Statement of the Problem

This study aims to determine the level of Scientific Higher Order Thinking (S-

HOT) skills of the grade 11 students in Zamboanguita Districts 1 and 2, Negros

Oriental.

Specifically, the study seeks to answer the following questions:

1. What is the level of Scientific Higher Order Thinking Skills (S-HOTS) of the Senior

High School students in terms of the following:

1.1 critical thinking;

a. analysis

b. evaluation

c. synthesis

1.2 creative thinking;

1.3 metacognition;

1.4 science self-efficacy; and

1.5 scientific reasoning?

2. What is the semestral performance of the senior high school students in Earth

and Life Science and Physical Science subjects?

3. Is there a significant relationship between the S-HOTS of the student

respondents and their academic performance in science subjects?

4. Is there a significant relationship between the S-HOTS of the student

respondents and the following profile:

4.1sex;
4.2 parents’ educational attainment; and
4.2 strand?
 Questionnaire

“Exploring The Structure and Level of Senior High School Students’ Scientific
Higher Order Thinking Skills in Science Education”

Part I. Disclosure Statement:

This survey/questionnaire is part of the research study entitled “Exploring The
Structure and Level of Senior High School Students’ Scientific Higher Order
Thinking Skills in Science Education” conducted by Chrissie Kyell M. Trinidad.
The purpose of the study is to determine the level of Scientific Higher Order
Thinking (S-HOT) skills of the Senior High School students. The
respondent/participant of the research voluntarily provided the data/information
and his/her responses to the questionnaire form part of the fund of knowledge to
the subject studied. The willingness of the respondent/participant to complete the
survey/questionnaire will serve as his/her ADEQUATE EVIDENCE OF INFORMED
CONSENT.
The respondent /participant as well as the researcher and all others involved in
this study agree to maintain the confidentiality of the data gathered where sought
for academic purpose with consent by the researcher.

Name: ____________________________________________ Grade level: _________

Part II. Profile of the Students:

Instructions: Please put a check (✔) mark on the space that corresponds to your
answer.
Sex: ____ Male ____ Female
Father’s Educational Attainment Mother’s Educational Attainment
____ Elementary Level ____ Elementary Level
____ Elementary Graduate ____ Elementary Graduate
____ High School Level ____ High School Level
____ High School Graduate ____ High School Graduate
____ College Level ____ College Level
____ College Graduate ____ College Graduate
____ With Master’s Degree Units ____ With Master’s Degree Units
____ With Master’s Degree ____ With Master’s Degree
____ With Doctoral Degree Units ____ With Doctoral Degree Units
____ With Doctoral Degree ____ With Doctoral Degree

Strand:
____ General Academic Strand
____ Humanities and Social Sciences Strand
____ Agri-Fishery Arts Strand
____ Home Economics Strand
____ Industrial Arts Strand
____ Information and Communications Technology Strand
Part III. Performance of the Students in Core Subjects

Instructions: Please write your corresponding grade in the core subjects in the
table.

Science
Science
Rating (Life & Earth
(Physical Science)
Science)

99 – 100
96 – 98
93 – 95
90 – 92
87 – 89
84 – 86
81 – 83
78 – 80
75-77

Part IV. Level of Scientific Higher Order Thinking Skills (S-HOTS)

Directions: 1. Read and think carefully about each statement and respond as
truthfully as you can.
2. Place a check mark (✓) in the blank that best describes you.
The following scale in rating will be your guide:

Scor Verbal Level of Explanation

e Description S-HOTS

Strongly The level of Scientific Higher Order

5 Very High
Disagree Thinking Skills is 81% -100% manifested.
The level of Scientific Higher Order
4 Disagree High
Thinking Skills is 61% - 80% manifested.
Moderately The level of Scientific Higher Order
3 Moderate
Agree Thinking Skills is 41% - 60% manifested.
The level of Scientific Higher Order
2 Agree Low
Thinking Skills is 21% - 40% manifested.
1 Strongly Agree Very Low The level of Scientific Higher Order
 Thinking Skills is 1% - 20% manifested.

Strongly Strongly
Agree Neutral Disagree
A. Critical Thinking Agree Disagree

Analysis
1. I can pick out the most important parts
of a science lesson.
2. I like researching for a relationship
between the information the science
lesson contains and other topics that I
have read.
3. I am drawn to exploring deeper
interpretations of reality.
4. I enjoy finding connections between
phenomena that appear unrelated.
5. I can break down a scientific problem
into smaller parts and determine the
most effective solution.
Evaluation
1. I try to check if the scientific
information that interests me is true.
2. I look at different sources when I’m
checking scientific information.
3. I focus on both explaining my thoughts
clearly and trying to understand the
other person’s viewpoint during a
science class discussion.
4. I can pick out the most helpful
scientific information to solve
problems.
5. I double-check important scientific
information, even if it seems to be true.
Synthesis
1. I like combining scientific ideas from
different sources.
2. I like discussing new meanings in texts
that I already know.
3. I form my understanding by merging
various bits of scientific information.
4. I can see the structure of the text, and I
could change it.
5. I can create logical/sound inferences
from all scientific information
presented to me.
B. Creative thinking Strongly Agree Neutral Disagree Strongly
 Agree Disagree

1. I am a curious about how things work.

2. I like to participate in science

experiments to learn new things.
3. I can understand and interpret
scientific problems.
4. I can see multiple ways to solve a
scientific problem.
5. I enjoy adding artistic touches to my
science homework or projects.
C. Metacognition Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
1. I try to relate what I learn in science
with real-world experiences.
2. I change my approach if I’m not
progressing as expected in a learning
task related to science.
3. I am confident in my ability to
understand even the most complicated
topics in a science course.
4. I can sense when I’m about to face a
learning challenge in a science class.
5. I adjust my level of concentration,
depending on the learning situation.
D. Science Self-efficacy Strongly
Agree
Agree Neutral Disagree Strongly
Disagree

1. I can manage to solve difficult science

problems if I try hard enough.
2. I’m confident in my ability to stay
focused and achieve my goals in my
science studies.
3. I know I’ll stay calm during exams
because I trust my knowledge to solve
problems in science.
4. I believe that with enough effort
throughout the semester, I can succeed
in science exams.
5. I believe in the saying “If others can do
it, so can I” when it comes to studying
science.
E. Scientific Reasoning Strongly
Agree
Agree Neutral Disagree Strongly
Disagree

1. I can recognise the authenticity of the

scientific information I obtain from the
 Internet.
2. I use my scientific knowledge and
investigative skills to solve real-life
problems.
3. I consider scientific information from
various sources before making a
decision.
4. I carry out investigations to test my
ideas.
5. I can explain natural events using my
scientific knowledge.

Sources:

Ajaja, O. P., & Agboro-Eravwoke, U. O. (2017). Collection and analysis of students'

metacognitive orientations for science learning: A survey of science classrooms in
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Lehmkuhl, G., von Wangenheim, C. G., MARTINS-PACHECO, L. H., Borgatto, A. F., & ALVES, N.
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