Enhancement of Higher Order Thinking Skills among Teacher Trainers by Fun Game Learning Approach

The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills.

• Malathi Balakrishnan
• Gananathan M. Nadarajah
• Saraswathy Vellasamy
• Evelyn Gnanam William George

• Constructivism
• game-learning approach
• higher order thinking skill
• teacher trainer.

[1] Beşoluk, Ş., & Önder, I. (2010). Review of teacher candidates' approaches to learning, learning styles and critical thinking attitudes. Elementary Education Online, 9 (2), 679-693.
[2] DeVries, R., & Kohlberg, L. (1987). Programs of Early Education: The Constructivist view. New York: Longman.
[3] Mohamad, S.N. (2015). Teachers’ Perception on the Integration of Hots in Language Teaching. International Journal of Technical Research and Applications. Special Issue 22 PP. 42-44.
[4] Rajendran, N. S. (2008). Teaching & Acquiring Higher Order Thinking: Theory and Practice. Tanjong Malim: Universiti Pendidikan Sultan Idris.
[5] Ramos, J.L.S., Dolipas, B.B., Villamor, B.B (2013). Higher Order Thinking Skills and Academic Performance in Physics of College Students: A regression Analysis. International Journal of Innovative Interdisciplinary Research Issue 4, pp. 48-60.
[6] Collins, R. (2014). Skills for 21st Century: teaching higher order thinking skill. Independence Schools Queensland, Vol 12, Issue 14.
[7] Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform our teaching. Journal of Developmental Education, 18 (1), 34-35.
[8] Thomas, A. & Thorne, G. (2009). How to Increase Higher Order Thinking, Metane, LA. Center for Development and Learning. http://www.readingrockets.org/article/34655.
[9] Serin, O. (2013). The critical thinking skills of teacher candidate. Turkish Republic of Northern Cyprus sampling, Egitim Arastirmalari-Eurasian Journal of Educational Research, 53, 231-248.
[10] Yee, M. H., Jailani, Md. Y., Widad, O., Razali, H. & Tee, T. K. (2011). The Effectiveness of Higher Order Thinking Skills for Generating Idea among Technical Students. Recent Advances in Educational Technologies, ISBN: 978-1-61804-322-1.
[11] Facione, P. (1998). Critical thinking: What it is and what it counts. USA: California Academic Press.
[12] Birgili B. (2015) Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2 (2), 71-80.
[13] Lewis, A. & Smith, D. (1993). Definition of Higher Order Thinking: Theory to Practice, Teaching for Higher Order Thinking. Vol 32, No. 3 131-137.
[14] AACU. (2002). Greater expectations: A new vision for learning as a nation goes to college. Report of the Association of American Colleges and Universities, Washington, D.C.
[15] Minnich, E. (2003). Teaching Thinking: Moral and political consideration, Change, 35(5), 18-24.
[16] Moore, B., & Stanley, T. (2010). Critical thinking and formative assessments: Increasing the rigor in your classroom. Larchmont, NY: Eye on Education.
[17] Smith V.G. & Szymanski, A. (2013) Critical Thinking: More than Test Scores. National Council of Professors of Educational Administration. International Journal of Educational Leadership Preparation, vol 8 (2), 16-25.
[18] Hummel, J. H. & Huitt, W. (1994). What you measure is what you get. ASCD Newsletter: The Reporter, 10-11.
[19] Onosko, J. J., & Newmann, F. M. (1994). Creating More Thoughtful Learning Environment. In J. Mangieri, & C. C. Blocks (Eds.), Creating Powerful Thinking in Teachers and Students Diverse Perspectives (pp. 27-49). Forth Worth: Harcourt Brace College Publishers.
[20] Resnick, L. B. (1987). Education and Learning to Think. Washington DC: National Academy Press.
[21] Limbach, B., & Waugh, W. (2010). Developing Higher Level Thinking. Journal of Instructional Pedagogies, http://www.aabri.com/manuscripts/09423.pdf
[22] Kuijpers, J. M., Houtveen, A.A.M., & Wubbels, T. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education, 26, 1687-1694.
[23] Balakrishnan, M., Rengasamy, S., Aman, M. (2011). 'Effect of Teaching Games for Understanding Approach on Students- Cognitive Learning Outcome'. World Academy of Science, Engineering and Technology, International Science Index 53, 5(5), 808 – 810.
[24] M Dodds, P., L.L. Griffin & J.H. Placek. (2001). “Selected Review of Literature on Development of Learners Domain-Specific Knowledge” in Journal of Physical Education, 20, pp.301- 313.
[25] Griffin, L.L. & D.A. Sheehy. (2004). “Using the Tactical Games Model to Develop Problem-Solvers in Physical Education” in J. Wright, D. Macdonald & L. Burrows (eds). Critical Inquiry and Problem Solving in Physical Education. London, UK: Routledge, pp.33-48.
