This study aimed to utilize the cognitive subcategory of Bloom's taxonomy in analyzing chemistry tests administered to high school students from 2009 to 2013. The study aimed to investigate if the Peshawar Board of Intermediate and Secondary Education (BISE) assessed students' cognitive abilities beyond memory. The study involved five experts who assessed the importance of the objectives of individual inquiries. The majority of participants in the study were high school sophomores who had completed chemistry exams within the past five years. The study's questionnaire underwent expert review to ensure the accurate allocation of points to each cognitive subcategory. The grades were computed based on a percentage scale. This study aimed to assess chemistry exam questions using a standardized set of criteria. The capacity for synthesis, application, comprehension, and knowledge acquisition.

The study was designed to compare science motivation and science achievement (Physics, Chemistry, and Biology) based on student gender and school location in Okara district. Using the cluster random sampling technique, 1000 students of 10th grade were selected as a sample of this study. An Urdu version of the Science Motivation Questionnaire was developed by the authors and used to collect data about student motivation towards science subjects, i.e., Physics, Chemistry, and Biology. The student achievement data were collected from their respective schools. The scale, which included five factors: self-efficacy, intrinsic motivation, self-determination, grade motivation, and career motivation demonstrated overall high-level reliability (α=.88) with factor-wise reliability ranging from .77 to .82. The study revealed that male students were significantly better than female students in Physics and Chemistry motivation, while female students were better in biology motivation. The recommendations have also been given in the study.