Introduction

In Sri Lanka, students have the choice to study certain core subjects in English while others are taught in their native language starting from grade six, under the initiative known as Bilingual Education. Usually enrolling students who demonstrate a significant interest in bilingual learning for the Grade 6 Bilingual classes annually, this program aims to provide a balanced linguistic education. However, students in grade 8 at a 1AB Provincial School in Sri Lanka often face limitations in their learning experiences. This class has 32 students, with 13 boys and 19 girls. They are primarily used to rote learning and recall, which restricts their exposure to higher-order thinking skills. This tendency can be credited to a combination of factors, including uninspiring teaching methods and the dependance on traditional tuition classes. As a result, many students believe that understanding and remembering facts are sufficient for success, as their evaluations usually focus on these aspects of  knowledge. As a result, they shy away from engaging with more challenging, open-ended questions that require critical thinking and analysis. In response to this challenge, this research aimed at promote critical thinking among students by utilising 'What if' questions and the 'Notice and wonder' approach within collaborative group settings. Through this approach, this action research seeks to encourage students to explore beyond mere facts and develop the skills necessary for independent and analytical thinking, thus enriching their educational experience and preparing them for future challenges. This action research is inspired by previous research in this area and contextualised for this particular classroom (Payadnya et al. 2020; NCTM, n.d.; "The Stinky & Dirty Show: Wikipedia", 2024)

The Stinky and Dirty Show is an animated children's series that features vehicles. It aims to teach kids creative problem-solving skills through the use of "What if?" questions. While watching the show with my children, I realized the potential of using "What if?" questions in my intervention plan to encourage higher-order thinking (HOT) in students. Following this inspiration, I looked for research on the use of "What if?" strategies and found a study by Payadnya et al. (2020).

During my conversation with a colleague about my action research, they suggested integrating the 'Notice and Wonder' approach into my intervention as well. While I initially found resources on the National Council of  Teachers of  Mathematics (NCTM) website that focused on applying this approach to solve mathematical problems, I believe it can be effectively adapted for science problems as well.

References

National Council of  Teachers of  Mathematics (n.d.) . What is Notice and Wonder? Retrieved from https://www.nctm.org/noticeandwonder/

Payadnya, I. P. A. A., & Atmaja, I. M. D. (2020). Application of “what-if” learning strategy to improve students’ mathematical critical thinking skills in statistical method I subject. Journal of Physics: Conference Series, 1470, 012044

Wikipedia contributors. (2024, February 23). The Stinky & Dirty Show. In Wikipedia, The Free Encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=The_Stinky_%26_Dirty_Show&oldid=1209678070

Research Question

How can I improve Higher Order Thinking Skills of Grade 8 Bilingual Students through 'What If' Questions and 'Notice and Wonder' Approach in a 1AB Provincial School in Sri Lanka?

Objectives

• To increase HOTS in students through collaborative work

• To increase HOTS in students through ‘what if’ question card games

• To reduce students anxiety to face challenging and HOT questions

Methodology

In this action research study, a combination of qualitative and quantitative methods was used to investigate the impact of interventions aimed at enhancing critical thinking skills among grade 8 bilingual education students at 1AB school in Sri Lanka. The research focused on the lesson 'Natural Disasters' in the Science subject and involved 32 students.

Pre-Intervention test:

1. • A test consisting of open-ended Higher Order Thinking (HOT) questions was provided to the students before the intervention.

   • A pre-intervention survey was also done to gather data.

Intervention:

1. • A series of five, 40-minute lessons were conducted, incorporating flipped classroom, and collaborative work to improve higher order thinking skills.

   • A "What If" question card game was introduced, where students worked in groups to explore hypothetical scenarios.

   • Notice and Wonder approach was practiced to encourage observation and questioning.

   • Technological tools were used to encourage self regulated learning among them through out the intervention.

   • Students created their own "What If" question cards, presented their findings, and shared them with their peer groups.

Post-Intervention test:

1. • A post-intervention test was conducted to analyze the improvement in higher order thinking skills after the interventions.

   • A post-intervention open-ended survey was held to gather qualitative data on the students' experiences and perceptions.

The data collected through the pre- and post-intervention tests, surveys, and students' works ("What If" question cards, Notice/wonder cards, and Mind maps) showed how well the intervention worked to improve students' higher order thinking skills in both quantitative and qualitative ways. 

The quantitative data from the pre- and post-intervention test allowed for statistical analysis to measure the changes in students' performance and higher order thinking skills. The qualitative data from the surveys and students' works provided insights into the students' thinking processes, and experiences throughout the intervention process.

The following survey was done to get the qualitative data from the students

Pre-Intervention Survey Analysis

The pre-intervention survey data provided insights into the higher-order thinking skills of grade 8 bilingual students (English+Tamil). Most students rated their confidence in solving complex problems independently as low to moderate, indicating Possible difficulties when dealing with difficult tasks independently. The frequency of using critical thinking skills in school assignments was reported as "rarely" or "occasionally" by the majority, suggesting that the current curriculum or teaching methods may not effectively promote the application of these skills.

Students identified activities like decision-making, creative expression, information analysis, and problem-solving as requiring higher-order thinking skills, demonstrating their awareness of the diverse applications of these abilities. While some felt comfortable expressing opinions during class discussions, others felt neutral or uncomfortable, highlighting the need for an environment that encourages open discourse.

Subjects like Math, Science, and Information and Technology, were commonly observed as requiring higher-order thinking skills, matching with the nature of these subjects. However, many students reported using skills like analyzing, evaluating, and creating only "rarely" or "occasionally" in their daily life outside of school, indicating a potential difference between academic and real-life contexts.

