Assessment of the Effectiveness of Higher-Order Thinking Skills (HOTS) Integration Using the Structure of the Observed Learning Outcome (SOLO) Taxonomy in Enhancing Reading Comprehension

Abstract

Reading comprehension remains a persistent educational challenge among Filipino learners, particularly among students who struggle to move beyond literal understanding of texts. This study examined the effectiveness of integrating Higher Order Thinking Skills (HOTS) and the Structure of Observed Learning Outcomes (SOLO) Taxonomy in improving the reading comprehension of Grade 9 students at Sevilla National High School during the School Year 2024–2025. Employing a one-group quasi-experimental pretest-posttest design with repeated measures, the study involved 78 Grade 9 students who participated in a four-week HOTS–SOLO-integrated reading intervention. Reading comprehension was assessed using a standardized reading assessment administered before the intervention and through three successive post-tests. Data were analyzed using frequency, percentage, Shapiro-Wilk test, Wilcoxon Signed-Rank Test, Friedman Test, and Mann-Whitney U Test. Results revealed significant improvements in students’ reading comprehension across all post-test administrations, with the proportion of independent readers increasing substantially and frustration-level readers decreasing considerably. Findings suggest that HOTS–SOLO-integrated instruction is associated with meaningful improvements in reading comprehension and critical engagement with texts. The study recommends broader implementation of HOTS–SOLO strategies and continuous teacher development in higher-order thinking instruction.