Published Online:March 2025
Product Name:The IUP Journal of English Studies
Product Type:Article
Product Code:IJES150325
DOI:10.71329/IUPJES/2025.20.1.171-188
Author Name:M Sarppa Raje and R S Swarnalakshmi
Availability:YES
Subject/Domain:Arts and Humanities
Download Format:PDF
Pages:171-188
This study investigates the effectiveness of self-made YouTube video creation in assessing higher-order thinking skills (HOTS) among 180 freshman engineering students in a Technical English course. After watching a tutorial on video production, students created explanatory videos on technical procedures. Using a mixed-methods approach with pre- and post-tests and a control group, the study employed a validated rubric to assess HOTS in student videos. Quantitative analyses, including paired t-tests and ANOVA, showed significant HOTS improvements in the experimental group, with a strong positive correlation between video quality and HOTS scores. Qualitative interviews revealed enhanced problem-solving, critical thinking, creativity, and collaborative learning. The findings emphasize integrating HOTS into English assessments through engaging, technology-driven tasks like video creation, empowering students as active learners.
The rapid advancement of technology and the increasing emphasis on digital literacy necessitate innovative strategies to cultivate higher-order thinking skills (HOTS) among engineering students (Bauld, 2022).