Assessing Content Validity of Mathematics Paper 1 in Measuring Lifelong Learning Skills in Primary Schools in Bamboutos Division, West Region of Cameroon: A Case of First School Leaving Certificate (FSLC) Examination
DOI:
https://doi.org/10.58425/jetm.v4i2.396Keywords:
First School Leaving Certificate, curriculum alignment, content validity, primary mathematics, lifelong learning skills, CameroonAbstract
Aim: This study examined the alignment between the First School Leaving Certificate (FSLC) Mathematics Paper 1 items and the primary school mathematics curriculum and their capacity to assess lifelong learning skills. The study explores how the test items reflect curriculum content areas such as sets and logic, numbers and operations, measurement and size, geometry and space, and statistics and graphs.
Methods: The investigation was grounded in Tyler’s Objective Model and the Cameroon Primary School Curriculum (2018). Methodologically, a cross-sectional research design was employed, utilizing a qualitative content analysis approach. Semi-structured interviews were conducted with eight examination team experts involved in item construction, moderation, validation, and the banking process. The sample was selected using a purposive sampling technique because the choices were intentional by the researcher. The Interview-based content analysis covered First School Leaving Certificate Mathematics Paper 1 items from 2021 to 2024 for alignment with curriculum content areas. The responses were analyzed using a thematic approach, making use of a descriptive statistical tool.
Results: Findings indicated 62.5% overall alignment with curriculum objectives, with the strongest coverage in Numbers and Operations and weakest in Statistics and Graphs, and 37.5% highlighted significant content omissions, limited breadth, and lack of higher-order skill assessment. Affirming that alignment ranges from moderate to strong alignment, but also points to significant gaps in scope and curriculum depth. As a pointer, key gaps, such as underrepresentation of certain lifelong learning skills, such as creativity or lack of higher-order thinking questions, remain a major concern.
Conclusion: The results suggest that current First School Leaving Certificate Mathematics assessments do not fully capture the breadth of the curriculum or effectively measure lifelong learning skills, indicating a need for assessment reform.
Recommendation: It is recommended that the Ministry of Basic Education, in collaboration with curriculum developers, should undertake biennial reviews of FSLC Mathematics Paper 1 to address content areas identified as underrepresented by stakeholders, such as geometry and applied problem-solving. This will ensure comprehensive coverage and equitable representation of all curriculum strands.
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Copyright (c) 2025 Enjei Joan Tembei, Agborbechem Peter Tambi, Beyoh Dieudone Nkepah
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