Mathematical problem solving and student achievement in WASSCE mathematics: A systematic review

Source abstract

Background-Mathematical problem-solving has been accepted as a predictor of performance in mathematics, but its relationship to higher order mathematical performance in the context of the West African Senior School Certificate Examination (WASSCE) continues to be low and no systematic synthesis has focused on this relationship in the WASSCE context. Objectives-The objectives of this review were (1) to synthesize the literature relating problem-solving skills and student performance in WASSCE mathematics, (2) to determine the strength of the relationship and moderators, and (3) to ascertain research gaps and contextual factors affecting students' performance. Method-Following PRISMA 2020, 60 peer-reviewed studies published between 2020 and 2025 were retrieved from Scopus, Web of Science, ERIC and Google Scholar, and analysed through descriptive and thematic synthesis focused on effect sizes and moderating variables. Results-There was a consistent positive and moderate-to-strong association (r = 0.50-0.75; pooled r ≈ 0.51). It was influenced by instructional approach, teachers' pedagogical content knowledge and classroom climate, and mediated by metacognitive regulation. Cross-sectional designs were the predominant designs, with few experimental designs, and problem-solving was not always clearly defined. Conclusions-Problem solving is calculated to predict WASSCE achievement and it is within instructional and systemic conditions. To enhance higher order mathematics performance in West Africa, there is a need to enhance alignment between instruction, curriculum and assessment.