The Role of Executive Functions in Mathematics and Physics Achievement in Secondary Schools: A Comparative Study of 15- to 17-year-old Students Across Science and Humanities Curriculum Tracks

Abstract

Executive functions – cognitive skills often including working memory, inhibition and switching – seem essential to secondary school achievement. However, it is unclear how their impact applies to different academic domains of secondary education. Owing to the complex structure of physics, teachers often express concerns about secondary school students’ low levels of physics achievement. Therefore, the current study examines the links between executive functions and physics achievement. There is well-replicated evidence that links executive functions with mathematics achievement, a key element of physics achievement. Moreover, general cognitive ability shares links with executive functions, and mathematics and physics achievement. Therefore, the current study tested direct and indirect links among all these variables. Additionally, recent studies suggest that previous knowledge and experiences influence executive functions to drive goal-directed behaviour in task execution. Hence, the current study compared students from science and humanities curriculum tracks. This integration forms the crux of this investigation, setting it distinctly apart from existing studies. Structural equation modelling in a sample of 15- to 17-year-old students (N = 403, Mage = 15.78 years, SDage = 0.74 years), evenly split between science (n = 201, Mage = 16.04 years, SDage = 0.48 years) and humanities (n = 202, Mage = 15.52 years, SDage = 0.57 years), indicated notable inconsistencies:

The direct link between executive functions and physics achievement was non-significant for both student cohorts. The direct link between executive functions and mathematics achievement was non-significant for the humanities students. The direct link between general cognitive ability and physics achievement was non-significant for the science students. Mathematics achievement fully mediated the link between executive functions and physics achievement for science students. Mathematics achievement partially mediated the link between general cognitive ability and physics achievement for humanities students and fully mediated it for science students.

These findings highlight the contrast in educational demands and the required cognitive load within each track that may lead to a unique manifestation of executive functions and general cognitive ability. Further studies are needed to examine the causality of these inconsistencies.