Problems and Needs Regarding a Development of Higher Order Thinking Competencies for Grade 12 Students

Abstract

This research aimed to: 1) assess the current state of problems and needs in developing Higher-Order Thinking Competencies (HOTCs), and 2) propose guidelines for enhancing these competencies among Grade 12 students. The sample consisted of 12 history teachers and 324 Grade 12 students from 12 Princess Chulabhorn Science High Schools. The research instrument was a 5-point Likert scale questionnaire regarding learning management problems and needs. Data were analyzed using percentage, mean, and standard deviation.

The findings revealed that: 1) the state of problems in developing HOTCs was at a high level, with the most critical issue being assessment and evaluation, followed by the teacher dimension. Both teachers and students expressed development needs at the highest level; specifically, teachers prioritized professional development, while students prioritized learning activities. According to the Priority Needs Index ($PNI_{modified}$), the teacher dimension emerged as the most urgent priority for development. 2) The proposed development guidelines focused on two primary pillars: (2.1) systematic knowledge enhancement for teachers and schools through professional training and the establishment of learning networks, and (2.2) the implementation of thinking-based learning activities. These activities should integrate four core thinking skills critical, systemic, creative, and problem-solving—using simulations as a key instructional tool to facilitate authentic learning experiences and practical problem-solving.