IMPLEMENTATION OF SOLO-HOTS APPROACH AMONG GRADE 10 STUDENTS: BASIS FOR ACTION PLAN

Philippines participated in the Program for International Student Assessment (PISA) in 2018, which evaluates the ability of 15-year-old learners to apply higher-order thinking skills (HOTS) in Reading, Mathematics, and Science to real-life situations. Out of 79 participating countries, the Philippines ranked last in Reading and second-to-last in both Mathematics and Science. These results indicate that many Filipino learners are not adequately prepared to face real-world challenges. In response, the school conducted an assessment on the implementation of HOTS, focusing on Grade 10 students. The findings revealed that while students acknowledged being introduced to the SOLO-HOTS approach and recognized its role in enhancing their ability to analyze, evaluate, and create, many were still unfamiliar with the concept. They also agreed that teachers frequently apply the approach in classroom discussions and that it improves students' academic performance. Teachers expressed strong familiarity with the SOLO-HOTS taxonomy. They reported having attended relevant trainings and consistently using the approach in lesson planning and instructional activities. Teachers also affirmed its effectiveness in developing students’ critical and creative thinking skills. However, they only moderately agreed on its integration in assessments and discussions due to existing challenges. Among the major challenges identified were time constraints, limited student engagement in reading, insufficient resources, and gaps in teachers’ assessment skills. Additional concerns included varied learning needs and classroom management. It was recommended that an action plan be developed, orientations conducted, and targeted programs implemented to strengthen both teacher capacity and student engagement in HOTS.