Effect of Chapter-Wise Performance on Overall Achievement in The Mathematics Subject

This study investigates the impact of chapter-wise performance on overall achievement in mathematics among ‎secondary school students. A total of 400 students were surveyed and categorized into two performance groups- ‎Very weak (VW) and Very good (VG) based on their mathematics scores. The main objective of this study is to ‎analyse the relationship between students’ performance in individual mathematics chapters and their overall ‎achievement in the subject. A t-test revealed that there is no statistically significant difference between the VW ‎and VG groups (t = 0.57, p>0.05), which suggests that performance in individual chapters does not vary ‎significantly between extreme achievement groups. However, Pearson’s correlation analysis indicated a ‎strong negative relationship between VG scores and VW outcomes (r = -0.85, p = 0.02), implying that ‎improvements in stronger students may correspond with underperformance in weaker counterparts for certain ‎content areas. Linear regression analysis produced a strong correlation (R = 0.85), and the relationship was ‎statistically significant as confirmed by ANOVA (p = 0.013). The resulting regression equation, VW = 57.32 – ‎‎1.13.VG provides a predictive model for understanding disparities in chapter-level knowledge. These findings ‎can inform targeted instructional strategies and chapter-wise interventions to enhance overall mathematical ‎achievement.