ISSN: 2226-6348
Open access
This study aims to explore Higher Order Thinking skills (HOTs) elements and the internal snowball effect in the context of Outcome-based Education (OBE)-based hybrid learning in China's higher education. In this study, 150 first-year students at a Chinese university were collected by questionnaires. Descriptive analysis and multiple linear regression analysis were employed to explore Analyzing, Evaluating, Creating, Critical Thinking and Problem Solving skills, and reveal the relationship between these factors. The results showed that four of the six hypotheses proposed in this study were supported, Analyzing and Creating abilities have direct impact on Critical Thinking and Problem Solving skills of student, and Evaluating has insignificance statistically on Critical Thinking and Problem Solving. This study provides valuable guidance for educators to design more effective teaching strategies to enhance students' HOTs and improve inner relationship to realize virtuous cycle of learning.
Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. SUSTAINABILITY, 15(5). https://doi.org/10.3390/su15053978
Ba, S., Hu, X., Stein, D., & Liu, Q. T. (2024). Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13441
Chabeli, M. (2006). Higher order thinking skills competencies required by outcomes-based education from learners. Curations, 29(3), 78–86. https://doi.org/https://doi.org/10.4102/curationis.v29i3.1107
Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910–924. https://doi.org/10.1111/medu.13616
Cleland, J. A., & Durning, S. J. (2015). Researching medical education (J. Cleland & S. J. Durning, Eds.; 1st ed.). The Association for the Study of Medical Education. https://doi.org/https://doi.org/10.1002/9781118838983.fmatter
Cui, J., Sun, J., & Bell, R. (2021). The impact of entrepreneurship education on the entrepreneurial mindset of college students in China: The mediating role of inspiration and the role of educational attributes. International Journal of Management Education, 19(1). https://doi.org/10.1016/j.ijme.2019.04.001
Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology, 11, 1–9. https://doi.org/10.3389/fpsyg.2020.01157
Espiritu, L. J., & Budhrani, K. (2015). Implementaing an outcome-based education(obe) framework in the teaching of industrial psychology. 1–8.
Friyatmi, F., Mardapi, D., & Haryanto, H. (2020). Assessing students’ higher order thinking skills using multidimensional item response theory. Problems of Education in the 21st Century, 78(2), 196–214. https://doi.org/10.33225/pec/20.78.196
George, E. H. (1991). Constructivist Learning Theory. International Committee of Museum Educators Conference. https://doi.org/https://doi.org/10.1007/978-1-4419-1428-6_2097
Haffejee, F. (2021). The use of photovoice to transform health science students into critical thinkers. BMC MEDICAL EDUCATION, 21(1). https://doi.org/10.1186/s12909-021-02656-1
Hapke, H., Lee-Post, A., & Dean, T. (2021). 3-IN-1 HYBRID LEARNING ENVIRONMENT. Marketing Education Review, 31(2), 154–161. https://doi.org/10.1080/10528008.2020.1855989
Haryanto, P. C., & Arty, I. S. (2019). The application of contextual teaching and learning in natural science to improve student’s hots and self-efficacy. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012106
Heppner, P. P., & Baker, C. E. (1997). Applications of the Problem Solving Inventory. Measurement and Evaluation in Counseling and Development, 29(4), 229–241. https://doi.org/10.1080/07481756.1997.12068907
Huang, Y. M., Wang, W. S., Lee, H. Y., Lin, C. J., & Wu, T. T. (2024). Empowering virtual reality with feedback and reflection in hands-on learning: Effect of learning engagement and higher-order thinking. JOURNAL OF COMPUTER ASSISTED LEARNING. https://doi.org/10.1111/jcal.12959
Jadhav, M. R., Kakade, A. B., Jagtap, S. R., & Patil, M. S. (2020). Impact assessment of outcome based approach in engineering education in India. Procedia Computer Science, 172, 791–796. https://doi.org/10.1016/j.procs.2020.05.113
Kim, J. Y., Choi, D. S., Sung, C. S., & Park, J. Y. (2018). The role of problem solving ability on innovative behavior and opportunity recognition in university students. Journal of Open Innovation: Technology, Market, and Complexity, 4(1). https://doi.org/10.1186/s40852-018-0085-4
