Development of a college interdisciplinary teaching module for higher order thinking skill

Ding, Zhenduo

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Type :	Thesis
Subject :	LB Theory and practice of education
Main Author :	Ding, Zhenduo
Title :	Development of a college interdisciplinary teaching module for higher order thinking skill
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Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2025
Corporate Name :	Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun

This study aims to design and develop an Interdisciplinary Higher-Order Thinking Module (IHTM) to support interdisciplinary teaching in Chinese colleges. Using a Design and Development Research (DDR) approach, the study was conducted in three phases. In phase one, the respondents involved 367 students and eight teachers, a survey on the current status and needs of interdisciplinary higher-order thinking (HOT) teaching was conducted using the interdisciplinary HOT questionnaire (IHTQ) and semi-structured interview protocol (SIP). In phase two, the respondents were 13 experienced interdisciplinary education experts, who reached a consensus on the module components through the Delphi method, based on this consensus, the IHTM was designed and developed. In phase three, the respondents were 37 college teachers, for whom a usability questionnaire (QMUT) was designed based on the Technology Acceptance Model (TAM) to evaluate the module_s usability. In this study, qualitative data analysis was conducted using thematic analysis, while quantitative data analysis included descriptive statistics, independent samples t-test, paired samples t-test, u-test, and triangular fuzzy analysis. The findings indicate that the IHTM has high usability (Cut-off point > 3.68), and the expert panel reached a consensus on the module_s usability (Fuzzy score > 0.5). IHTM_s high ease of use ensures its adaptability in college education, making it an effective tool for interdisciplinary HOT teaching. As a referable module for interdisciplinary HOT teaching, the development of IHTM provides Chinese college teachers with practical insights and a structured DDR approach to enhance interdisciplinary module design. Additionally, it aligns with Chinese education policies and offers policymakers meaningful perspectives for higher education reform.

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