A Study of Differences in Higher-order Thinking Skills among Higher Education in Blended Learning

This is the authors' abstract. We don't add key points for this paper.

The purpose of this study was to investigate the differences in higher-order thinking skills (HOTS), learning interactions (LI), learning feedback (LF), and learning self-efficacy (LS) among undergraduates taking an advanced mathematics course in a blended learning (BL) environment. It was quantitative and used a descriptive survey with a sample size 461. Independent sample t-tests and one-way analysis of variance tests were also used for inferential analysis. The results showed no statistically significant disparities in learning feedback and self-efficacy. Additionally, there were statistically significant differences in four dimensions- learning interaction, learning feedback, HOTS, and self-efficacy at the grade level. The study also found statistically significant differences in the dimensions of learning feedback and self-efficacy among college students in different age groups. However, no significant differences were found in learning interaction and higher-order thinking dimensions. Lastly, no statistically significant differences exist in the four dimensions of learning interaction, learning feedback, HOTS, and self-efficacy among students with different chemistry majors.