Kobylarek, A., B?aszczy?ski, K., ?lósarz, L., & Madej, M. (2022). Critical Thinking Questionnaire (CThQ)-construction and application of critical thinking test tool. Andragogy Adult Education and Social Marketing, 2(2), 1. https://doi.org/https://doi.org/10.15503/andr2022.1
Kristjánsson, Á., & Egeth, H. (2020). How feature integration theory integrated cognitive psychology, neurophysiology, and psychophysics. Attention, Perception, and Psychophysics, 82(1), 7–23. https://doi.org/10.3758/s13414-019-01803-7
Liu, J., Ma, Y., Sun, X., Zhu, Z., & Xu, Y. (2022). A systematic review of higher-order thinking by visualizing its structure through histcite and citespace software. Asia-Pacific Education Researcher, 31(6), 635–645. https://doi.org/10.1007/s40299-021-00614-5
Mitra, A. (2023). Redesign of online proctored exams for STEM learners in higher education institutions: proposal for incorporating higher-order thinking skills and democratic pedagogy via OPERHOT platform. FEMS MICROBIOLOGY LETTERS, 370. https://doi.org/10.1093/femsle/fnad074
Paralikar, S., Shah, C. J., Joshi, A., & Kathrotia, R. (2022). Acquisition of Higher-Order Cognitive Skills (HOCS) Using the Flipped Classroom Model: A Quasi-Experimental Study. CUREUS JOURNAL OF MEDICAL SCIENCE, 14(4). https://doi.org/10.7759/cureus.24249
Permana, T. I., Hindun, I., Rofi’ah, N. L., & Azizah, A. S. N. (2019). Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 1–8. https://doi.org/10.22219/jpbi.v5i1.7626
Raof, S. A., Musta’amal, A. H., Zamzuri, F. K., & Salleh, M. H. (2021). Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model. Journal of Innovation in Educational and Cultural Research, 2(2), 44–50. https://doi.org/10.46843/jiecr.v2i2.30
Saichaie, K. (2020). Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions. New Directions for Teaching and Learning, 2020(164), 95–104. https://doi.org/10.1002/tl.20428
Setyahastuti, E., Riyadi, & Triyanto. (2021). Students reasoning capabilities to solve hots geometry materials. Journal of Physics: Conference Series, 1776(1). https://doi.org/10.1088/1742-6596/1776/1/012009
Sinha, R. K., Roy, A. D., Kumar, N., & Mondal, H. (2023). Applicability of ChatGPT in Assisting to Solve Higher Order Problems in Pathology. CUREUS JOURNAL OF MEDICAL SCIENCE, 15(2). https://doi.org/10.7759/cureus.35237
Syarifah, T. J., Usodo, B., & Riyadi. (2019). Student’s critical thinking ability with higher order thinking skills (HOTS) question based on self-efficacy. Journal of Physics: Conference Series, 1265(1), 1–10. https://doi.org/10.1088/1742-6596/1265/1/012013
Ülger, K. (2016). The relationship between creative thinking and critical thinking skills of students. Hacettepe Egitim Dergisi, 31(4), 695–710. https://doi.org/10.16986/HUJE.2016018493
Wang, L. (2021). Construction of College English Blended Teaching Model: An Outcome-Based Education Approach. OALib, 08(09), 1–16. https://doi.org/10.4236/oalib.1107652
Widana, I. W. (2017). Higher order thinking skills assessment (hots). Journal of Indonesian Student Assessment and Education, 3(1), 32–44. https://doi.org/https://doi.org/10.21009/jisae.v3i1.4859
Yusuf, I., Widyaningsih, S. W., Prasetyo, Z. K., & Istiyono, E. (2021). The evaluation on the use of e-learning media to improve HOTS through authentic and holistic assessments. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012014
Zajda, J. (2021). Globalisation, Comparative Education and Policy Research (Vol. 25). Globalisation,Comparative Education and Policy Research. https://doi.org/https://doi.org/10.1007/978-1-4020-9547-4_1
Zamir, M. Z., Abid, M. I., Fazal, M. R., Qazi, M. A. A. R., & Kamran, M. (2022). Switching to Outcome-Based Education (OBE) System, a Paradigm Shift in Engineering Education. IEEE Transactions on Education, 65(4), 695–702. https://doi.org/10.1109/TE.2022.3169184
Zhao, L., Zhao, Y., Zhang, Z., Cui, R., & Cui, X. (2020). Practice and thinking of blending learning based on the “outcomes-based education” concept taking “computer programming” course as an example. Advances in Social Science, Education and Humanities Research, 493, 191–197. https://doi.org/https://doi.org/10.2991/assehr.k.201128.034
Zheng, Z., Yahaya, W. A. J. W., & Hanxu, W. (2025). Exploring the Higher Order Thinking Skills Elements on College Students’ Snowball Effects in the Context of Hybrid Learning in China. International Journal of Academic Research in Progressive Education and Development, 14(1), 1231–1253.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode