Published Paper Details:

Abstract: Mathematics achievement is a critical component of academic success, often influenced by multiple factors, including intelligence, gender, and school type. This study examines the relationship between intelligence and mathematics achievement among secondary school students in Lucknow, with a particular focus on how school type (boys-only, girls-only, and co-educational) affects performance differences between male and female students. A quantitative research design was employed, involving a sample of students from six different schools representing different educational environments. Intelligence and mathematics achievement were assessed using standardized tests, and data were analysed through statistics, correlation analysis, and comparative techniques. The results suggest a strong positive correlation between intelligence and mathematics achievement, confirming that students with higher intelligence scores tend to perform better in mathematics. However, intelligence alone was not the sole determinant of success. The results also reveal gender-based differences in mathematics performance, with girls outperforming boys across all intelligence levels. Additionally, students from girls-only and co-educational schools scored higher on average compared to those from boys-only schools, suggesting that a structured and supportive learning environment plays a crucial role in academic performance. The study's findings challenge traditional gender stereotypes and highlight the importance of effective teaching strategies, personalized learning interventions, and gender-sensitive education policies. While intelligence remains a significant factor in mathematics achievement, the study emphasizes the role of external influences such as school environment, motivation, and instructional quality. The research underscores the need for inclusive and equitable educational approaches to improve mathematics learning outcomes for all students.