Analysis reveals a prevalence of lower-order thinking skills in trigonometry and mensuration, suggesting curriculum changes are necessary for higher-order thinking.
This study evaluates the cognitive demand of end-of-chapter exercises in the Trigonometry and Mensuration units of the Class X Mathematics textbook prescribed by the Mizoram Board of School Education. Using Revised Bloom’s Taxonomy (RBT), end-of-chapter questions were analyzed to determine the distribution of lower-order (LOTS) and higher-order thinking skills (HOTS). Results revealed a dominance of LOTS (72.4% in Trigonometry, 75.8% in Mensuration), with "Applying" (C3) being the most frequent cognitive level. HOTS questions constituted only 27.6% and 24.2%, respectively, with minimal representation of "Evaluating" (C5) and no "Creating" (C6) tasks. The findings highlight a need for curriculum revisions to incorporate more HOTS-focused questions, fostering critical thinking and creativity.
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Khawlhring et al. (2025) studied this question.
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