IJRISS Logo

The Influence of a Mother Tongue-Based Teacher Read-Aloud Module on Higher Order Thinking Skills among Kindergarten Pupils: A Case Study

Authors

Uni Grace P. Porras

Faculty of Teacher Development, Philippine Normal University Mindanao (Philippines)

Mazlina Binti Che Muztafa

National Child Development Research Centre, Universiti Pendidikan Sultan Idris (Malaysia)

Article Information

DOI: 10.47772/IJRISS.2026.100400354

Subject Category: Education

Volume/Issue: 10/4 | Page No: 4849-4863

Publication Timeline

Submitted: 2026-04-10

Accepted: 2026-04-16

Published: 2026-05-09

Abstract

This study aimed to explore the influence of a developed mother tongue-based teacher read-aloud module on the Higher Order Thinking Skills (HOTS) among kindergarten pupils. Using a qualitative case study approach, interviews and observations were conducted with teachers and pupils from two kindergarten classes in rural and urban settings in a province in the Philippines. Thematic analysis of the data revealed that the module positively influenced pupils’ HOTS, as demonstrated by enhanced analytical competence in processing information, strengthened evaluative competence in assessing information, and improved creative competence in producing prompt-responsive outputs. Furthermore, no rural-urban differences were observed in the module’s influence on pupils’ HOTS. The study recommends the use and integration of the module in regular teaching in classrooms with similar context as it is found to be comprehensive, inclusive, and pedagogically sound.

Keywords

Higher Order Thinking Skills (HOTS)

Downloads

PDF JATS XML

References

1. Apaza, R. R., Paredes, R. P., Arpi, R., Quispe Lino, C. N., & Chura-Zea, E. (2024). Urban-rural gap in education performance in Peruvian public institutions during 2018: An analysis using the Oaxaca-Blinder decomposition. Frontiers in Education, 9, 1–15. https://doi.org/10.3389/feduc.2024.1394938 [Google Scholar] [Crossref]

2. Armala, I., Fauziati, E., & Asib, A. (2022). Exploring students’ LOTS and HOTS in answering reading questions. Journal of Education Technology, 6(3), 390–397. https://doi.org/10.23887/jet.v6i3.464 [Google Scholar] [Crossref]

3. Astrid, A., Hasanah, A., & Syafryadin, S. (2022). Integrating Higher Order Thinking Skills (HOTS) into English language teaching for elementary school students: Teachers’ perspectives and challenges. 3L: Language, Linguistics, Literature, 28(3), 217–230. https://doi.org/10.17576/3L-2022-2803-14 [Google Scholar] [Crossref]

4. Ballakrishnan, K., & Mohamad, M. (2020). Teachers’ Teaching Methods in Teaching Higher Order Thinking Skill (HOTS) comprehension questions. International Journal of Academic Research in Business and Social Sciences, 10(2), 362–378. https://doi.org/10.6007/ijarbss/v10-i2/6935 [Google Scholar] [Crossref]

5. Batini, F., D’Autilia, B., Pera, E., Lucchetti, L., & Toti, G. (2020). Reading aloud and first language development: A systematic review. Journal of Education and Training Studies, 8(12), 49–68. https://doi.org/10.11114/jets.v8i12.5047 [Google Scholar] [Crossref]

6. Beatriz-Afonso, A., & Cruz-Jesus, F. (2024). Unraveling the myths of rural vs. urban academic achievement drivers. Emerging Science Journal, 8(6), 2312–2327. https://doi.org/10.28991/ESJ-2024-08-06-010 [Google Scholar] [Crossref]

7. Bintz, W. P. (2023). Reading-aloud to children: A cautionary tale with recommendations for success. Georgia Journal of Literacy, 45(1), 31–50. https://doi.org/10.56887/galiteracy.100 [Google Scholar] [Crossref]

8. Bordin, S. N., Said, R. R., Sabil, A. M., & Arshad, M. M. (2022). Implementation of Higher Order Thinking Skills (HOTS) in teaching Malay language writing skills among preschool teachers. The Eurasia Proceedings of Educational & Social Sciences (EPESS) 2022, 25, 86–94. www.isres.org [Google Scholar] [Crossref]

9. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc. https://doi.org/10.1007/s13398-014-0173-7.2 [Google Scholar] [Crossref]

10. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. In Introducing English Language (5th ed.). SAGE Publications, Inc. https://doi.org/10.4324/9781315707181-60 [Google Scholar] [Crossref]

11. Degu, T. G. (2022). Learning Science through the mother’s tongue in Ethiopian primary school: Its scientific benefits and challenges. Journal of Positive School Psychology, 6(8), 9038–9050. http://journalppw.com [Google Scholar] [Crossref]

12. Delgado, P. (2021). Culturally relevant literature for K-5 students. Texas Journal of Literacy Education, 9(1), 35–44. https://files.eric.ed.gov/fulltext/EJ1315085.pdf [Google Scholar] [Crossref]

13. Department of Education. (2012). D.O. 16, s. 2012: Guidelines on the implementation of the mother tongue-based multilingual education. http://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-the-implementation-of-the-mother- tongue-based-multilingual-education-mtb-mle/ [Google Scholar] [Crossref]

14. Ginting, A. A., & Kuswandono, P. (2020). Challenges faced by English teachers: Implementation of Higher Order Thinking Skills (HOTS) in designing assignments in East Indonesia. Pedagogy Journal of English Language Teaching, 8(1), 13–23. https://doi.org/10.32332/pedagogy.v8i1.1688 [Google Scholar] [Crossref]

15. Gorgonio, M. P. (2024). Bridging mother tongue instruction: Linguistic dilemma of public school teachers. International Journal of Innovative Science and Research Technology (IJISRT), 1114–1142. https://doi.org/10.38124/ijisrt/ijisrt24may374 [Google Scholar] [Crossref]

16. Haland, A., Hoem, T. F., & McTigue, E. M. (2021). The quantity and quality of teachers’ self-perceptions of read-aloud practices in Norwegian first grade classrooms. Early Childhood Education Journal, 49(1), 1–14. https://doi.org/10.1007/s10643-020-01053-5 [Google Scholar] [Crossref]

17. Heale, R., & Twycross, A. (2018). What is a case study? Evid Based Nurs, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845 [Google Scholar] [Crossref]

18. Holliday, A. (2016). Doing and writing qualitative research (J. Seaman (Ed.); 3rd ed.). Sage Publications Ltd. [Google Scholar] [Crossref]

19. Igarashi, T., Maulana, S., & Suryadarma, D. (2024). Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines. Labour Economics, 91, 1–14. https://doi.org/10.1016/j.labeco.2024.102641 [Google Scholar] [Crossref]

20. Janaban, G. F. (2025). Impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on numeracy skills development among Key Stage 1 learners. International Journal for Multidisciplinary Research (IJFMR), 7(1), 1–82. https://doi.org/IJFMR250136791 [Google Scholar] [Crossref]

21. Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104 [Google Scholar] [Crossref]

22. Kumari, P. L. (2020). A comparative study on intellectual abilities of rural and urban preschoolers. International Journal of Home Science, 6(2), 242–244. https://www.homesciencejournal.com/archives/2020/vol6issue2/PartE/6-2-31-873.pdf [Google Scholar] [Crossref]

23. Li, J., & Wu, H. (2023). Urban-rural disparities influence educational equity in China. ASSEHR, 765, 148–154. https://doi.org/10.2991/978-2-38476-092-3_22 [Google Scholar] [Crossref]

24. Lian, L. H. (2023). Assessment of higher-order thinking skills: Is it simply determined by verbs? International Journal of Academic Research in Progressive Education and Development, 12(2), 755–763. https://doi.org/10.6007/ijarped/v12-i2/16719 [Google Scholar] [Crossref]

25. Ligmon, M. S. (2024). Storytelling aloud strategy: Effects on pupils’ reading comprehension skill. Psychology and Education, 20(6), 690–698. https://doi.org/10.5281/zenodo.11520007 [Google Scholar] [Crossref]

