Mathematical Achievement of Secondary School Students in Relation to Their Type of School and Mathematical Anxiety

Mathematics is a powerful tool for global communication, which enables the students to solve real and complex problem and excel in other areas also. Several socio-psychological elements, such as academic motivation, mathematical anxiety, study habits, parental education, concentration, self-efficacy, self-confidence, and academic stress, all have an impact on ' mathematical achievement of secondary school students. Out of these factors mathematics anxiety is most prominent as it is the feeling of tension, apprehension, or fear that interferes with mathematical performance. The present paper highlighted to explore the impact of mathematics anxiety and type of school on mathematical achievement of secondary school students.To achieve the objectives of the present study, a sample of 1518 secondary school students were selected by using a random sampling technique from different government as well as private schools affiliated to Himachal Pradesh Board of School Education, Dharamshala. Mathematics Achievement Test and Mathematics Anxiety Scale were used for collection of requisite data from the selected subjects. Statistically data was analysed by using two way Analysis of variance for 2x3 factorial design of the study i.e. two types of School i.e. Government and Privateand three level of mathematics Anxiety ( i.e. high, average and low). Findings of the study revealed that type of school has significant effect on the mathematical achievement of secondary school students. Furthermore results indicated that mathematical anxiety has a significant effect on mathematical achievement of secondary school students. Type of school and mathematical anxiety (in combination with each other) were found to have significant interactional effect on mathematical achievement of secondary school students.