Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly
Improve Test Performance in High School Environmental Science Students

Rohan Munnangi, John Leddo; Jennifer Parker

doi:10.46609/IJSSER.2026.v11i09.054

Title: Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in High School Environmental Science Students
Authors: Rohan Munnangi, John Leddo and Jennifer Parker
Journal: International Journal of Social Science and Economic Research (IJSSER) ISSN: 2455-8834 Volume: 11 Issue: 9 Publication Date: September 2026 DOI: 10.46609/IJSSER.2026.v11i09.054
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Rohan Munnangi1 John Leddo1,2,3 and Jennifer Parker1 1. MyEdMaster, LLC, Virginia, USA 2. METY Technology, Inc., Virginia, USA 3. METY Foundation, Virginia, USA
MLA 8 Munnang, Rohan, et al. "Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in High School Environmental Science Students." Int. j. of Social Science and Economic Research, vol. 11, no. 9, Sept. 2026, pp. 5333-5347, doi.org/10.46609/IJSSER.2026.v11i09.054. Accessed Sept. 2026. APA 6 Munnang, R., Leddo, J., & Parker, J. (2026, September). Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in High School Environmental Science Students. Int. j. of Social Science and Economic Research, 11(9), 5333-5347. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i09.054 Chicago Munnang, Rohan, John Leddo, and Jennifer Parker. "Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in High School Environmental Science Students." Int. j. of Social Science and Economic Research 11, no. 9 (September 2026), 5333-5347. Accessed September, 2026. https://doi.org/10.46609/IJSSER.2026.v11i09.054.
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ABSTRACT: Low student performance continues to plague educational systems around the world. The US, for example, has invested billions of dollars in educational reform over the past 50 years in the hope of dramatically raising student achievement but with little to show for this investment. Our previous research shows that Cognitive Structure Analysis-based assessment greatly improves student performance and can bridge the racial achievement gap between Black/Hispanic and White/Asian students. This study investigated the effectiveness of Cognitive Structure Analysis (CSA)-based selfassessment and remediation in improving academic performance among regular and special education high school students. Participants were 33 students enrolled in an environmental science class, including 21 regular education and 12 special education students. Seventeen students completed an AI-generated self-assessment template after classroom instruction, whereas 16 students served as a control group and did not complete the self-assessment. All students subsequently completed the same 30-point assessment. A 2 × 2 analysis of variance revealed significant main effects of self-assessment and education status but no significant interaction. Regular education students who used self-assessment scored substantially higher than those who did not (88.2% vs. 55.0%), t(15.23) = 5.91, p < .001, Hedges’ g = 2.53. Special education students using self-assessment also scored higher than those who did not (46.7% vs. 31.7%), although this difference was not statistically significant. These findings provide additional evidence that CSA-based self-assessment and remediation can substantially improve academic performance under regular classroom conditions. Further research with larger samples is needed to determine its effectiveness for special education students.

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