Higher Order Thinking Skills Test Research Articles

THE INTEGRATION OF PROBLEM-BASED AND COLLABORATIVE LEARNING ASSISTED BY GEOMETER'S SKETCH PAD: ITS EFFECTS ON STUDENTS' HIGHER-ORDER THINKING SKILLS AND COLLABORATIVE SKILLS

Students showed poor performance in applying higher-order thinking skills (HOTS) in solving Additional Mathematics problems. Therefore, this study examined the effects of Problem-Based Learning (PBL) and Collaborative Learning (CL) assisted by Geometer's Sketch Pad on the four levels of HOTS of Form Four students, namely Applying, Analysing, Evaluating and Creating. In addition, the effects of PBL-CL on the four collaborative skills (CS) constructs, namely Academic Benefits, Social Benefits, Generic Skills, and Negative Aspects, were also examined. A PBL-CL module was developed as a guide for teachers. A HOTS test and CS questionnaire were developed to assess the level of HOTS and collaborative skills of students, respectively. This study used a quasi-experimental pre-test and post-test control group research design involving 270 Form Four students in Sabah, Malaysia. The assessment of HOTS involved three intervention groups, namely PBL-CL, PBL and Conventional Learning (Conv) group, while the assessment of CS involves two intervention groups, namely PBL-CL and PBL groups. The results showed that the PBL-CL group produced significantly higher post-test mean scores compared to the PBL and Conv groups in all four levels of HOTS and also produced a significantly higher post-test mean score than the PBL group in all four CS constructs. This shows that the PBL-CL method has a positive effect in helping the development of HOTS and CS of Form Four students. Therefore, Additional Mathematics teachers are strongly recommended to integrate PBL-CL in their classroom to increase the level of HOTS and CS among students. Keywords: collaborative learning, collaborative skills, higher-order thinking skills, form four students, Geometer's Sketch Pad, problem-based learning

Development of higher order thinking skill assessment instruments in social studies learning

<span lang="EN-US">Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.</span>

HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS?

Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CV categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS.

Peningkatan Kapasitas Guru Biologi Madrasah Aliyah dalam Menyusun Tes Berbasis <i>Higher-Order Thinking Skills</i> (HOTS) Di kabupaten Lombok Tengah

Increasing the Capacity of Madrasah Aliyah Biology Teachers in Developing Higher-Order Thinking Skills (HOTS) Based Tests is carried out to increase the capacity of biology teachers and provide knowledge on aspects related to HOTS and its measurement aspects and train teachers, especially at the Madrasah Aliyah and High School levels. to be skilled at preparing HOTS-based questions. The method for implementing service activities is in the form of a workshop held at State High School (SMAN) 2, Jonggat District, Central Lombok Regency, which was attended by 25 biology teacher participants, who came from 12 State Madrasah Aliyah. The methods and techniques of service carried out in this activity through six (6) stages are: socialization, Focus Group Discussion (FGD, conducting a higher-order thinking skills (HOTS) based test preparation workshop for 25 Madrasah Aliyah biology teachers, Central Lombok Regency, conducting assistance in testing HOTS test questions developed in each madrasah, conducting workshops analyzing the results of testing HOTS test questions and making decisions, evaluating and reflecting on the implementation of workshop activities and mentoring. From the results of observations of workshop participants and documents that have been used to carry out assessments among students, it was identified that they were still measuring students' abilities on the LOTS (low order thinking skill) dimension, namely level C1 (knowing), level C2 (understanding), and level C3 (applying). Besides that, the use of KKO (operational verb) was generally still leaning at a low level.

