SOLO Tracker for Assessing Learners’ Degree of Responses to HOTS-Based Science Questions

SOLO Tracker for Assessing Learners’ Degree of Responses to HOTS-Based Science Questions

Afrail Mae S. Sintos

Department of Education, City Schools Division of Tacurong

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000429

Received: 05 May 2025; Revised: 20 May 2025; Accepted: 22 May 2025; Published: 20 June 2025

ABSTRACT

The National Achievement Test 2023 for grade 12 learners of San Pablo National High School (SPNHS) learners gained 29.59% in problem solving skills, 33.13% in information literacy, and 30.61% in critical thinking in Science 21^st century skills out of 100%. Along this line, the poor assessment results of SPNHS learners greatly demand a significant recalibration of the essential instructional strategies that enhance the critical thinking skills of the learners by applying higher order thinking questions. This research was conducted to assess the effectiveness of SOLO Tracker to the monitor the degree of learner’s response using HOTS-based questions. This study used descriptive-evaluative research design and pre-test and post-test as data gathering instrument. The study was conducted at San Pablo National High School with fifty-five (55) Grade 8 Aries students enrolled in the School Year 2023-2024 as respondents of the study. To determine the significant difference of SOLO Tracker to the degree of learner’s response, mean average scores and z-test were used. The degree of learner’s response significantly increased from unistructural to multi-structural level based on the mean scores 2.13 and 2.87 respectively. Based on the result of the study, researcher recommend that teachers should create assessments that are SOLO-based and PISA-based questions to enhance the critical thinking of the learners. Also, teachers should use SOLO Tracker to monitor the degree of responses of the learners using HOTS-based question.

Keywords: Higher Order Thinking Skills, Structured of Observed Learning Outcomes, Tracker, Science

INTRODUCTION

In the newly launched creative thinking assessment of the 2022 cycle of the Program for International Student Assessment (PISA), the Philippines earned an average of 14 points, ranking it among the bottom four out of 64 nations. According to recent findings from the Program for International Student Assessment (PISA), students in the Philippines continue to rank among the lowest globally in math, reading, and science, with the latest test scores indicating no notable improvement from the country’s results in 2018. Only 23% of students in the Philippines achieved a basic level of proficiency in science. This indicates that merely one in four Filipino students in PISA 2022 possessed the ability to “identify the right explanation for known scientific phenomena” and substantiate conclusion (Chi, 2023). The mentioned weak results of students in the PISA assessment were examined. This was linked to the evaluation of teachers’ performance in the Teacher Development Needs Study conducted in 2014. Numerous educators were observed not utilizing higher-order thinking skills throughout the learning areas outlined in the curriculum.

Based on the findings of the 2023 National Achievement Test for grade 12 students, it was discovered that learners from San Pablo National High School (SPNHS) achieved 29.59% in problem-solving abilities, 33.13% in information literacy, and 30.61% in critical thinking within 21st-century science skills. In this context, the unsatisfactory assessment outcomes of SPNHS students strongly necessitate a substantial adjustment of the key teaching methods that improve learners’ critical thinking abilities through the use of higher-order thinking questions

A tool gaining popularity for recognizing higher-order thinking is the SOLO (Structure of Observed Learning Outcomes) taxonomy. The 5 levels of understanding in SOLO taxonomy are pre-structural, where the learner fails to grasp the concept; unistructural, which involves a response centered on one aspect; multi-structural, characterized by a response containing several unrelated points; relational concepts conveyed in a logically coherent response and a developed Abstract showcasing an abstract and profound comprehension through surprising elaboration (Biggs & Collis, 1982).

This taxonomy outlines the complexity of student replies to inquiries or assignments, and can also be utilized for the inquiries or assignments themselves. SOLO levels differentiate between superficial and profound thinking, and one goal of employing this method is to allow educators to assist students in enhancing the depth of their thinking (Hunt, et.al 2015).

Thus, this study assessed the effectiveness of SOLO Tracker in observing and evaluating student learning in Science specifically on the degree of responses of Grade 8 Aries learners of San Pablo National High School using HOTS-Based questions.

Objective of the Study

The study aims to assess the effectiveness of the SOLO Tracker to the degree of learner’s response using HOTS-Based questions in Science of Grade 8 Aries students.

Research Questions

1. To what extent is the degree of learner’s response in their pre-test?
2. To what extent is the degree of learner’s response in their post-test?
3. Is there a significant difference in the degree of learner’s response on the pre-test and post-test scores of the respondents?

Hypothesis

The researcher tested the following null hypothesis:

1. There is no significant difference in the degree of learner’s response on the pre-test and post-test scores of the respondents.

