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

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.