Development of Higher Order Thinking Skills (HOTS) Test Instruments on Parabolic and Circular Motion Materials in High Schools

This research intends to produce HOTS test instruments on high school parabolic and circular motion materials. The Borg and Gall model of research and development (R&D) includes six stages: (1) preliminary investigation, (2) planning and equipment preparation, (3) expert initial product testing and revision, (4) limited field testing, (5) revision based on the results field testing, and (6) broader field test. The data analysis used was qualitative and quantitative. The HOTS test instrument consists of 20 multiple-choice questions, including ten on parabolic and circular motion. According to three experts from material, construction, and language, the outcomes of HOTS instrument validation showed valid and feasible to use with an average value of 0.95 (high validity). The characteristics of HOTS questions have met the criteria of validity as many as 18 questions, high reliability with a value of 0.71, nine questions with a medium difficulty level, an average differentiating power of 0.41 with a good category, and 17 questions have the effectiveness of effective deception. This research concluded that HOTS-based parabolic and circular motion instruments are feasible. Thus, the instrument can be used as training material and assessment of students’ HOTS in high schools.

M-Learning-E-Book: Higher Level Thinking Skills, Retention, Motivation of Junior High School Students

M-Learning-E-Book is an innovative learning model that is relevant to the demands of the twenty-first-century scheme. Studies on M-Learning-E-Book are still not widely conducted by Indonesian researchers and the study is still limited to the effect of this model on student learning outcomes. Therefore, this study aims to examine the effect of M-Learning-E-Book implementation on higher-order thinking skills, retention, and learning motivation. This research used quasi quasi-experimental method through pretest-posttest nonequivalent control group design. The research subjects were students of SMP Negeri Ngunut 1, 2023 academic year, totaling 87 experimental classes and 76 control classes in PAI lessons. In the control class, students followed learning in the form of expository and class discussions, while in the experimental class, students followed learning through E-book-based M-learning. In the experimental class, students met face-to-face for 4 times of online learning equivalent to 4 meetings. The research was conducted when the research subjects in both classes received the topic aspects of islamic history and culture. The instruments used to collect data were higher-order thinking skills test sheets, retention of learning outcomes, and motivation questionnaires. The data obtained were then analyzed using one-way MANOVA analysis with a significance level of 5%. The results showed that the application of M-Learning-E-Book had a significant effect on the achievement of higher-order thinking skills, retention, and learning motivation. The results of this study indicate that M-Learning-E-Book is one of the learning alternatives that are by the demands of the twenty-first century. Keywords: Higher Level Thinking Skills, Higher-Order Thinking Skills, Motivation

Development of higher order thinking skill test instrument in packaged foods topic to enhance critical thinking ability of junior high school students

Schools have not fully implemented learning activities designed to improve students' critical thinking skills. The HOTS test instrument can teach students to think critically. This research aims to analyze the level of validation of the HOTS test instrument on the theme of packaged food to foster the critical thinking skills of junior high school students. This study uses the Borg & Gall development model as a research and development (R&D) method. The R&D stages include potential and problem analysis, data collection, product design, validation, and revision. This research results from the HOTS test instrument, which consists of 30 open essay questions. The validation results show that, based on material experts, 82.8% are included in the valid category, 92.3% are included in the very valid category based on evaluation experts, and 87.82% are included in the very valid category based on expert practitioners. The HOTS test instrument on packaged food to foster critical thinking skills of junior high school students is very valid (87.64%) overall.

An Analysis of Students’ Higher Order Thinking Skills Through the Project-Based Learning Model on Science Subject

The learning and assessment process that is oriented towards Higher Order Thinking Skills (HOTS) is a very urgent task for teachers in schools today. But in practice, the teacher cannot suddenly give an assessment with the HOTS system if the teacher has never been familiar with the HOTS-oriented learning model in the daily learning process. Teachers must carefully design HOTS-based learning and assessment, starting from the preparation, implementation, and evaluation stages based on the revised 2013 Curriculum. The project-based learning model is a learning model that is able to facilitate students in solving problems and higher-order thinking processes. Therefore, the focus of this research is to describe students' higher order thinking skills through a project-based learning model in science subjects at SMPN 33 Makassar. This study used a pre-experimental study with a One-Group Pretest-Posttest design. The sample in this study were 114 students at the junior high school level. The results showed that there was an increase in students' HOTS test scores from the pretest, posttest stage one and posttest stage two. This shows that the project-based learning model contributes to increasing the HOTS of SMPN 33 Makassar students in science subjects. Especially in the aspect of Physics.

