Analysis of Levels of Thinking Required in West African Senior Secondary School Certificate in Core Mathematics Multiple Choice Items

Abstract

This study analyzed levels of thinking required by West African Senior School Certificate in core Mathematics Multiple Choice Items (MCI). The purpose of this study to investigate whether this claim by the students is correct. Survey design was adopted for the study and 2013 and 2014 WAEC Mathematics MCI were adopted. Purposive sampling technique was used to select the 2013 and 2014 test items. Data analysis was carried out using frequency and percentage and chi-square test. Findings revealed that the level of thinking required in 2014 Mathematics WAEC multiple choice items from the students were different from one level to another. However, the items that required higher level of thinking were 34 (68%) which is higher than the items requiring lower level of thinking, 16 (32%). Thinking required by 2013 Mathematics WAEC multiple choice items varied, and the items required students to demonstrate both lower and higher level of thinking skills. Thus, the items that required students to think at lower and higher levels of thinking were equal. Also, no significant difference was found in the thinking level required in 2013 and 2014 Mathematics WAEC Multiple Choice Items. It was recommended that WAEC Mathematics items should be adequately distributed across the cognitive domain of Bloom’s Taxonomy of educational objectives to improve students’ performance in Mathematics.