Abstract
This study examined the effects of Higher-Order Thinking Skills (HOTS)-based science tasks on academic performance and neurocognitive engagement among Form Two secondary school students in Malaysia. A quasi-experimental post-test control group design was employed involving 30 students assigned to either a HOTS-based science task group or a conventional science task group. Electroencephalography (EEG) was used to measure alpha-wave activity and neurofeedback output during science-learning activities. Data were analyzed using descriptive statistics, independent sample t-tests, and Pearson correlation analysis. The findings indicated that students in the control group achieved slightly higher academic performance scores than students in the HOTS group, although the differences were not statistically significant. EEG findings showed that lower-achieving students demonstrated relatively higher alpha wave frequencies and neurofeedback outputs during task completion. However, these relationships were weak and statistically non-significant. The findings suggest that HOTS-oriented science tasks may increase cognitive demands and mental workload, particularly among students with weaker metacognitive regulation skills. Importantly, elevated alpha wave activity was interpreted with caution as a context-dependent indicator of attentional engagement and mental effort, rather than as evidence of intelligence or hidden cognitive potential. The study highlights the importance of balancing HOTS instruction with appropriate scaffolding and demonstrates the potential of EEG as a supplementary tool for examining students’ cognitive engagement during science learning activities.