Teaching Methods, Achievement and High Order Thinking Skills (Hots) Among Accounting Students in Secondary Schools in Malaysia

Abstract

The purpose of this study is to determine the correlation between Accounting teachers’ use of various teaching methods with achievement and high order thinking skills (HOTS) of Principles of Accounting students. Samples are formed four students from schools in the Batang Padang district in Perak, Malaysia. The objectives of the study are to determine the level of practice of teaching methods, student achievement, and HOTS, the difference of the variables based on gender and quantitative skills and the correlation between teacher teaching methods and student achievement and HOTS. The practice of teaching methods is divided into three constructs namely teaching activities, teaching aids, and teaching and facilitating. The findings show that the mean level of teaching activities is 3.79 (high), teaching aids 4.41 (high) and teaching and facilitating 3.57 (moderate). The overall level of students' achievement is 57.26% at a moderate level. The mean of low-level thinking skills is 5.49, medium-level 32.97 and high-level 13.31. Based on gender, students’ achievement and HOTS differ significantly with male students showing higher scores. Based on the students' quantitative skills, teaching and facilitating, low-level thinking skills and high-level thinking skills show significant differences. The Pearson correlation test between teaching aids and low-level thinking skills showed a significant positive relationship (r = 0.260, p <0.05). Based on the findings, grouping activities such as cooperative learning and systematic practice modules are expected to enhance Accounting students’ mastery and HOTS. The use of game-based learning and interactive teaching methods will have a better impact on students’ learning considering their high interest in such activities. Adequate infra and info structures and tools that facilitate the use of ICT in teaching and facilitating should be made available. Teachers should also ensure variability in teaching activities and teaching aids to enhance students’ motivation and performance.

The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

“…Classroom learning activities conducted by teachers have exposed students to the form of HOTS questions and how to answer HOTS questions. This reseach findings are parallel with the findings of a study by Dogan (2016); Peng and Hamad (2018);Mat Norwani, Yusof, Yahya and Ismail (2019); Shukla and Dungsungnoen (2016); Arshad and Yasin (2015) who stated that the students' level of self-efficacy and HOTS is at a moderate level. However, the findings of the study are different from the findings of Farrand, Wild and Hilson (2016); Ichsan, Sigit, Miarsyah, Ali, Arif and Prayitno (2019); Saido, Siraj, Nordin and Al_Amedy (2015) who found that the students' level of self-efficacy and HOTS is at a high and weak level.…”

“…Self-efficacy can drive a person's tendency to respond positively or negatively to an idea or situation. Diversity in teaching methods can increase students motivation and achievement (Mat Norwani, Yusof, Yahya & Ismail, 2019). Therefore, as a suggestion, the learning process in the classroom will be more meaningful if teachers can attract the interest and attention of students through effective teaching and learning activities of HOTS.…”

“…The issue of students' mastery of HOTS is often debated by scholars at various levels to find solutions to meet what the country intends. However, based on previous studies, it was found that many researchers are studying the level of HOTS among primary, secondary and tertiary students (Peng & Hamad, 2018;Arshad & Yasin, 2015;Mat Norwani, Yusof, Yahya & Ismail, 2019;Ichsan, Sigit, Miarsyah, Ali, Arif & Prayitno, 2019;Saido, Siraj, Nordin & Al_Amedy, 2015). In addition, the challenges and factors in the implementation of HOTS are also studied by past researchers in various subjects (DeBourgh, 2008;Yeung, 2015;Yen & Halili, 2015;Onoska, 2012).…”