Published Paper Details:

This study examines the relationship between parental socio-economic status and the achievement in mathematics of secondary school students, with particular emphasis on the influence of sex and type of school management. The primary objective is to explore how socio-economic status affects students' performance in mathematics and to test the hypotheses formulated accordingly. The Modified Kuppuswamy's Socio-Economic Status Scale (updated by Parul Sood and Supreet Bindra, 2022) was utilized to assess the socio-economic status of the students' families. Mathematics achievement was measured based on students' marks from the previous academic year. The sample comprised 120 Class IX students drawn from government, private aided and private unaided schools located in the Bengaluru North zone of Bengaluru Urban District. Data analysis involved descriptive statistics such as mean and standard deviation, along with an independent samples 't'-test and the coefficient of correlation to determine the relationships and differences between groups. The findings revealed a significant positive relationship between socio-economic status and achievement in mathematics. Furthermore, the results indicated that girls performed better than boys in mathematics, while students from private unaided schools outperformed their counterparts in government and private unaided schools. This disparity in achievement may be attributed to differences in access to educational resources, learning environments and parental support across different socio-economic backgrounds and school types.