ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This research has sought to establish the implementation extent of and perceived effects of HOTS strategies in Araling Panlipunan 9 and its relation to students’ academic performance. A descriptive-comparative-correlational type of research design was employed, and data were gathered from Grade 9 learners who were selected through stratified random sampling to ensure that the samples are proportionally represented across schools. A self-developed researcher questionnaire on the extent of HOTS strategy implementation and perceived effects on seven learner skills domains was pilot-tested and showed excellent internal consistency. Learners’ academic performance was secured from official first grading records, and the analysis involved descriptive statistics, non-parametric difference testing, and correlation procedures appropriate to the data distribution. It was revealed that the HOTS strategies are generally implemented at a high level; inquiry-based, problem-based, debate, and project-based are more frequently used, while reflective learning and Socratic questioning are the least consistently applied. Learners reported substantial increases in critical thinking, problem-solving, communication, creativity, engagement, collaboration, and self-reflection. On the other hand, the academic performance is found satisfactory. Meaningful associations have emerged linking stronger implementation of HOTS with higher perceived skill development and better achievement. Indeed, this study points out that HOTS-based instruction meaningfully undergirds cognitive and participatory learning in Araling Panlipunan 9; thus, schools may further strengthen structured professional development toward enhancing consistently diversified HOTS integration. Keywords: Higher-Order Thinking Skills, Araling Panlipunan 9, Academic Performance, Learner Engagement, School Learning Action Cell