Perceived Implementation of HOTS–SOLO–Based Instruction and Its Relationship to Grade 9 Students’ Mathematical Performance

Authors

Maribel L. Cardanio

Abstract

This study examined the perceived implementation of Higher Order Thinking Skills–Structure of Observed Learning Outcomes (HOTS– SOLO)-based instruction and its relationship to the mathematical performance of Grade 9 students at Calamba National Comprehensive High School, Division of Misamis Occidental, during the School Year 2025–2026. Using a quantitative descriptive–correlational design, data were collected from 153 Grade 9 students through a researcherdeveloped student perception survey and a mathematical performance test. Descriptive statistics, paired-samples t-test, Pearson product– moment correlation, and simple linear regression were employed for data analysis. Results revealed a significant improvement in students’ mathematical performance from pretest to posttest. Students rated the implementation of HOTS–SOLO-based instruction in terms of classroom practices and learning progression at a high level. Regression analysis further indicated that perceived HOTS–SOLO-based instruction significantly predicted students’ posttest and gain scores. These findings suggest that instructional practices emphasizing higherorder thinking and structured learning progression are associated with improved mathematical performance.

Keywords

Grade 9 students, higher order thinking skills, mathematical performance, mathematics instruction, SOLO taxonomy