Assessment of Higher-Order Thinking Skills in Algebra Concepts among Secondary School Students in Gusau Metropolis, Zamfara State, Nigeria

Abstract

Higher-order thinking skills (HOTS) are essential for developing students’ capacity to recognize patterns, reason critically, and apply mathematical concepts to real-world problems; however, empirical evidence on these competencies in secondary-school algebra remains limited in Gusau Metropolis, Zamfara State, Nigeria. This study aims to assess HOTS in algebra among secondary school students, focusing on pattern recognition, critical thinking, and mathematical modelling of real-world problems. A descriptive survey research design was employed with a sample of 60 Senior Secondary School I (SS I) students selected from two secondary schools, with 30 students drawn from each school through simple random sampling using the hat-draw method. Data were collected using a researcher-developed 15-item questionnaire comprising five items for each HOTS dimension. The instrument was validated by two mathematics lecturers and demonstrated satisfactory internal consistency, with a Cronbach’s alpha coefficient of 0.83. Responses were measured on a four-point scale and analyzed using frequencies, percentages, means, standard deviations, and one-sample t-tests at the 0.05 significance level. The findings revealed statistically significant results for pattern recognition (t = 20.676, df = 59, p < 0.001), critical thinking (t = 21.450, df = 59, p < 0.001), and mathematical modelling of real-world problems (t = 23.607, df = 59, p < 0.001), leading to the rejection of all three null hypotheses. Descriptive results further showed mean ratings of 2.86 for both pattern recognition and critical thinking and 2.93 for mathematical modelling, indicating generally positive responses across the three dimensions. The study concludes that students demonstrated positive outcomes across the assessed dimensions of HOTS in algebra. These findings highlight the importance of incorporating algebraic activities that require students to identify and generalize patterns, explain and justify mathematical reasoning, and formulate, solve, and interpret mathematical models based on real-life situations. The study contributes to mathematics education by providing empirical evidence on key dimensions of algebraic HOTS and underscores the need for continuous professional development to strengthen teachers’ capacity to design and assess higher-order mathematical thinking tasks.