Authors : Jane T. Carillo

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/mvw7yt9p

DOI : https://doi.org/10.38124/ijisrt/25may2052

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This phenomenological research uncovered the opinions and difficulties of elementary teachers in integrating active learning to develop higher order thinking skills (HOTS) of students in Sta. Ana District, Davao City. Purposively selected to describe their experience, viewpoints and challenges in relation to how active learning contribute to the higher order thinking skills of learners were Twelve (12) teacher-participants. There were 2 main themes identified based on the educators’ view of active learning as a pedagogical strategy to develop the critical thinking and problem-solving skills of learners such as active learning develops critical thinking and problem-solving skills and it boost engagement and retention. But on the issue of teacher challenges in implementing active learning in the classroom, the themes were lack of time and resources, and classroom management problems demotivated teachers in giving it a try. This study provided a comprehensive examination of the perspective and challenges of teachers face when implementing active learning to foster higher-order thinking skills (HOTS) in elementary learners. To overcome these barriers the research drew insights recommending to provide institutional support and conduct professional development trainings to teachers on active learning approach.

Keywords : Active Learning Approach, Higher-Order Thinking Skills, Teachers' Perspective, Elementary Grades.

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