Problem-Based Learning dalam Meningkatkan Higher Order Thinking Skills Mahasiswa

The research objective was to improve students' Higher Order Thinking Skills (HOTS) in basic statistics courses through the application of Problem-Based Learning (PBL). This type of research is classroom action research in two cycles with four stages: planning, implementing, observing, and reflecting. The research subjects were 34 students of mathematics education at the University of Bengkulu with 26 female and 8 male students. The research instrument was a HOTS test in the form of a description. The results showed that the application of the PBL model increased student HOTS in basic statistics courses. The increase showed the value of HOTS and classical completeness in the pre-cycle, cycle I, and cycle II. Improvement of HOTS students' abilities is carried out with an emphasis on problem-solving and evaluation as well as emphasizing relevant real problems as a starting point for concept locking.

Development of Higher Order Thinking Skills (HOTS) Test Instruments in Geometry

Critical thinking, creativity, communication, and collaboration are all skills that students must have in the twenty-first century. A meaningful assessment, where the assessment can develop higher-order thinking skills, is one effort to realize the achievement of 21st-century skills. The goal of this research is to develop a HOTS test instrument relying on valid and reliable geometry for students. This study is a development study that employs the Akker development model. This study's data was gathered through questionnaires, documentation, interviews, and tests. The data were descriptively, qualitatively, and quantitatively analyzed. As a result of this research, the HOTS test instrument on the developed material is valid and reliable for students. The results of the expert's assessment of the content and language of the questions indicate the validity of the questions. The overall validity of the test instrument is 85.71 percent. A large-scale trial involving 110 students in grade 10 of senior high school yielded the empirical validity and reliability of the test items, with the test results indicating that 18 items were declared valid and reliable. As a result, the created Geometry test instrument can be used to assess students' HOTS abilities.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERORIENTASI ETNOMATEMATIKA BATIK NUSANTARA MATERI TRANSFORMASI GEOMETRI TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI

This research is motivated by the problem of learning mathematics in the material of geometric transformation, namely the lack of understanding of students in the concept of geometric transformation so that there are still many students who have difficulty in solving geometric transformation problems. Based on this problem, the researcher developed an ethnomathematical-oriented learning tool for Nusantara batik on the material of geometric transformation on students' higher-order thinking skills. This study aims to produce a valid, practical and effective ethnomathematics-oriented learning tool for students' higher-order thinking skills. The research method used is a mixed method, namely the Plomp development method and the experimental method. The subjects in this study were class XI students at SMK 2 Pancasila Jember, with the sample consisting of 3 classes, namely the limited trial class, the control class and the experimental class. The research instruments used include validation sheets, student activity observation sheets, implementation sheets of learning devices and student response questionnaires and data collection techniques used include observation, interviews and questionnaires. Students' higher order thinking skills were measured using a higher order thinking skills test. Data were analyzed by normality, homogeneity and One Way ANOVA using SPSS. The results showed that (1) the learning tools produced were valid, practical and effective, (2) the results of the One Way ANOVA test obtained a p-value of 0.001 (sig < 0.05) which indicates that the implementation of the developed learning tools has a significant effect. significant on students' higher order thinking skills.

