Effectiveness of a Student – Centred Instruction on Philippine History Class in developing Higher Order Thinking Skills (HOTS)

Student-centred learning is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This approach has many implications for the design of the curriculum, course content and interactivity of courses. Student-centred learning, that is, putting students’ needs first, is in contrast to traditional education, by proponents of “student-centred learning” also dubbed “teacher-centred learning”. Student-centred learning is focused on each student’s needs, abilities, interests, and learning styles, placing the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner, and differs from many other learning methodologies. Teachercentred learning has the teacher at its centre in an active role and students in a passive, receptive role. In a teacher-centred classroom, teachers choose what the students will learn, how the students will learn, and how the students will be assessed on their learning. Student-centred learning requires students to be active, responsible participants in their own learning. The results of this study show that Student-Centred Learning Designs and Strategies such as Brainstorming, Problem-Based Instruction, Continuity of learning through own experience, Group Activity, and Interaction were able to develop Higher-Order Thinking Skills (HOTS) of Students in Philippine History Classes. Moreover, the study proved that significant learning is acquired by doing.