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Mathematics Education Forum

May 2002, Vol. 1, Issue 11. Year 6, pp 20-23.

Achievement in Mathematics Among The Fifth Grade Students in

Some Selected Schools in Lalitpur

Indra Kumari Bajracharya

Introduction

Mathematics plays an important role in the development of human civilization.

Nothing can be done without taking consideration of mathematical figures. The modern
science and technology stands on the foundation of applied mathematics. In Nepal,
mathematics has been assigned with a proper place ever since the Vedic period. But
formal teaching of mathematics started only after the establishment of Durbar High
School in 1853 A.D. in Kathmandu. After 1951 A.D., mathematics has been taught as a
compulsory subject in schools.

In 1971, the New Education System Plan (NESP) was introduced. In the NESP
curriculum, 30% of total school hours were assigned for mathematics teaching at the
primary level. The NESP adapted a policy to lay emphasis on mathematics education. It
states-

"Mathematics like language is a basic tool of communication. Daily

translation and communication involves the frequent use of mathematical concepts.
Thus, it is quite natural that mathematics be given a very important place second to
language in school education".
In the present curriculum, mathematics is made one of the core subjects, which is
introduced from grade one to ten. The weightage assigned to mathematics is 25% in
grade one to three and 14% in grade four and five. The majority of students who fail
examinations are found to be unsuccessful in mathematics in government schools. The
performance evaluation of students is made on the basis of the test in the form of annual
examination conducted at the end of each session. These kinds of tests are basically
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designed to measure knowledge, understanding and skill of students in a specified subject

or group of subjects. In other words, the knowledge of students in a subject is known as
achievement. The purpose of achievement test in education is to measure the level of
understanding in a particular subject and also specific abilities or skills developed so far.

A similar study conducted among the grade fifth students in mathematics

including other subjects revealed the score less than 45% in mathematics among the
sample students (CERID: 1985). Another study of students of grade one and two shows
that the mean score of those students is less than 42% (CERID: 1989). The teachers
training, revision of curriculum and textbooks, developing resource materials, improving
the system of supervision and upgrading physical facilities are aimed at uplifting
performance level of primary students. These are taken as the major indicators of
qualitative education (CERES: 1995)
The variable such as location of school also affects the level of achievement. The
achievement of students who lived far from the school are found to be poor in
performance comparing to those living near by the schools. Infact time assigned to go
to the school as well as availability of means of transport has direct impact on it
(Schiefebin and Simmons: 1981). Therefore, location of school is also very important.
The size of the class also remains important in achievement in mathematics. In small
size classes, the achievement level in mathematics is found satisfactory than the
students studying in large size classes. (Maskey: 1975). The gender difference also
effects in achievement test. Generally, boys perform better comparing to the girls in
mathematics in both rural and urban schools (Neupane: 1985). It is obviously proved
that gender difference in mathematics does not work below 9 years of age (Maccoby
and Jackelin: 1974).
There is the relationship between achievement and teacher’s ability. The teaching
performance with higher qualifications is found to be effective. Therefore, a teacher
either with intermediate or bachelor degree in mathematics is rather found better
comparing to the teachers with only S.L.C. education (Shrestha: 1999). In SAARC
countries except Nepal and Bhutan, minimum qualification of a primary school teacher is
intermediate level (Malla: 1998). This is also very significant to note that trained teachers
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are better in performance than untrained teachers (Khatiwada: 1974). These factors are
more or less related to the level of achievement.

Objective: The objectives of this research are-

1.To find out the level of achievement in mathematics of fifth grade students of Lalitpur
district.
2. To compare achievement in mathematics of fifth grade students studying either in
urban and rural Schools.
3. To compare achievement of boys and girls in mathematics.
4.To compare achievement between the fifth grade students studying in Primary Schools
only and Primary section run in High Schools.

Methodology:

This study was based on achievement scores of fifth grade students in six selected
public schools in Lalitpur district. Out of those sample schools, four are high schools_
two from rural and two from urban areas, where as two are primary schools located each
in rural and urban Lalitpur. All required data were derived from the grade five students of
sample schools.

Table 1. Shows the composition of total number of students selected so far

Table No. 1

Total Number of fifth grade students in selected schools.

