This study aims to analyze the correlation of the student's progress in solving a given problem with the logic of the teacher in the layout of the questions asked. The research was conducted in the government's secondary schools and colleges in the district of Abidjan and involved 453 participants, including 423 student and 30 teachers. The data was collected based on a survey questionnaire and then annalysed based on a quantitative and qualitative point of view. The results of the study focused on the concordance of the student's progress in solving a given problem with the teacher's logic in the layout of the questions asked. The study shows that students' performance in mathematics is not dependent on how often they follow the order of the question in the statement.