Higher Order Thinking Skills, Capability, and Interest towards Learning English of Grade 11 Students in Relation to the Academic Performance

This study investigates the relationship between higher-order thinking skills (HOTS), capability, and interest in learning English and their impact on the academic performance of Grade 11 students. Employing a descriptive-correlational research design, the study examines the extent to which these cognitive and affective domains influence students' proficiency and achievement in English. Data were collected through standardized assessments, survey questionnaires, and academic records, with statistical analyses conducted to determine significant correlations among the variables. Results indicate that students with well-developed HOTS, strong linguistic capability, and high interest in English tend to perform better academically. The findings underscore the importance of integrating critical thinking strategies, differentiated instruction, and motivational techniques in English language teaching to enhance student outcomes. Based on the results, this study provides pedagogical recommendations aimed at fostering a more effective and engaging learning environment.