INVESTIGATING THE RELATIONSHIP BETWEEN HIGHER ORDER THINKING SKILLS AND UNIVERSITY STUDENTS' ACHIEVEMENT IN MATHEMATICS AT A PUBLIC SECTOR UNIVERSITY

Abstract

This correlational research study investigates the relationship between higher order thinking skills (HOTS) and university students' achievement in mathematics at a public sector university. HOTS, which include critical thinking, problem-solving, and analytical skills, are essential for academic success in mathematics, a subject known for its complexity and cognitive demands. The study aims to examine the extent to which students’ proficiency in HOTS influences their performance in mathematics courses. A quantitative approach was used, with data collected through student surveys and academic records. The sample consisted of undergraduate mathematics students. The study specifically seeks to determine the correlation (r) between HOTS and students' academic achievement in mathematics. It also explores students' awareness and abilities regarding HOTS in the context of mathematical problem-solving. The findings of the study are expected to reveal whether a significant positive correlation exists between HOTS and mathematics achievement. Understanding this relationship can help educators design instructional strategies that better support the development of critical thinking and problem-solving skills, ultimately leading to improved student performance in mathematics.