EXPLORING THE EMPHASIS OF HIGHER-ORDER THINKING SKILLS IN PRIMARY-LEVEL ENGLISH SLOS: A COMPARATIVE STUDY OF SINDH (PAKISTAN) AND INDIA
DOI:
https://doi.org/10.5281/zenodo.19244447Keywords:
Curriculum, HOTS, India, Primary Education, Sindh, Student Learning OutcomesAbstract
This study compares level of integration of Higher Order Thinking Skills (HOTS)—Analysis, Synthesis, and Evaluation—in the Student Learning Outcomes (SLOs) of primary English textbooks in Sindh and India for Classes III to V. Grounded in Bloom’s Taxonomy, the research adopts a qualitative, descriptive design and employs content analysis to compare the cognitive levels embedded in the prescribed SLOs of Sindh (Pakistan) and India. The study systematically categorizes SLOs according to higher-order cognitive domains through Bloom’s Taxonomy of Measureable Verbs to determine the extent to which they promote critical thinking and deeper learning at the primary level. The findings reveal variations in the representation and distribution of HOTS across the two contexts, highlighting differences in emphasis on analytical, creative, and evaluative skills. While both curricula demonstrate attempts to incorporate higher-order cognitive processes, the depth and consistency of integration differ across grade levels. The study contributes to the broader discourse on curriculum development, textbook evaluation, and the promotion of critical thinking in primary education. It offers insights for policymakers, curriculum designers, and textbook developers seeking to strengthen the integration of HOTS within English language education at the foundational stage.
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