An Investigation into Cognitive Abilities and Their Influence on Mathematical Proficiency among Higher Secondary School Students
V. Ramesh *
Alagappa University College of Education, Alagappa University, Tamil Nadu, India.
M. Sanmuga Revathi
Alagappa University College of Education, Alagappa University, Tamil Nadu, India.
*Author to whom correspondence should be addressed.
Abstract
Education plays a crucial role in social, political, and economic development by fostering intellectual growth and preparing individuals for informed decision-making. In the modern academic context, mathematical proficiency is a fundamental competency, comparable to basic literacy skills in earlier eras. Mathematical learning is strongly influenced by underlying cognitive abilities, which shape students’ capacity to understand, apply, and analyze mathematical concepts. The present study investigates the influence of selected cognitive abilities on mathematical proficiency among higher secondary school students. The sample for the study consisted of 45 higher secondary school students selected from Karaikudi Higher Secondary School, Sivagangai District, Tamil Nadu, India. Cognitive abilities such as reasoning, memory, perception, and judgment were assessed using standardized psychological tools, while mathematical proficiency was measured through achievement tests. The collected data were analyzed using appropriate statistical techniques to determine the extent of influence of cognitive abilities on mathematics performance. The results revealed a significant relationship between cognitive abilities and mathematical proficiency among higher secondary school students. Students who demonstrated higher levels of reasoning ability, memory retention, and perceptual judgment achieved better scores in mathematics. Among the selected variables, reasoning ability emerged as the most influential predictor of mathematical achievement, followed by memory and perceptual skills. The study concludes that cognitive abilities play a vital role in determining mathematical proficiency at the higher secondary level. The findings emphasize the importance of integrating cognitive skill development into mathematics instruction. Educational interventions that strengthen reasoning, memory, and judgment may enhance mathematical learning outcomes and contribute to improved academic performance among higher secondary school students.
Keywords: Cognitive ability, intellectual development, proficiency, mathematics, higher secondary