[26] Richard, J.F. & N. Wallian. (2005). “Emphasizing Students Engagement in Construction of Game Performance” in L. Griffin & J. Butler (eds). Teaching Games for Understanding: Theory, Research, and Practice. Champaign, IL: Human Kinetics, pp.19-32.
[27] Rovegno, I. & J.P. Dolly. (2006). “Constructivism Perspectives on Learning” in D. Kirk, D. McDonald & May O’Sullian (eds). Handbook of Physical Education. London, UK: Sage, pp.242-261.
[28] Cardova, D.L. & Lepper, M.R. (1996). Intrinsic motivation and process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730.
[29] Amory, A.K. Naicker, J. Vincent, C. Adams (1999). The use of computer games as an educational tool: identification of appropriate game types and elements. British Journal of Educational Technology v 30 no4 p311-32.
[30] Balakrishnan, M., Nadarajah, G.M., Rahim, N.A., Mei, A.W. (2015) Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun way Approach. World of Science, Engineering and Technology, International Science Index, Sports and Exercise Sciences, 2 (12), 242.
[31] Guba, E.G. and Licoln, Y.S. (1989). Fourth generation evaluation, Newbury Park: Sage.
[32] Rink, J. E. (2010). TGfU: Celebrations and cautions. In J. Butler & L. Griffin (Eds.), Teaching Games for Understanding: Moving globally (pp. 33-48). Champaign, IL: Human Kinetics.
[33] Üstünoğlu, E. (2006). The role of questions of cognitive development of high-level thinking skills. Çağdaş Journal of Education, 331, 17-24.
[34] Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison, Wesley Longman.
[35] Brooks, S. (2012). ‘5 Tech-Friendly Lessons to Encourage Higher-Order Thinking’. The Journal: Transforming Education through technology.
[36] Michael, H. Richard, L. Gerald, A. (2001). ‘Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills’. Journal of Research on Technology in Education, Volume 34, Issue 2, 2001, 109-119.
[37] Roschelle. M., Pea. R., Hoadley, C., Means, G. (2000). ‘Changing How and What Children Learn in School with Computer-Based Technologies’. The Future of Children Vol. 10, No. 2, Children and Computer Technology. pp. 76-101.
[38] Suhadi, S M., Mohamed, H., Abdullah, Z., Zaid, N M., Aris, B., Sanmugam, M. (2015). ‘Enhancing Student’s Higher Order Thinking Skills (HOTS) through the Socratic Method Approach with Technology’.
[39] Gilhooly, K. J., Ball, L. J., & Macchi, L. (2015) Insight and creative thinking processes: Routine and special. Thinking & Reasoning, 21(1), 1-4. Doi: 10.1080/13546783.2014.966758.
[40] Kember, D., & Leung, D.Y.P (2009). Development of questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance. Learning Environments Research, Vol 12, Issue 1, pp15-29 (38).
[41] Moore, B., & Stanley, T. (2010). Critical thinking and formative assessments: Increasing the rigor in your classroom. Larchmont, NY: Eye on Education.
[42] Felder, R.M., & Brent (1999). FAQ-II. Chemistry Engineering Education, vol33 (4). 276-277
[43] Krechevsky, M., & Gardner, H. (1990). Multiple chances, multiple intelligences. In D. E. Inbar (Ed.), Second chance in education. An inter-disciplinary and international perspective. London: Falmer Press.
[44] Gardner, H. (1999). Intelligence reframed. Multiple intelligences for the twenty-first century. New York: Basic Books.
[45] Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.
[46] Newbill, P. & Baum, L. (2012). Design creativity, Learning and Leading with Technology. ISTE- International Society for Technology in Education.
[47] Robinson, K. (2001). Unlocking creativity: A strategy for development. Belfast: Department of Culture Arts and Leisure.
[48] Shaheen, R. (2010) Creativity in Education. Creative Education, vol 1, no 3, 166-169.
[49] Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
[50] Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: mala2207ASCD.
[51] Lauder, W., & James, B. (2001) A comparison of critical thinking skills in standardand non-standard entry diploma students. Nurse Education in Practice, 1, 212-220.
[52] Şengül, C., & Üstündağ, T. (2010). Physics teachers' levels of critical thinking attitudes and the place of critical thinking in the organized activities. Hacettepe University Faculty of Education Journal, 36,
[53] Carroll-Johnson, R. M. (2001). Learning to think. Nursing diagnosis, 12 (2), 43-44.
[54] Kökdemir, D. (2003). Uncertainty in decision-making and problem-solving situations). Ankara University, School of Social Sciences PhD Thesis, Ankara.237-248.