26. Lusares, C. C., Dumanig, L. O., & Jadol, R. L. (2023). Mother tongue based instruction for kindergarten learners. International Journal of Thesis Projects and Dissertations (IJTPD), 11(4), 1–12. https://doi.org/10.5281/zenodo.10259252 [Google Scholar] [Crossref]

27. Masnan, A. H., Hanafi, H. F., Zain, A., & Mohd-Taib, F. S. (2020). The development of Preschool Nature EducationModule (PreNEM) for preschool teachers based on Higher Order Thinking Skills. Indonesian Journal of Islamic Early Childhood Education, 5(1), 27–33. [Google Scholar] [Crossref]

28. Mayor, M. G. R. (2024). Effectiveness of Higher Order Thinking Skills (HOTS) to the performance of Grade 4 pupils in reading comprehension. International Journal of Advanced Multidisciplinary Studies, 4(4), 1–12. https://doi.org/18-IJAMS-APRIL-2024-1-12_MARY-GRACE-R.-MAYORPDF(www.ijams-bbp.net) [Google Scholar] [Crossref]

29. McCallum, C. (2024). Read alouds in elementary school [Concordia University St. Paul]. https://digitalcommons.csp.edu/teacher-education_masters/113 [Google Scholar] [Crossref]

30. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass. [Google Scholar] [Crossref]

31. Muhibbuddin, Artika, W., & Nurmaliah, C. (2023). Improving critical thinking skills through Higher Order Thinking Skills (HOTS)-based Science. International Journal of Instruction, 16(4), 283–296. https://doi.org/10.29333/iji.2023.16417a [Google Scholar] [Crossref]

32. Munar, A., Winarti, Nai’mah, Rezieka, D. G., & Aulia, A. (2022). Improving Higher Order Thinking Skill (Hots) in early children using picture story book. Al-Ishlah: Jurnal Pendidikan, 14(3), 4611–4618. https://doi.org/10.35445/alishlah.v14i3.2224 [Google Scholar] [Crossref]

33. Musliha, S., Sudana, D., & Wirza, Y. (2021). The analysis of higher order thinking skills (HOTs) in the test questions constructed by English teachers. Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021), 595, 610–617. https://www.researchgate.net/publication/362287571_The_Analysis_of_Higher_Order_Thinking_Skills_in_the_Test_Questions_Constructed_by_English_Teachers [Google Scholar] [Crossref]

34. Ness, M. (2020). The power of authentic literature. In The power of authentic texts: Effective pathways to developing a reading culture and student success (pp. 1–7). Penguin Random House LLC. [Google Scholar] [Crossref]

35. Nurmaharaeni, Nappu, S., & Hambali, U. (2022). The implementation of Higher-Order Thinking Skill (HOTS) in learning reading for EFL learners. English Language Teaching Methodology, 2(1), 54–64. https://doi.org/10.22219/ipbi.vxiy.xxyy [Google Scholar] [Crossref]

36. Orias, J. P., & Castro, R. S. (2025). Higher Order Thinking Skills (HOTS) and Structure of the Observed Learning Outcome (SOLO) Taxonomy: Its effect on the Grade 10 learners in Science. Psychology and Education, 38(9), 1062–1067. https://doi.org/10.70838/pemj.380909 [Google Scholar] [Crossref]

37. Qasrawi, R., & Abdelrahman, A. B. (2020). The Higher and Lower Order Thinking Skills (HOTS and LOTS) in Unlock English textbooks (1st and 2nd editions) based on Bloom’s Taxonomy: An analysis study. International Online Journal of Education and Teaching (IOJET), 7(3), 744–758. https://doi.org/https://iojet.org/index.php/IOJET/article/view/866 [Google Scholar] [Crossref]

38. Rahmadani, A., Geroda, G. B., & Pane, W. S. (2023). Using HOTS (Higher Order Thinking Skills) to improve students’ critical reading in English class. Inquest Journal, 1(2), 133–139. https://doi.org/10.53622/ij.v1i02.173 [Google Scholar] [Crossref]

39. Republic Act No. 10157. (2012). https://lawphil.net/statutes/repacts/ra2012/ra_10157_2012.html [Google Scholar] [Crossref]

