Effect of Concept Mapping Strategy on Higher Order Thinking Skills among Secondary School Students

This study investigates whether using concept mapping improves Higher Order Thinking Skills (HOTS) among Grade IX science students. We employed a pre-test–post-test experimental design. Two sets of participants were established: the Experimental group engaged in lessons focused specifically on concept-mapping exercises, whereas the Control group underwent standard classroom instruction. A researcher-developed HOTS test was administered before and after the teaching period to measure change. Results were compared across groups and further examined by gender (boys, girls) and intelligence level (high, average, low); interaction effects between treatment and these factors were also tested. Overall, learners in the Experimental group showed greater improvement on HOTS measures than those in the Control group. Additional analyses by gender and intelligence level were conducted and are reported in the main text. Taken together, the findings support the introduction of concept mapping into secondary science lessons as a practical way to strengthen higher-order thinking. Teachers should plan and scaffold concept-mapping activities thoughtfully so they can be effective for diverse learners.