RESEARCH METHODOLOGY

Research Design

This study used Descriptive-Evaluative research design. According to Shuttleworth (2008) descriptive research design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. Kellaghan (2010) also stated that evaluation research is defined as a form of disciplined and systematic inquiry that is carried out to arrive at an assessment or appraisal of an object, program, practice, activity, or system with the purpose of providing information that will be of use in decision making. These research designs were used to assessed the effectiveness of SOLO Tracker to the degree of learner’s response in their pre-test and post-test scores.

Sampling Technique

This study used total enumerationn selecting the 55 respondents of the study. Crossman (2020) stated that with total enumeration sampling a researcher chooses to examine the entire population that has one or more shared characteristics. This kind of purposive sampling technique is commonly used to generate reviews of events or experiences, which is to say, it is common to studies of particular groups within larger populations.

Respondents of the Study

The respondents of the study were fifty-five (55) Grade 8 Aries learners of San Pablo National High School enrolled for the School Year 2023-2024.

Locale of the Study

This study was conducted at San Pablo National High School, Purok San Jose, Barangay San Pablo, Tacurong City.

Data Gathering Instrument

This study used the pretest and posttest questions  focusing on the Force and Motion topics in first quarter from National Learning Camp Learning packages in Science grade 8 as a research instrument to determine the effectiveness of SOLO Tracker to improve the effectiveness of observing and evaluating student learning in Science specifically on the degree of learner’s response. It has 15 Higher Order Thinking Skills questions for the whole first quarter. The questions are in line with the Most Essential Learning Competencies (MELCs) set by the DepEd.

Pre-test were administered to Grade 8 Aries learners to identify the degree of responses in  rade 8 Science. After identifying the degree of responses, SOLO Tracker was used to monitor the degree of responses of the learners. HOTS-Based questions was given to the learners during lesson discussion through Learners Activity Sheets. Post-test were also used to determine the effectiveness of the said intervention.

Statistical Treatment

To determine the significant difference in the degree of learner’s response on the pre-test and post-test scores, mean percentage and z-test were used. In the tabulation and calculation of the collected data, the use of Microsoft Excel was maximized. In addition, the level of significance was set at 0.05 level of significance in all statistical tests.

The scale below was effectively applied to describe the degree of responses of the learners using HOTS-based questions.

Table 1: Degree of Responses of Learners in HOTS-based Questions.

Data Gathering Procedure

In collecting of data, the researchers seek the approval of the research proposal and permit to conduct the study from the School Principal of San Pablo National High School. Pre-tests were administered to all Grade 8 Aries learners to find out the degree of learner’s response in grade 8 Science . After gaining the results of the pre-test and intervention program was conducted for the whole 1^st quarter through lectures, video presentation, and giving of Learners Activity worksheets. Then, post-tests were administered to all students to assess the effectiveness of the said intervention.  The collected data were then analyzed and interpreted using the mean percentage and z-test. In the tabulation and calculation of the collected data, researchers used Microsoft Excel. In addition, the level of significance was set at 0.05 level of significance in all statistical tests.

RESULTS AND DISCUSSIONS

This chapter presents the findings, analysis and interpretation of data gathered in answer to the problem of the study.

Table 2: Pre-test Scores and Post-test Scores of the Respondents.

Table 1 shows that there is a slightly increased in the pre-test and post-test scores of the respondents with the mean scores of 2.13 and 2.49 respectively. There is only a mean difference of 0.74. These explains that the degree of the learner’s response increased from unistructural level to multi-structural level. It means that the response of the students in unistructural is limited to a single relevant aspect of a task or subject and is able to make easy and apparent connections, without any understanding of the significance of the information. In multi-structural level students gain an understanding of numerous relevant independent aspects. Despite understanding the relationship between different aspects, its relationship to the whole remains unclear (Somani, 2022).

Research has shown that SOLO serves as a valuable resource for educators to formulate questions, create assessments, and develop tasks (G. T. L. Brown, Irving, & Keegan, 2008; Hattie & Purdie, 1998). This allows students to obtain straightforward feedback on their performance concerning the educational goals. Smith and Colby (2007) discovered that when educators intentionally chose activities to provoke surface or deep learning, students reacted accordingly, as measured by SOLO, whereas research by Hattie and Purdie (1994) showed that teachers considered the SOLO taxonomy significantly simpler to apply than Bloom’s taxonomy.

Martin (2011) effectively employed SOLO in secondary science classes to clarify learning outcomes for students by providing specific success criteria, which were documented in a learning log that they utilized to monitor their own advancement. The teacher subsequently organized tasks that allowed students to meet the learning objectives at various levels.

