOTS and HOTS and the overall teaching

effectiveness of elementary teachers.

 5. The correlation between the use of HOTS and pupil performance in terms of

critical thinking, problem solving, and creativity.

To measure the frequency of behavior, the perceived effectiveness and the

agreement with statements about factors that influence their teaching practices, was

gauge the scale using the Likert Scale.

Data Collection Procedure

The researchers secure permission to conduct data gathering in the Lubang

District Elementary School with the grade1-6 teachers, by writing a letter addressed to

the lubang distric supervisor. Upon approval, the researchers gathered the necessary data

from the respondents through survey. The researchers conducted the study during the

time period of December 2024 to May 2025. A researcher-made questionnaire were

given to the teachers to be taken up .

Data Processing and Analysis

After the collection of data needed, the researchers tabulated and analyzed the

data gathered with the help of a statistical tool through Microsoft Excel.

The following were the statistical methods that were used in this study: frequency and

mean.
 Paired t-test, on the other hand, was used to measure the significant difference in

the extent of teachers' utilization of Lower Order Thinking Skills (LOTS) and Higher

Order Thinking Skills (HOTS).

Scope and Limitations

This study focused only ones the elementary teachers in the DepEd Lubang

District, specifically examining their utilization of Lower Order Thinking Skills (LOTS)

and Higher Order Thinking Skills (HOTS) in classroom instruction. It investigated:

The respondents of the study were the teachers of Lubang District Elementary

Schools to fully account the purpose of this research.

To determine the effectivity of utilization of Lower Order Thinking Skills (LOTS)

and Higher Order Thinking Skills (HOTS) in classroom instruction the researcher use

questionnaire to gather information on how they utilize LOTS and HOTS. Other factors

that could affect the teachers or pupil's performance were not covered in this study.

Ethical Considerations

In conducting research on the utilization of lower-order and higher-order thinking

skills (LOTS and HOTS) among elementary teachers in the DepEd Lubang District, it is

essential to prioritize ethical considerations. Participants should give informed consent,

understanding the study's purpose, methods, and their voluntary participation.

Confidentiality and anonymity must be maintained by using pseudonyms and secure data

storage. The study should avoid harm, coercion, and bias while ensuring cultural

sensitivity and transparency. Approval from relevant authorities, such as DepEd, should
be obtained, and institutional ethical guidelines followed. Lastly, the data should be used

solely for the study’s purposes and anonymized or destroyed after use to protect

participant privacy.