EEG-based analysis of neurocognitive engagement during hots-oriented science tasks among Form Two

Saleh, Salmiza; Fazil, Fazrin; Noh, Nor Azila · 2026 · Crossref

DOI: 10.51200/jpp.v14i1.7789

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Summary

This study investigates the impact of Higher-Order Thinking Skills (HOTS)-oriented science tasks on academic performance and neurocognitive engagement among Form Two secondary school students in Malaysia. Motivated by the Malaysian Education Blueprint’s emphasis on critical thinking and the observed struggles students face with complex reasoning tasks, the research aims to distinguish between cognitive load and cognitive engagement. Specifically, it explores whether HOTS tasks increase mental workload and how this relates to performance, using electroencephalography (EEG) to provide real-time insights into students’ internal cognitive processes that traditional assessments often miss. The researchers employed a quasi-experimental post-test control group design involving 30 students randomly assigned to either an experimental group completing HOTS-based science tasks or a control group completing conventional, recall-based tasks. Data collection occurred in three phases: baseline assessment, instructional intervention, and post-task assessment. Academic performance was measured via science assessments, while neurocognitive engagement was monitored using an 8-electrode mobile EEG headset to record alpha-wave activity (8–14 Hz) and neurofeedback outputs. Statistical analyses included independent sample t-tests to compare groups and Pearson correlation analysis to examine relationships between EEG metrics and academic scores. The results indicated that students in the control group achieved slightly higher academic performance scores than those in the HOTS group, though the difference was not statistically significant. EEG data revealed that lower-achieving students exhibited higher alpha-wave frequencies and neurofeedback outputs during task completion compared to high-achieving peers. However, these neurophysiological differences were also statistically non-significant. Cross-analysis showed weak, non-significant negative correlations between academic performance and both alpha-wave activity (r = -0.32) and neurofeedback output (r = -0.29). This suggests a performance–engagement mismatch, where students demonstrating higher neurocognitive activation did not necessarily achieve better academic outcomes. The study concludes that HOTS-oriented tasks may impose substantial cognitive demands and mental workload, particularly on students with weaker metacognitive regulation skills. Elevated alpha-wave activity is interpreted cautiously as a context-dependent indicator of increased mental effort, attentional fluctuation, or cognitive overload rather than evidence of superior intelligence or hidden potential. The findings highlight the importance of balancing HOTS instruction with appropriate scaffolding to prevent cognitive overload. Furthermore, the study demonstrates the potential of EEG as a supplementary tool for understanding cognitive engagement in educational settings, provided that neurophysiological data are interpreted alongside behavioral and academic evidence.

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• neuro workload indices