Students faced challenges such as lack of confidence, confusion, difficulty understanding concepts, and time management when attempting critical thinking and problem-solving. Some lacked effective approaches for preparing for assessments requiring higher-order thinking skills, while others mentioned approaches like staying curious, managing stress, and seeking support.

While some students believed that improving their higher-order thinking skills would positively impact their academic performance, others were unsure, suggesting a need to raise awareness about the importance of these skills. Students' enjoyment of tasks requiring creative thinking varied, with some enjoying them and others disliking them.

Overall, the survey data suggests that interventions and strategies aimed at developing students' higher-order thinking skills, such as problem-solving, critical analysis, and creative thinking, could be beneficial. Addressing the identified challenges, promoting classroom discussions, and introducing effective learning techniques we can help improve their academic performance and prepare them for applying these crucial skills in real life.

The following open-ended questions were provided to students for post-intervention qualitative data analysis.

Post-Intervention Survey Analysis

The post-intervention survey data revealed positive impacts of the action research on developing grade 8 bilingual students' higher-order thinking skills. Many students mentioned improvements in their creative and critical thinking abilities, feeling more capable of finding solutions to challenging problems and expressing their ideas effectively.

The new learning activities were described as innovative, interesting, and engaging, requiring students to think beyond the textbook and explore different perspectives. Group discussions played a crucial role, allowing students to share diverse ideas, refine their thinking, and generate new perspectives collaboratively.

The "What if" questions and "Notice and Wonder" activities were generally well-received, with students enjoying the opportunities for creative thinking, expanding imaginations, and deeper observation. These activities stimulated critical and creative thinking, improved observation skills, and encouraged free expression of ideas.

Despite the positive impacts, some students still faced barriers, such as difficulty generating ideas, lack of familiarity with higher-order thinking processes, and the need to adjust from previous experiences focused on lower-order thinking.

The action research activities helped them understand the lessons better and learn from the different views of their classmates. Many students said they had fun and felt more motivated during the group work, discussions, and chances to be creative. This may have helped them perform better.

Overall, the interventions, including group discussions, "What if" questions, and "Notice and Wonder" activities, had a positive impact on developing students' higher-order thinking skills, such as critical thinking, creative thinking, and problem-solving abilities. While some challenges persisted, the majority of students reported improvements in their ability to think deeply, generate ideas, and engage in higher-order thinking processes. The collaborative and engaging nature of the activities also appeared to enhance students' motivation and enjoyment, potentially contributing to better learning outcomes.

To determine how many students showed increasing performance from the pre-test to the post-test, I have compared the individual pre-test and post-test scores for each student.

Note: For students who were absent(AB) in either the pre-test or post-test or in both, it is not possible to determine if their performance increased or decreased, so they are excluded from the count.

Count of students with increased performance: 20

Count of students with decreased performance: 1

Count of students excluded due to missing in both tests or in either one: 11

Therefore, with complete pre-test and post-test data, 20 students showed increasing performance after the intervention, while 1 student showed decreased performance.

The higher mean value for the post-test is: 44.73

The higher mean value for the pre-test is: 22.2 

Conclusion

The pre-intervention survey revealed that many students lacked confidence in solving complex problems independently and rarely applied critical thinking skills in their school work. They faced challenges like lack of understanding, confusion, and lack of effective ideas for higher-order thinking tasks.

In contrast, the post-intervention survey responses indicated significant improvements in students' creative and critical thinking skills after the action research interventions. Students mentioned feeling more capable of deep thinking, finding solutions to harder problems, and effectively expressing their ideas.

While the pre-intervention responses highlighted a disconnection between academic and real-life applications of higher-order thinking skills, the post-intervention data suggested that the new activities facilitated better understanding, knowledge acquisition, and the ability to consider diverse perspectives.

The collaborative group discussions and the engaging "What if" and "Notice and Wonder" activities played a crucial role in enhancing students' higher-order thinking skills, as reported in the post-intervention survey. These interventions stimulated creativity, critical observation, and the generation of novel ideas.

Although some students still faced barriers like difficulty generating ideas, the overall responses indicated increased enjoyment, motivation, and improved performance in higher-order thinking tasks after the action research interventions compared to their pre-intervention struggles and uncertainties.

When it comes to talk about the quantitative data analysis, pre-test scores range from 5 (minimum) to 63 (maximum), while the post-test scores range from 10 (minimum) to 92 (maximum).

By comparing the pre-test and post-test scores for individual students, we can observe the following:

1. • Some students showed significant improvement in their scores after the intervention (e.g., a student improved from 46 to 92).

   • One student showed a decrease in their scores after the intervention (e.g., the student decreased from 15 to 10).

   • Some students were absent for either the pre-test or the post-test, or both, making it difficult to assess their performance change.

The higher mean value for the post-test 44.73 compared to the pre-test 22.2, suggests that, on average, the intervention had a positive impact on the students' performance. The combined qualitative and quantitative data analyses provide convincing evidence that the implemented action research interventions resulted in improved performance in higher-order thinking skills.

Limitations

The action research conducted to improve higher-order thinking among grade 8 bilingual students had several limitations that may have impacted the reliability and validity of the findings. First, the pre-test and post-test were different, with different types of questions. This made it hard to compare how well the students did before and after. Second, events like the sports meet and the postponed third-term test may have distracted the students and made it hard for them to focus during the intervention. Third, the pre-survey questions were in English, which could have been difficult for some bilingual students to understand fully.

Additionally, the study had one cycle of action research, which may not have been enough time to really see the full effects of the intervention. Also, the 40-minute lesson might have been too short to properly teach and evaluate the strategies for improving higher-order thinking. Lastly, the frequent absence of some students during the intervention period could have led to gaps in their exposure to the targeted strategies, possibly affecting their overall performance and the consistency of the results.