The concepts of mathematics performance and mathematics achievement have often been taken to mean the same thing. Though mathematics performance has been known to predict achievement to a certain degree, the extent to which student-reported outcome measures predict or substitute standardized tests in the measurement of mathematics learning outcomes has been given very limited attention. The present study utilized a cross-sectional survey research design on a sample consisting of 206 first cycle students of secondary school, and applied a bifactor analysis model, to investigate if there was a common trait of mathematical ability measured across all three-mathematics learning outcome sub-scales utilized in the present study. Additionally, the study investigated if self-assessment scores, together with mathematics performance scores, and achievement tests scores provide the ultimate criterion for the assessment of mathematics learning outcomes. Findings revealed that; mathematics performance and perceived mathematics performance differentially predicts mathematics achievement while controlling for mathematics self-efficacy, and mathematics self-concept. Moreover, of all three bifactor models hypothesized in the study, the augmented oblique bifactor model provided the best fit for the data. Calculated bifactor statistical indices placed the relative bias of standardized bifactor loadings above the 10% benchmark revealing that some multidimensionality was severe enough to disqualify the interpretation of the instrument as primarily unidimensional. Though no significant evidence was found in support of the fact that a questionnaire on student-reported mathematics outcome measures possesses predictive criterion validity, findings however revealed that the aggregated scores from all three subscales explored in the study provided a much realistic criterion for measuring mathematics learning outcomes. Furthermore, students perceived or self-rating of their mathematical abilities on specific math tasks were grossly exaggerated compared to their actual or demonstrable mathematical abilities. In spite of the fact that no direct relationship was found, mathematics performance had an indirect effect on mathematics achievement through mathematics self-efficacy, and self-concept. Findings have implications for the modern measurement theory. It was recommended that standardized mathematics tests should not be substituted with neither questionnaire measures nor with class tests or school-based tests in the measurement of mathematics achievement, given that each subscale was shown to be a reliable-enough measure of their individual constructs, but that in order to improve students’ performances in the subject the aggregation of subscale scores could be considered.
Perceived Mathematics Performance, Mathematics Performance, Mathematics Achievement, Questionnaire, Bifactor Model
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