Teaching Practices of Female Science Teachers to Develop Higher-Order Thinking Skills among Their Female Students in Light of the TIMSS

Abstract

The study aimed to investigate the teaching practices of  female science teachers for developing higher-order thinking skills (HOTS) among their female students in light of the TIMSS. A descriptive survey methodology was employed. A questionnaire was administered to a sample of 250  female science teachers in the elementary and intermediate stages. The findings revealed that female teachers’ knowledge of the higher-order thinking skills associated with TIMSS was at a moderate level, reflecting an initial general awareness that does not reach the depth required to effectively translate into classroom practices. Teaching practices for developing HOTS also appeared at a moderate level with problem-solving ranking highest, followed by creative thinking, and then critical thinking, indicating that these skills are present in classrooms but to a limited extent. The challenges faced by female teachers in fostering HOTS among female students were likewise moderate, suggesting that while these challenges are real and influential, they do not constitute fundamental barriers, thus highlighting the need for educational and administrative interventions to strengthen these skills. In light of these results, the study proposed a set of recommendations and developmental suggestions.