PENGEMBANGAN INSTRUMEN ASESMEN HIGHER ORDER THINKING SKILLS (HOTS) BERBASIS LITERASI MATEMATIKA PADA MATERI SPLDV

Higher Order Thinking Skills (HOTS) questions based on mathematical literacy are a form of questions that are still rarely found in learning in schools. This study has the aim of developing a HOTS assessment instrument based on mathematical literacy in SPLDV material. The research method uses the type of Research and Development (R&D). This study uses the characteristics of an assessment instrument to determine the ability of students in solving HOTS skills questions based on mathematical literacy, and involves students of class VIII D as the research population of 14 students. Data collection techniques include (1) preparation of instruments (2) determining instrument validity, (3) revising validator instruments, (4) applying research instruments through trials, (5) obtaining HOTS test results based on students' mathematical literacy, (6) revising instrument. The results of the validator test on the aspects of material, construction, and language are included in the very feasible category with the acquisition of a mean score of 0.94, 0.75, 0.96, and 0.96. The results of the student response questionnaire obtained quite agree about the statements related to the HOTS SPLDV questions based on mathematical literacy. The average results of the assessment development show the medium category. Based on the results of the study indicate that the development of the assessment instrument is categorized as very feasible for learning. Following up on the research results, the development of the HOTS question instrument based on mathematical literacy contributes to students in the application of contextual life

Higher-Order Thinking Skills and Scientific Attitudes Components as Predictors of Scientific Creativity Among Preservice Biology Teachers

The study assessed preservice biology teachers' higher-order thinking skills (HOTS), scientific attitudes, and creativity in the study area. The study also evaluated how the components of HOTS and scientific attitudes predict scientific creativity to determine which elements were strong predictors of scientific creativity. The study adopted a correlational survey research design. The population consists of all preservice Biology teachers in Southwestern Colleges of education, from which five hundred were randomly selected from five colleges of education. Three instruments, including Higher Order Thinking skills Test, Scientific Attitude questionnaire, and Scientific Creativity Test, were used to collect data for the study. The result showed that the HOTS scores of the respondents were low, with low mean scores of 2.54, 1.22, and 1.88 from a total maximum possible score of 9, 5, and 6, respectively, the cognitive (=20.00), emotional (=19.05), attitudinal components (=26.67). The mean score for fluency, flexibility, and originality were 14.00, 12.00, and 13.00. It was also seen that a correlation exists between sex and HOTS. The study finally showed that the Analysis (t=2.597, p<0.05) and evaluation (t= 2.115, p<0.05) components of HOTS predict scientific Creativity while cognitive component teachers (t=2.373, p<0.05) of Scientific attitude predicts Scientific Creativity.

Strategi dan Implementasi Penyusunan Soal HOTS Kimia Berbasis Lesson Study

Higher Order Thinking Skill (HOTS) instrument tests are still rarely developed by teachers in assessment activities. The purpose of this study was to determine the strategy and implementation of lesson study-based HOTS chemistry questions in MAN OKU Timur. This research is action research by applying lesson study which includes the stages of planning, implementation, and reflection. The subjects of this study were 8 chemistry teachers at MAN OKU Timur. The instruments used in this study were interview guides, HOTS test sheets, and participant observation sheets for lesson study activities. Data analysis methods are data reduction, presenting data, drawing conclusions, and verification. The results showed that the strategy for preparing HOTS questions in MAN 1 OKU Timur was based on lesson study through the following activities: the preparation stage (plan) in the form of explaining the HOTS concept; the implementation stage (do) is in the form of steps for preparing basic competency analysis questions, compiling question grids, making stimulus and question indicators, making questions and scoring guidelines; the reflection stage (see) in the form of a discussion of the results of developing HOTS questions and solving problems that arise. The implementation of lesson study-based HOTS questions in MAN OKU Timur obtained a percentage of 87.25% with a very good category.

