Assessment of content and cognitive dimensions of learners' mathematics performance

Joshua Oluwatoyin Adeleke; Hameed Adedeji Balogun; Musa Adekunle Ayanwale; Joshua Oluwatoyin Adeleke; Hameed Adedeji Balogun; Musa Adekunle Ayanwale

doi:10.3934/steme.2025019

STEM Education

2025, Volume 5, Issue 3: 383-400. doi: 10.3934/steme.2025019

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Research article

Assessment of content and cognitive dimensions of learners' mathematics performance

1.
Institute of Education, University of Ibadan, Nigeria; joadeleke@yahoo.com, balogunhameed205@gmail.com
2.
Department of Mathematics, Science and Technology Education, University of Johannesburg, Auckland Park, 2006, South Africa; ayanwalea@uj.ac.za

Academic Editor: Kwesi Yaro

Received: 22 October 2024 Revised: 13 February 2025 Accepted: 17 February 2025 Published: 04 April 2025

This study examined the misalignment between cognitive development and mathematics education in senior secondary schools. Using an ex post facto research design and a descriptive survey approach, data were collected from the Senior Secondary Mathematics Achievement Test (SSMAT), which showed a strong reliability coefficient (r = 0.89). The analysis, which included descriptive statistics and independent sample t-tests, revealed that gender does not have a significant impact on student's performance in SSS2 mathematics across different content areas (number and numeration, algebra, geometry, and everyday statistics) and cognitive dimensions (recall, conceptual understanding, and reasoning). The results highlight the need for a comprehensive approach to mathematics education that balances content coverage and the development of cognitive skills. Addressing this misalignment can improve students' ability to creatively apply mathematical concepts, think critically, and effectively communicate their mathematical ideas, ultimately enhancing overall academic achievement. Our study identifies clear gaps in current educational assessment methods, emphasizing the importance of focusing on content and cognitive dimensions. The results will assist in developing targeted instructional strategies that align with cognitive demands, improve teaching effectiveness, and inform educational policy to enhance student outcomes in mathematics.
- content dimensions,
- cognitive dimensions,
- grade-11 students,
- mathematics achievement
Citation: Joshua Oluwatoyin Adeleke, Hameed Adedeji Balogun, Musa Adekunle Ayanwale. Assessment of content and cognitive dimensions of learners' mathematics performance[J]. STEM Education, 2025, 5(3): 383-400. doi: 10.3934/steme.2025019

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Abstract

This study examined the misalignment between cognitive development and mathematics education in senior secondary schools. Using an ex post facto research design and a descriptive survey approach, data were collected from the Senior Secondary Mathematics Achievement Test (SSMAT), which showed a strong reliability coefficient (r = 0.89). The analysis, which included descriptive statistics and independent sample t-tests, revealed that gender does not have a significant impact on student's performance in SSS2 mathematics across different content areas (number and numeration, algebra, geometry, and everyday statistics) and cognitive dimensions (recall, conceptual understanding, and reasoning). The results highlight the need for a comprehensive approach to mathematics education that balances content coverage and the development of cognitive skills. Addressing this misalignment can improve students' ability to creatively apply mathematical concepts, think critically, and effectively communicate their mathematical ideas, ultimately enhancing overall academic achievement. Our study identifies clear gaps in current educational assessment methods, emphasizing the importance of focusing on content and cognitive dimensions. The results will assist in developing targeted instructional strategies that align with cognitive demands, improve teaching effectiveness, and inform educational policy to enhance student outcomes in mathematics.

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Author's biography Joshua Oluwatoyin Adeleke is currently lecturing at the University of the Gambia, The Gambia, and he is the Expert piloting the implementation of Benchmark Minimum Academic Standards in all the Universities in The Gambia. He was the immediate past Head of the International Centre for Educational Evaluation, Institute of Education, University of Ibadan. He obtained his first degree in Mathematics with Education at the University of Ilorin, Nigeria in 1994, his master degree in Guidance and Counseling and his doctorate degree in Educational Evaluation from the University of Ibadan in 2000 and 2007 respectively. He is a member of ARUA Urbanisation and Habitable Cities Team (ACEUHCT), Global Education Network (GEN), Educational Assessment & Research Network in Africa (EARNiA) and Association of Educational Researchers and Evaluators of Nigeria (ASSEREN); Balogun Hameed Adedeji is a researcher and educator with a Master's degree in Educational Evaluation and a Bachelor's degree in Educational Management. He currently serves as a teacher under the Oyo State Universal Basic Education Board (OYO SUBEB). His research interests focus on educational evaluation, STEM and school administration. He is a member of Educational Evaluators and Nigeria Union of Teachers (NUT); Musa Adekunle Ayanwale, PhD is currently a senior postdoctoral research fellow at the Department of Mathematics, Science, and Technology Education, University of Johannesburg, South Africa. He holds a PhD in educational research, measurement, and evaluation credentials him as an expert in the field of assessment and psychometrics. His research interests include test theories, instrument development and validation, psychometrics, generalizability theory-based reliability analyses and evaluations, artificial intelligence in education, Q-Methodology, bibliometric and meta-analysis, application of machine learning algorithm in education, structural modelling, and computerized adaptive testing. He is a member of numerous learned societies, including Psychometric Society, Association of Behavioural Research Analysts and Psychometricians, Educational Assessment and Research Network in Africa, Teacher's Registration Council of Nigeria, Association of Assessment of Learning in Higher Education, Association of Educational Researchers and Evaluators of Nigeria, and the International Association for Computerized Adaptive Testing, among others

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