Unraveling Algebraic Understanding: A Comprehensive Analysis of Secondary School Students' Performance

Algebraic expressions are a foundational component of the secondary mathematics curriculum, yet many students struggle to master the topic, especially with tasks involving symbol manipulation, equation solving, and translating real-world problems. This study investigates the specific difficulties faced by Form Two students, a group at a critical stage in early algebra instruction, in understanding and applying algebraic expressions. A diagnostic test comprising 15 questions was administered to 55 students from a suburban school in Perak, all of whom were taught by the same mathematics teacher to ensure instructional consistency. Using a quantitative approach, the study employed descriptive statistics, correlation analysis, and the Revised Bloom’s Taxonomy to evaluate performance across cognitive levels. The findings revealed significant deficiencies in students’ conceptual understanding and procedural fluency, as evidenced by recurring errors and misconceptions in their responses. The most common mistakes included misinterpreting algebraic symbols, incorrectly applying arithmetic operations, and failing to translate word problems into mathematical expressions. Notably, there were gender-based differences in performance and variations in students’ reported weekly study hours. These insights underscore the need for differentiated instructional strategies and targeted interventions to strengthen algebraic thinking. The study contributes to the broader discourse on mathematics education by identifying specific areas for pedagogical improvement at the lower secondary level.

Algebraic expression, Bloom’s Taxonomy, Secondary School Students’ Performance.

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