Integrating Higher-Order Thinking Skills (HOTS) into Essay Writing Instruction for Low-Achieving Students: A Two-Cycle Collaborative Action Research Study

Abstract

Many educators believe that low-achieving students can’t handle higher-order thinking tasks, which may hinder their growth and potential. This study employed a two-cycle collaborative action research design using a mixed-methods approach, and incorporating classroom observations, teacher interviews, and pre- and post-writing assessments, which were analysed using a paired-samples t-test. The participants were 3 Malay language teachers and 47 low-achieving students, all aged 16, from 3 rural secondary schools in Sarawak, Malaysia. The students’ writing performance was analysed quantitatively, while the teachers participated in classroom implementation, intervention and interview. The classroom observation results indicate that teachers rely more on the analysing cognitive domain. A process-based approach enhances higher-order thinking skills in essay writing among low achievers, thereby improving classroom teaching and learning. There was a significant difference between pre- and post-writing assessments, with average essay scores improving by approximately -19.47 points after the intervention. In conclusion, educators knowledgeable about HOTS cognitive domains play a crucial role in supporting struggling students to foster essay-writing abilities. For low achievers, a process-based approach is more effective than a modular approach for enhancing higher-order thinking in essay writing. Teachers should motivate students at all academic levels to participate in tasks that utilise higher-order thinking skills.