A Secondary-Data Analysis of Competency-Based Mathematics Education at the Senior Secondary Level: Evidence from Class XII CBSE Curriculum and Assessment
Author: K.N Sahni
Affiliation: Mathematics Educator, S.S. Dev Public school, Zamania
Author: Vinod Kumar Patel
Affiliation: Assistant Professor, MIST, Indore
Paper ID: JCRSIVOL1|2003 (Volume 1 Issue 2, 2026)
Citation: Sahni,K.N & Patel Kumar Vinod, (2026). “A Secondary-Data Analysis of Competency-Based Mathematics Education at the Senior Secondary Level: Evidence from Class XII CBSE Curriculum and Assessment” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 16–22.
Available at:https://jcrsiindia.com/wp-content/uploads/2026/08/JCRSIVOL12003.pdf
Abstract
Mathematics education at the senior secondary level plays an important role in developing logical reasoning, analytical thinking, and quantitative decision-making and problem-solving abilities. However, the effectiveness of Mathematics education cannot be assessed only through students’ ability to recall formulas and reproduce standard procedures. The National Education Policy (NEP) 2020 calls for a movement away from rote learning towards conceptual understanding, critical thinking, inquiry, analysis, application and problem solving. The present study examines the extent to which these objectives are reflected in the current Class XII Mathematics curriculum and assessment structure of the Central Board of Secondary Education (CBSE). The study uses secondary data obtained from official CBSE curriculum documents, the CBSE Class XII Mathematics Sample Question Paper and Marking Scheme for 2025–26, NCERT’s learning-outcome framework, and Government of India policy documents.
A documentary research design was adopted. The Class XII Mathematics curriculum was analysed in terms of unit-wise weightage, while the official Sample Question Paper was analysed according to question type and marks distribution. The 2025–26 CBSE Mathematics Sample Question Paper contains 38 questions carrying 80 marks and is divided into five sections: multiple-choice and assertion-reason questions, very-short-answer questions, short-answer questions, long-answer questions and case-study-based questions. The analysis shows that 25% of the written examination marks are allocated to one-mark objective questions, 12.5% to two-mark questions, 22.5% to three-mark questions, 25% to five-mark questions and 15% to case-study-based questions. The curriculum also gives the highest weightage to Calculus (35/80 marks), followed by Vectors and Three-Dimensional Geometry (14/80), Algebra (10/80), Relations and Functions (8/80), Probability (8/80), and Linear Programming (5/80).
The findings indicate that the formal CBSE framework has incorporated several features consistent with competency-based education, particularly application-oriented questions, case-based assessment and a balance of different response formats. However, documentary evidence alone cannot establish the actual level of mathematical reasoning or critical thinking achieved by students in classrooms. The study therefore concludes that assessment reform must be accompanied by classroom-level pedagogical change, teacher capacity building and systematic use of reasoning, investigation, interpretation and real-life mathematical tasks.
Keywords: Mathematics Education, Class XII, CBSE, Competency-Based Education, Secondary Data, Mathematical Reasoning, Problem Solving, Critical Thinking, Assessment, Senior Secondary Education