Table 3: The z-test Analysis between the Pre-test and Post-Test Scores of The Grade 10 Learners in Science

As indicated in the data, there is a significant difference between the pre-test and post-test scores of the Grade 8 Aries students in Science as indicated by the mean scores of 2.13 and 2.87, respectively. Since the z-computed value of 1.96 is higher than the z-critical value of -3.65 at 0.05 level of significance, thus, the hypothesis which states that “there is no significant difference in the degree of learner’s response on the pre-test and post-test scores of the respondents” is rejected.

This further explains that the degree of responses of the Grade 8 Aries learners in Science significantly increase from unistructural level to multi-structural level after SOLO Tracker Intervention Program was initiated.

Many scholars have noted that a connection exists between higher order thinking skills (HOTS) and students’ academic success. Learners who are educated to think critically frequently show beneficial effects on their educational progress (Heong et al., 2011).

HOT skills activate when students face new problems, uncertainties, inquiries, or challenges. Successful use of these abilities in the science classroom leads to explanations, decisions, performances, and products that are credible based on existing knowledge and experience while fostering ongoing development in these and other cognitive skills. Moreover, these abilities demand that students take the scientific understanding and utilize it in new contexts (Gillies, Nichols, Burgh, & Haynes, 2014).

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This research was conducted to assess the effectiveness SOLO Tracker to improve the effectiveness of observing and evaluating student learning in Science specifically the degree of response of Grade 8 Aries learners. This study also used descriptive-evaluative research design and pre-test and post-test as data gathering instrument. The study was conducted at San Pablo National High School and the respondents were fifty-five (55) Grade 8 learners enrolled in the School Year 2023-2024. To determine the significant difference of SOLO Tracker, the collected data were then analyzed and interpreted using the mean percentage and z-test. In the tabulation and calculation of the collected data, researchers used Microsoft Excel. In addition, the level of significance was set at 0.05 level of significance in all statistical test.

Findings

There is a significant difference between the pre-test and post-test scores of the Grade 8 Aries learners in Science as indicated by the mean scores of 2.13 and 2.87 respectively. This further explains that the degree of responses of the Grade 8 Aries learners in Science significantly increased after the SOLO Tracker Intervention Program was initiated.

Conclusion

Based on the results of the study, the degree of the responses of the learners significantly increased after the intervention program. The SOLO Tracker was effective to monitor the degree of responses of the learners using HOTS-based questions during class discussions and activities. The tracker enhances teacher observation and assessment skills and also it provides teachers with a systematic framework for observing and evaluating student learning, enabling them to identify different levels of understanding. Moreover, it supports student learning by providing teachers with valuable insights into individual student needs and facilitating the delivery of targeted feedback. In addition, the tracker empowers teacher to confidently assess and evaluate student learning in science, leading to increased self-efficacy and a stronger sense of professional growth.

Recommendation

Based on the result of the study, the following are recommended:

1. Teachers should create assessments that are SOLO-based and PISA-based questions to enhance the critical thinking of the learners.
2. Teachers should use SOLO Tracker to monitor the degree of responses of the learners using HOTS-based questions.
3. Improve the features of the SOLO tracker specially on the percentage of the outcomes.
4. Sustain the use of the SOLO Tracker to improve the level of responses of the learners.

REFERENCES

1. Brown, G. T. L., Irving, E., & Keegan, P. (2008). An introduction to educational assessment, measurment and evaluation (2nd ed.). Auckland: Pearson Education.
2. Chi, Cristina (2023). Philippines sti https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022ll lags behind world in math, reading and science — PISA 2022 | Philstar.com
3. Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2014). Primary Students’ Scientific Reasoning and Discourse During Cooperative Inquiry-based Science Activities. International Journal of Educational Research, 63(0), 127-140. doi: http://dx.doi.org/10.1016/j.ijer.2013.01.001
4. Martin, S. (2011). Using SOLO as a framework for teaching. A case study in maximising achievement in science. Invercargill: Essential Resources Educational Publishers.
5. Nguyen, Thi Minh (2017). Influence of explicit higher-order thinking skills instruction on students’ learning of linguistics,Thinking Skills and Creativity,Pages 113-127,ISSN 1871-1871,https://doi.org/10.1016/j.tsc.2017.10.004.
6. Somani, Gaurav (2022). What Is SOLO Taxonomy? Importance And Levels Of SOLO Taxonomy. https://www.iitms.co.in/blog/what-is-solo-taxonomy-important-and-levels.html