Relationship Between Attitude Towards Mathematics and Academic Achievement of Eleventh-Class Students

This study explores gender-based differences and the relationship between attitudes toward mathematics and academic achievement among eleventh-grade students. Mathematics plays a pivotal role in intellectual development and societal progress, yet students' attitudes toward the subject often influence their academic outcomes. This research examines the correlation between attitudes and performance, alongside potential gender-based impacts. The study involved 100 eleventh-grade students from D.A.V. Inter College in Unn Shamli, Uttar Pradesh, selected using a mixed random sampling method. Data were collected using the Attitude Towards Mathematics Scale (ATMS) and academic performance records. The ATMS assessed dimensions such as confidence, enjoyment, fear, and perceived utility, while academic achievement was measured through standardized test scores and cumulative performance. Results showed a significant positive correlation (r = 0.273, p = 0.006) between attitudes toward mathematics and academic achievement. Students with extremely favorable attitudes (67% of participants) achieved higher academic performance, with 46% scoring between 71–80 marks and 21% achieving 81–90 marks. Conversely, students with less favorable attitudes demonstrated lower academic success. Gender differences, however, were not statistically significant in either attitudes (p = 0.230) or achievement (p = 0.445). Boys, comprising 64% of the sample, exhibited slightly higher confidence levels, but overall attitudes and academic outcomes were comparable across genders. The study highlights the centrality of positive attitudes in academic success, with the mean academic achievement score at 3.13 (SD = 0.747) on a 4-point scale and the mean attitude score at 1.59 (SD = 1.006), reflecting generally favorable perceptions. Most academic achievements were in the mid-range (61–80 marks), suggesting that while attitudes significantly influence performance, external factors such as teaching quality and resources also play crucial roles. This research underscores the importance of fostering positive attitudes toward mathematics to enhance achievement. Interventions aimed at building confidence and enjoyment, alongside addressing systemic barriers like inadequate resources and rigid curricula, are recommended. Future studies should adopt longitudinal designs and explore external influences such as parental support and societal standards to deepen understanding.