40. Republic Act No. 10533. (2013). https://www.officialgazette.gov.ph/ [Google Scholar] [Crossref]

41. Samad, F., Samad, R., & Sasmayunita. (2021). Higher Order Thinking Skills of children aged 4-6 years in early language learning based on lesson study. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(4), 876–885. https://doi.org/10.33394/jk.v7i4.4368 [Google Scholar] [Crossref]

42. Sanfo, J.-B. M. B. (2023). Factors explaining rural-urban learning achievement inequalities in primary education in Benin, Burkina Faso, Togo, and Cameroon. International Journal of Educational Research Open, 4, 1. https://doi.org/10.1016/j.ijedro.2023.100234 [Google Scholar] [Crossref]

43. Second Congressional Commission on Education. (2024). Miseducation: The failed system of Philippine education, EDCOM II year one report. [Google Scholar] [Crossref]

44. Senawati, J., Suwastini, N. K. A., Jayantini, I. G. A. S. R., Adnyani, N. L. P. S., & Artini, N. N. (2021). The benefits of reading aloud for children: A review in EFL context. Indonesian Journal of English Education, 8(1), 73–100. https://doi.org/10.15408/ijee.v8i1.19880 [Google Scholar] [Crossref]

45. Shaeffer, S. F. (2020). Mother Tongue and early childhood care and education synergies and challenges. https://doi.org/TH/DOC/IQE/20/048 [Google Scholar] [Crossref]

46. Shinto, D., Halwat, M. H., & Muamaroh. (2023). Investigating HOTS on Reading questions from fiction text of the English textbook used by vocational high schools in Indonesia. Al-Ishlah: Jurnal Pendidikan, 15(2), 2330–2335. https://doi.org/10.35445/alishlah.v15i2.2823 [Google Scholar] [Crossref]

47. Simons, G. F., & Fennig, C. D. (Eds.). (2018). Ethnologue: Languages of the World (21st ed.). SIL International. https://www.ethnologue.com/language/ceb [Google Scholar] [Crossref]

48. Sofyan, N., Wahid, J. H., & Idris, N. H. (2021). The effectiveness of reading aloud strategy in concerning students’ reading skills. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa Dan Seni Program Studi Pendidikan Bahasa Inggris IKIP, 8(1), 11. https://doi.org/10.33394/jo-elt.v8i1.3564 [Google Scholar] [Crossref]

49. South Dakota State Library. (2024). School librarian’s guide to read-alouds (pp. 1–5). library.sd.gov/Guide-SDSL-ReadAlouds [Google Scholar] [Crossref]

50. Sumi, S. S., Jahan, N., Rahman, S. T., & Seddeque, A. (2021). Explaining rural-urban differences in the academic achievement of secondary students: An empirical study in Magura District of Bangladesh. Asia Pacific Journal of Educators and Education, 36(1), 195–216. https://doi.org/10.21315/apjee2021.36.1.11 [Google Scholar] [Crossref]

51. Sutama, W., Anisa, N., & Astuti, W. (2021). Improving Higher-order Thinking Skills through the implementation of open-ended play for children aged 5-6 Years. Advances in Social Science, Education and Humanities Research, 601, 97–104. [Google Scholar] [Crossref]

52. Trujillo, J. S. (2020). The use of mother tongue in instruction: Pupils’ performance across the years. Globus Journal of Progressive Education A Refereed Research Journal, 10(1), 59–67. https://doi.org/10.46360/globus.xxxxxxxx [Google Scholar] [Crossref]

53. UNESCO. (2015). Education 2030 Incheon declaration and framework for action. In World Education Forum 2015 (p. 51). https://en.unesco.org/world-education-forum-2015/incheon-declaration [Google Scholar] [Crossref]

54. Villafuerte, J. M. V. A. (2024). Mother tongue-based multilingual education: The attitudes and challenges faced by elementary school teachers in Marhaba School of Davao, Inc. International Journal of Advanced Multidisciplinary Studies, 4, 431–443. [Google Scholar] [Crossref]

Metrics

Views & Downloads

Similar Articles