RURAL-URBAN DISPARITY IN STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN BTR, ASSAM IN THE 21ST CENTURY
DOI:
https://doi.org/10.18316/rcd.v16i41.11426Palabras clave:
Academic achievement in Mathematics, gender, locality, secondary and higher secondary, BTR, AssamResumen
As a result of its practical value in routine tasks and transactions, mathematics is regarded as a subject of utmost importance in people's lives. The researcher used a non-experimental quantitative research design focusing on a survey design in this study. The primary objective of the investigation is to investigate the school location to indicate the rural-urban prediction regarding academic achievement in Mathematics of senior secondary level schools in Bodoland Territorial Region (BTR) of Assam State, India. The overall population of the study amounted to four thousand twenty eight (4028) Grades tenth and two thousand six hundred thirty three (2633) Grade twelfth learners sampled from upper secondary schools of BTR in Assam. Research hypotheses were developed and put to the test. The data was analysed by using the statistical technique like descriptive statistics and t-test to determine the nature of achievement. The findings of the result revealed that there is a substantial mean difference in academic achievement in mathematics between boys and girls, students from rural and urban schools, rural school boys and urban school boys, and rural school girls and urban school girls in the tenth grade as well as twelfth grade.
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