Normalized gains in HOTS aspects were moderate for communication, reasoning and connection but low for problem solving¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Normalized gain was moderate for communication (0.53), reasoning (0.41) and connection (0.37), but low for problem solving (0.24); overall HOTS gain was 0.42 (moderate). → Yurniwati 2020

Evidence¶

Yurniwati 2020¶

Yurniwati, & Soleh, D. A. (2020). The Effectiveness of Computer-Based Problem Solving to Improve Higher Order Thinking Skills on Prospective Teachers. International Journal of Instruction, 13(2), 393-406. https://doi.org/10.29333/iji.2020.13227a

q2 · i? · causal · r1

Normalized Gain analysis of HOTS aspects in the quasi-experiment (Table 7): Communication 0.53 Moderate, Reasoning 0.41 Moderate, connection 0.37 Moderate, Problem Solving 0.24 Low, overall HOTS 0.42 Moderate. The article states "a moderate level increase in all aspects of HOT except problem solving".

"Based on the table it is known that there is a moderate level increase in all aspects of HOT except problem solving."

Discussion¶

Related Claims¶

• Gen-AI's effect on HOT is strongest for problem-solving ability (g = 0.745), followed by critical thinking (g = 0.691), with a smaller effect on creativity (g = 0.444) — related
• GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72) — related
• In physics-based courses for non-science majors taught with active-engagement pedagogy, normalized gains were 0.38–0.42 on content tests but 0.06 on a scientific-reasoning test — related
• Computer-Based Problem Solving produced significantly higher HOTS post-test scores than expository learning among prospective primary teachers — related