Levels of attainment on Higher-Order Thinking Skills in Math through Process-Oriented Guided Inquiry Learning (POGIL) using scaffolding and digital tools

This study explored the effectiveness of Process-Oriented Guided Inquiry Learning (POGIL) on enhancing mathematical skills among Grade 7 students at Cristina B. Gonzales Memorial High School during the 4th quarter of the school year 2024-2025. Specifically, it aimed to assess: (1) the level of attainment in Communication and Collaboration among students exposed to Scaffolding Activities; (2) the level of attainment in Creativity and Innovation among students exposed to Digital Tools Integration; and (3) whether there are significant differences in the attainment of Higher-Order Thinking Skills (HOTS) between students exposed to these two distinct POGIL strategies. The study found that Grade 7 students exposed to scaffolding activities showed a high level of communication and collaboration, with both the Newton and Sapphire groups achieving “Very Satisfactory” performance. In contrast, students exposed to digital tools integration demonstrated “Outstanding” performance overall, with the Newton group showing slightly higher results compared to Sapphire. Both strategies supported communication and collaboration, but digital tools integration had a more significant impact on fostering higher-order thinking skills (HOTS). Statistical analysis revealed significant differences in HOTS attainment between the two groups, with the digital tools group consistently outperforming the scaffolding group across all lessons. The study concludes that scaffolded performance tasks fostered strong student collaboration and creativity, with different groups excelling in varying aspects of the tasks. Digital tools integration, creativity, technology, and real-world contexts significantly enhance Grade 7 students’ creativity and innovation in mathematics. To maximize learning outcomes, educators are encouraged to align instructional strategies with specific Higher-Order Thinking Skills (HOTS), offering differentiated support to cater to students’ strengths. Future research could further explore other HOTS, such as critical thinking and problem-solving, to enhance the effectiveness of POGIL strategies.