Improving General Mathematics Instructional Competency: Identifying & Addressing Conceptual Difficulties with the Rasch Model

This research investigates the use of the Rasch Model to identify and address conceptual difficulties in General Mathematics instruction. A descriptive approach was employed to analyze a 50-item multiple-choice General Mathematics test administered to 40 Grade 11 students. The test covered nine competencies from the SHS General Mathematics curriculum and assessed cognitive levels from remembering to evaluating. The Rasch Model analysis revealed significant insights into student performance and item characteristics. The person reliability score of 0.839 or 83.9% indicated strong measurement accuracy, suggesting the test effectively differentiates students' mathematical abilities. However, the MADaQ3 value of 0.161 indicated a relatively low level of item fit, suggesting that some items might not align with the overall pattern of student abilities and item difficulties. Further analysis revealed a wide range of item difficulties, with a significant majority classified as not too easy, not too hard. This highlights the need for targeted interventions to address specific areas of conceptual difficulty. The study identified specific items that were particularly challenging for students, providing valuable information for curriculum development and instructional strategies. The findings suggest that the Rasch Model is a valuable tool for identifying and addressing conceptual difficulties in mathematics instruction. By pinpointing specific areas of challenge, educators can develop targeted interventions to improve student understanding and overall instructional effectiveness.