Abstract

This article examines the impact of structured thinking anchors on Singapore students’ ability to respond effectively to data response questions (DRQs) in geography. Through a seven-week action research study using the OHLA (Overall, Highest, Lowest, Anomaly) thinking anchor with Secondary 1 Express (G3) and Normal (Academic) (G2) students in 2022, this research demonstrated significant improvements in student performance and confidence levels during school-based assessments. The findings reveal that thinking anchors serve as effective scaffolding tools that reduce conceptual errors and enhance the quality and structure of student responses to skills-based geographical questions simultaneously.

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