Abstract
In the present day, the examination results of different school boards of India in general and West Bengal in particular are not much satisfactory in respect of performance in mathematics. It has been an observed fact that educational facilities provided in a school has to play a vital role in the performance of its students. The present study attempts to examine whether the performance of students in mathematics depends on the location of school where they study. Ex post facto research design has been employed in carrying out the study. The scores in mathematics of 1104 Madhyamik examinees from six secondary schools of Kolkata and outskirts served as the source of data and the sampling technique used was purposive. Results indicate that there exist significant differences between mathematics scores in Madhyamik Examination of students from Kolkata and outskirt schools. Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts. The study, therefore, recommends that schools located in the outskirts should be provided with better infrastructure to help in better performance of their students in mathematics.
Highlights
The National Policy of Education (1986) has envisaged that “Mathematics should be visualized as the vehicle to train a child to think, reason, analyse, and to articulate logically
Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts
It is seen that the effect of location of school on performance in mathematics is significant at 1% level when both the genders are combined for all the four years separately, that is, 2005, 2006, 2007, and 2008
Summary
The National Policy of Education (1986) has envisaged that “Mathematics should be visualized as the vehicle to train a child to think, reason, analyse, and to articulate logically. The higher aim is to nurture the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion, and to handle abstraction. It includes a way of doing things, and the ability and attitude to formulate and solve problems (Pal, 2005). Kothari Commission (1964–66) recommended mathematics as a compulsory subject for all school students (Ravindra, 2007). Ignorance of mathematics will be a great handicap in the progress of one’s study in many other subjects It is one of the most important subjects for most vocational choices (Cesar, 2002). A sound background of mathematics is a necessary condition for the study of sciences and science related subjects (Eraikhuemen, 2003)
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