Factors Influencing Higher-order Thinking Skills in Blended Learning

Abstract

The purpose of the study is to investigate how learning self-efficacy (LS), learning interaction (LI), and learning feedback (LF) are significant determinants of higher-order thinking skill (HOTS) growth. The methodology of the current study examines research on HOTS that was published in the Scopus database from 2012 to 2022 with an emphasis on LF and LS. This review was based on the blended learning (BL) model. While some study has been done on the connections between HOTS and feedback, HOTS and engagement, and HOTS and self-efficacy. However, there is limited research that considers feedback, interaction, and self-efficacy as significant components impacting the development of HOTS, and it is still unclear how HOTS, learning feedback, learning self-efficacy, and learning interaction are related. There is little research on self-efficacy or confidence in HOTS. The analytic findings are discussed, and ideas for future study directions are also put out.