Abstract
The study of mathematical aptitude among science and arts students of the tenth standard in Bareilly highlights the significant impact of curriculum and educational practices on cognitive development. While science students tend to exhibit higher mathematical aptitude, arts students develop strong verbal and analytical skills. Recognizing and addressing these differences can help create a more inclusive and effective educational environment that nurtures the diverse talents of all students RESULTS OF RESEARCH: There is no significant relationship in between Intelligence and mathematical aptitude of male students from Science and Arts, There is no significant relationship in between Intelligence and mathematical aptitude of female students from Science and Arts.
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