The Effect of Scaffolding Strategies and Guided Discovery Approach on Physics Students’ Higher Order Thinking Skills, Problem-Solving, and Achievement

Abstract

During the past few decades, modern educational approaches have highly emphasised Higher-Order Thinking Skills (HOTS), which refer to cognitive processes involving critical thinking, problem-solving, creativity, and decision-making. These skills are essential for learners to effectively analyse, synthesise, and evaluate information rather than simply memorising facts or procedures. Embedding HOTS within science education, particularly in the teaching of physics, has been recognised as essential for fostering deeper conceptual understanding and preparing learners for real-world challenges. However, despite policy efforts and curriculum reforms, instruction of physics topics such as Force and Motion, in Saudi Arabia’s technical and vocational colleges continues to rely heavily on teacher-centred methods that do not adequately promote student engagement in HOTS or problem-solving. The current instructional practices often fall short of equipping students with the analytical and practical competencies necessary for success in both academic and occupational domains. The present research aimed to develop and assess the effectiveness of the SSnGD-HOTS (Scaffolding Strategies and Guided Discovery – Higher Order Thinking Skills) module that incorporates Scaffolding Strategies along with the Guided Discovery approach and HOTS in physics courses offered at technical and vocational colleges in Saudi Arabia. The study employed a quasi-experimental design to examine the effect of the SSnGD-HOTS module on students' HOTS, problem-solving skills, and their achievement of physics learning. A total of 104 students enrolled in the Physics 101 course participated in the study in two groups: an experimental group (n=52), which was exposed to the SSnGD-HOTS module, and the control group (n=52), which received the instruction through conventional teaching methods. All participants, regardless of their groups, took both pre-test and post-test, consisting of a HOTS test, a problem-solving questionnaire, and an achievement test. Data analysis using inferential statistics tests such as ANCOVA (Analysis of Covariance) and MANCOVA (Multivariate Analysis of Covariance) revealed significant differences in the test scores between experimental and control groups. The results indicated that students in the experimental group performed better on HOTS, problem-solving skills, and physics achievement tests than those in the control group. Based on these results, it is concluded that the SSnGD-HOTS module has a positive effect on physics students' HOTS, problem-solving skills, and achievement tests in the context of Saudi technical and vocational colleges. The study's findings have implications for improving science instruction, particularly in teaching physics in Saudi technical and vocational colleges, and conducting additional research on how Scaffolding strategies and Guided Discovery approach affect students' HOTS, problem-solving, and academic achievement. Further, the study has theoretical contributions by affirming the relevance of constructivist and sociocultural learning theories—particularly Vygotsky’s Zone of Proximal Development (ZPD)—as foundational frameworks for designing effective instructional interventions in physics education