PENGEMBANGAN TES HIGHER ORDER THINKING SKILL (HOTS) TENTANG PESAWAT SEDERHANA DI SMP PONTIANAK

This study aimed to produce a Higher Order Thinking Skill (HOTS) test that can be used to measure the higher-order thinking skills of junior high school students. This research is development research that uses the Four-D model. The developed test consists of 25 multiple choice questions which have been validated by two physics education lecturers, FKIP Untan, and three science teachers. The results of the content validation of the validator were 0.903 and analyzed using the Aiken formula. The experiment was conducted on 49 students in the small-scale trial and 163 students from three different schools in the large-scale trial. The results of the experiment show that the HOTS test developed is feasible to use, where the characteristics of the test have high reliability, easy, medium, and high difficulty levels. the readability level is met according to the junior high school level, the index is less than or equal to 6, and the validity is high. The validity of the items shows that there were 22 valid item test questions based on the SPSS application. the reliability of the items was 0.725 based on the KR20 calculation, the index of the difficulty level of the test is easy, medium, and high, and the readability level was 5.25 or fulfilled according to the junior high school level. Based on the characteristics of the HOTS test, researchers obtained test items that can be used to measure higher thinking skills in junior high school students. There were 21 questions out of 25 questions that have been developed.

The Relationship of Fluid Intelligence Level with Higher-order Thinking Skills in Work and Energy among Sixth-grade Students in Jordan

This study aims to investigate the relationship between levels of fluid intelligence and higher-order thinking skills according to Bloom's three levels classification (analysis, evaluation, creation) among sixth grade students in Jordan in the subject of work and energy as one of the science book topics for the first semester of the academic year 2021-2022. For this purpose, a test for higher-order thinking skills was designed on the subject of work and energy, consisting of 17 paragraphs of the type of essay questions and multiple-choice in the 3 areas of higher-order thinking skills (analysis, evaluation, creation). The standard Raven test of fluid intelligence with its 5 levels was also applied to the students. After conducting the statistical analysis, the results of the study revealed: (1) a decrease in the level of higher-order thinking skills to less than the average (analysis, evaluation, and creation, respectively); and (2) a positive correlation between the students' fluid intelligence and their scores in the higher-order thinking skills test. Therefore, the study recommended including activities that take into account fluid intelligence in the curricula to improve students' performance in higher-order thinking skills.

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

THE EFFECT OF GUIDED INQUIRY MODEL ON HIGHER ORDER THINKING SKILLS REVIEWED FROM CHEMICAL LITERACY

Abstract. The change in the educational paradigm in the 21st century requires students to have good basic knowledge and understanding to develop Higher Order Thinking Skills (HOTS). Chemical equilibrium is an abstract material and complex, so it requires good thinking skills to understand the concepts. This Study aims to determine the effect of the application of guided inquiry models on HOTS in chemical equilibrium. This research uses Pre-Experimental Design with One Shot Case Study model with 25 students of Billfath University as subjects. The data were collected using the HOTS test instrument in the form of 15 multiple choice questions. Hypothesis testing used the Independent Sample T-test (non-parametric). The results showed (1) the high-level learning outcomes of students with high initial abilities were better than students with low initial abilities, (2) there was a significant effect of applying the model Guided inquiry learning towards student high-level learning outcomes.

Effect of PBL Hybrid Learning on the Higher Order Thinking Skills of Seventh Grade Students in Global Warming and Their Environmental Care Attitudes

This study aimed to investigate the effect of problem-based learning (PBL) hybrid learning on the higher order thinking skills (HOTS) of seventh grade students in global warming and their environmental care attitudes. The study was conducted using a quasi- experimental design. The participants of the study were 68 students, divided into two groups: one an experimental group (n=34) and the other a control group (n=34). HOTS test (15 multiple choices) and questionnaire (hands on activity) were designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The finding revealed that there were statistically significant differences between the experimental and the control group. The results of post-test data processing (One-Way ANOVA with =0.05) show that H0 is rejected and Ha is accepted. This shows that there is a significant effect of PBL hybrid learning on the higher order thinking skills of seventh grade students in global warming and their environmental care attitudes. The study is recommended to use in Indonesia’s education system after covid-19 pandemic end to increase education quality. This study showed increasing student’s environmental care awareness attitudes

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.