Reducing Cognitive Load of Mathematics Test Items: Effects on the Performance of High and Low Ability Students

This study aimed to determine the effect of reducing cognitive load of test items on the Mathematics performance. Particularly, it sought to determine how varying the test formats (i.e. traditional, modified item stem with essential information, and item stem with solution strategies as alternatives/ options) in a multiple-choice type test affects the performance of high and low ability high school students. Three Mathematics test instruments (traditional and two reduced cognitive load test forms) on operations on integers and polynomials were developed and validated. Psychometric properties of the test instruments were reported. The study employed a 2 x 3 between-subjects factorial design to determine the effect of reducing cognitive load of test items on the performance of 120 purposive samples of Grade 9 students. Two factors were xii considered affecting Mathematics performance: ability level and test format. Results indicated that both factors significantly contributed to the performance of students. As to ability level, high- achieving students outperformed low- achieving students. As to the test format, post hoc analysis revealed that students who were randomly assigned to two reduced cognitive load test forms performed better than students who were assigned to traditional assessment. There was no significant difference on the performance of students on modified item stem condition and modified alternatives condition. No reported interaction effect on ability level and test format. In terms of preference, high- achieving students preferred test format with modified item stem. No outstanding test preference for low- achieving students. Implications for classroom assessment and future research work are discussed.