ANALYZE THE TRANSFERABLE COGNITIVE SKILLS IN LEARNING OF HIGHER SECONDARY STUDENTS

Abstract

The current study was carried out to analyze the transferable cognitive skills in the learning of higher secondary students. The first major objectives was to assess the transferable cognitive skills in learning of higher secondary students, the second was to compare the transferable cognitive skills in learning of higher secondary students based on gender, the third was to compare the transferable cognitive skills in learning of higher secondary students based on grade level, and Last, fourth was to compare the transferable cognitive skills in learning of higher secondary students based on age. The conceptual frame work was developed from the model of higher-order thinking (Katerina and Kristyna, 2016) and the model of learning and innovation skills (Namthip, Sirichai, and Chanatip, 2015). The population of the current study was 23,412 higher secondary level of students of Islamabad and Rawalpindi, and the sample size was 700 higher secondary level students. The stratified random sampling technique was used for data collection. The data were analyzed by mean, t-test, and ANOVA. The study revealed that higher secondary students show moderate overall proficiency in transferable cognitive skills, with strengths in creativity, critical thinking, and decision making, but weaknesses in systems thinking, knowledge transfer, and time management. The findings suggest a need for a balance and development of transferable cognitive skills in the learning of higher secondary students through the curriculum planning for learning of higher secondary students.