The Effect of a Proposed Teaching Strategy Based on the Systemic Approach on Developing Higher-Order Thinking Skills among Secondary School Students
Abstract
This study aims to examine the effect of a proposed teaching strategy based on the systemic approach on developing higher-order thinking skills (HOTS) among secondary school students in biology. The significance of this research stems from global educational trends emphasizing the shift from rote learning to instruction that fosters deep understanding and the ability to analyze, evaluate, and create, as highlighted by the PISA 2022 report and recent studies advocating the integration of constructivist strategies such as scientific inquiry, modeling, and concept mapping into classroom practices.
The study employed a quasi-experimental design with a pre-test/post-test for two independent groups: an experimental group taught using the proposed systemic approach strategy and a control group taught using traditional methods. The sample consisted of 63 third-grade secondary students in Khamis Mushait, and the strategy was applied to the “Genetics” unit during the first semester. The proposed strategy comprised four interconnected phases: systemic orientation, systemic construction, systemic application, and systemic assessment, aiming to present content through closed systemic conceptual diagrams and engage students in authentic tasks to enhance HOTS.
Findings revealed statistically significant differences at the (α = 0.05) level between the mean scores of the two groups in the post-test of HOTS in favor of the experimental group, with a large effect size (η² = 0.88). This indicates the effectiveness of the proposed strategy in improving analysis, synthesis, and evaluation skills compared to traditional methods. The study recommends adopting the systemic approach in curriculum design, training teachers in its implementation, and developing authentic assessment tools to measure systemic understanding and HOTS.
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