A study on the effect of Socio-economic status on the mathematics interest of student

Abstract

The purpose of the research was to determine whether there was a correlation between students' gender, school district, and socioeconomic level (SES) and their performance in mathematics. The research used an uncontrolled and unmanipulated ex-post factor design. The study was based on four research questions and three hypotheses. Over a thousand and nine hundred students were selected using a stratified random selection method to ensure that all relevant factors were included. The Mathematical Objective Test (MOT) and the Socioeconomic Status Questionnaire (SESQ) were employed in this research (SESQ). Mathematicians and physicists checked the accuracy of the measuring devices. Using the test-retest approach, the MOT and SESQ have reliability coefficients of 0.71 and 0.70, respectively. It was found in the research that pupils' mathematical performance is about par for the course. “Additionally, the results showed that male students outperformed female students, urban students outperformed rural students, and kids from high-SES families outperformed those from low-SES” families. It was suggested that while instructing students in mathematics, educators should take into account differences in student achievement that occur according to gender, location, and socioeconomic status.