Abstract
Mathematics education plays a vital role in developing students' critical thinking and problem-solving skills. However, many instructional materials and practices tend to focus on tasks that require only lower-level cognitive demands, potentially limiting students' growth in higher-order thinking skills. This study was conducted to determine the effectiveness of modified mathematical tasks designed for higher cognitive demand on the mathematics achievement of Grade 10 students. Both descriptive and quasi-experimental designs were employed to describe the mathematical tasks in the Simplified Self-Learning Module (SSLM) and compare the achievements of the students in the experimental and control groups. The experimental group was introduced to higher cognitive demand tasks, while the control group was taught using the SSLM. Results of the study revealed that, based on the number of items, most of the tasks in the SSLM for Mathematics Grade 10 are at lower cognitive demand levels, particularly procedures without connections. Many students using the SSLM remained stagnant in performance, suggesting that current instruction utilizing the SSLM is insufficient in significantly boosting cognitive performance. Conversely, mathematical task modification was highly effective in enhancing achievement and improving students’ performance on tasks that require higher-level cognition. This study highlights that well-designed tasks are crucial for developing higher-order thinking skills and improving educational outcomes.
