Cognitive Diagnostic Modelling of Students’ Mathematical Skills in Southwestern Nigeria Secondary Schools

The current study used Cognitive Diagnostic Modelling (CDM) to analyse the proficiency of Senior Secondary School Two students in mathematics skills in Southwestern Nigeria. Using the 100-item Mathematics Achievement Test (MAT), which measured proficiency in 15 cognitive attributes, 1,200 students from selected schools took part in the study. The items were mapped onto the cognitive attributes using the Q-Matrix, which was previously established by subject experts. The G-DINA model was adopted for data analysis, and mastery attribute profile estimates, model fit, and classification accuracies were obtained. The results showed very high proficiency with simple skills like arithmetic and fractions, while low proficiency with higher-level cognitive skills like algebra, probability, and problem-solving. It was found that there are no homogeneous mastery attribute profiles, and many students have partial mastery of attributes. The results obtained suggest that the G-DINA model fits well with the data collected

Cognitive Diagnostic Modelling (CDM); G-DINA Model; Mathematics Skills; Attribute Mastery; Secondary Education Nigeria

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