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Students’ Higher Order Thinking Skills and Their Relationships with Problem Posing Ability

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The purposes of this study were, to identify students’ higher order thinking skills and their problem posing ability, as well as to ascertain relationships between them. The study, involving a total of 28 secondary school students as respondents, used two instruments, namely, A Higher Order Thinking Skills Test and A Mathematical Problem Posing Instrument. The results of the study revealed that, students’ achievements in both higher order thinking skills and their ability in posing mathematics problem were moderate with a mean score of 49.46 (s.d 12.64) and 48.57 (s.d 35.45) respectively, while the relationships between these two variables were also moderately correlated, with r = 0.515 (p < 0.05).
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Keywords: Higher Order Thinking Skills; Mathematics Education; Problem Posing Ability

Document Type: Research Article

Affiliations: Department of Educational Sciences, Mathematics and Creative Multimedia;

Publication date: April 1, 2017

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  • ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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