Enhancing Higher Order Thinking Skills of Challenged High School Learners through a Modified Open Approach with Multi-Problem Rotation

Abstract

This research investigated the effectiveness of a Modified Open Approach integrated with a Multi-Problem Rotational Model in enhancing the Higher Order Thinking Skills (HOTS) of challenged high school learners, specifically in solving word problems involving systems of linear equations in one variable. Addressing the pedagogical gap where struggling students are often excluded from complex cognitive tasks, this research implemented a unique five-phase instructional cycle featuring a Rethink Mechanism. A 15-item HOTS assessment, validated by three mathematics experts and pilot-tested for reliability (n = 12), was used to measure gains in analysis, evaluation, and creation. Results from the Wilcoxon Signed-Rank Test revealed a statistically significant improvement (p = .0005), with mean scores increasing from a pre-test baseline of 7.80 (52%) to a post-test mastery level of 11.30 (75%). The findings suggest that the rotational model serves as a social scaffold, reducing cognitive anxiety by allowing students to build upon peer-generated logic. The study concludes that the "Rethink" phase is a critical catalyst for cognitive flexibility, providing an equitable pathway for challenged learners to achieve proficiency in high-level mathematical reasoning.