School's Name No. of Boys No. of Girls Total

53
Patan High School 37 16
Shree Chandi High School 14 14 28
Shramik Bala Bigyan Primary 3 10 7 17
Bajra Barhi High School 41 40 81
Sri Krishna High School 11 12 23
Jana Vadi Primary School 5 10 15
Total 118 99 217
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Source: Lalitpur District Education Office 2056

At present, there are four hundred sixty one schools including both private and
public in Lalitpur district. If we consider the total number of schools, the samples
selected so far seem to be insignificant in percentage. However, this could be enough to
identify a general trend of achievement in mathematics among the fifth grade students
there by initiating reform measures. The source of data was the result of district level
examination (2056B.S) of fifth grade in mathematics in Lalitpur from public primary and
high school. The scores were analyzed with the help of descriptive statistical measures
mean and standard deviation and t-test was used to determine the significance of
difference in mean scores.
Analysis and Interpretation:

Data obtained from different sources, basically analysed along with other
associated factors in this section. The analysis and interpretation is mainly done
on the basis of different tables depicted according to the order of objectives.

Table No. 2

Mathematics Achievement On The Basis Of Districts examination 2056

No of students Mean score Standard deviation

14.09
217 41.49
According to the result sheet, the highest score in math was 85 where as lowest
was 4. But Table 2 shows the mean score is 41.49. This score is in no way satisfactory. It
indicates the achievement level is very discouraging. But this score is higher than the
national level achievement score (27.25) in mathematics of fifth grade students revealed
by EDSC (Education and Development Service Center) in 1999.

Table No. 3.

Achievement in Mathematics On The Basis Of Location of school

Number of student Mean S.D t-value

Urban 99 45.10 15.07 3.03
Rural 99 39.14 12.55
S.D=standard dervation
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Table 3 depicts scores according to location of schools- urban - rural students

mean score, standard deviation and t- value. The mean score shows that students in urban
schools are better in mathematics than their rural counterparts. The mean difference is
5.96. The calculated t-value is greater than the tabulated value. Therefore, it can be
concluded that mathematical achievement score of urban students is significantly better
than rural students studying at fifth grade. In other words, there is difference in
performance of students from rural and urban location in mathematics.

Table No.4
Mathematics Achievement On The Basis Of Sex
Number of students Mean S.D t-value
Boys 99 41.77 13.21 0.05
Girls 99 41.66 15.04

S.D= standard deviation

Table depicts mean scores and standard deviation on the basis of sex along with
the t- value. The comparison of various data given in the table shows that
achievement is differed on the basis of sex also. But the significance test shows
that mathematical achievement of boys and girls does not significantly differ.
Thus achievement difference is insignificant. Gender difference in mathematical
achievement is not found among grade five students.

Table No. 5
Mathematics Achievement On The Basis Of Type of School
Number of students Mean S.D t-value
Primary school 32 46.56 10.99 1.52
High school 32 41.87 13.56

S.D= standard deviation

Table 5 provides data on the basis of type of school. The mean score, standard
deviation and t- value are given in this table. The mean difference is 4.69. The mean
score shows that achievement of students studying in primary schools is better than those
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in the primary section of a high school.

Conclusion:
The analysis of the result of district level examination held in 2056 in
Lalitpur shows that the mean score in mathematics is not satisfactory. But this score is
higher than the national level achievement in mathematic of fifth grade students (EDSC:
1999). Location of Schools also affects mathematics achievement. It has been already
proved in several other studies. This result shows that the rural students are not better
than their urban counterparts in mathematics. Therefore, it can be concluded that
achievement of urban students is better than the achievement of rural students. Sex
differences always plays important role in student achievement in general and
mathematics in particular. But this research does not support this idea because this
variable remains in effective among the primary students. It has also been revealed in
another research pursed by Maccoby and Jackelin in 1974. The type of schools affects
level of achievement as well as present research also proves the fact. Therefore
achievement in mathematics of students is only primary schools are better than the
students in primary Section in a high school.

Reference:

1. CERID, Raising the Achievement Level of Children in Primary Education,

Kathmandu: 1989.

2. CERES, A Study on the impact of Grade One New Materials on Learning and
Teaching 1995.

3. Cristiane Brusselmans- Dehairs, Georges F. Henerey and Naomi Gafri, Gender

Differences In Learning Achievement Evidence From Cross-National Survey
Educational studies and documents 65, Paris: UNESCO Publishing, 1997.

4. EDSC, National Assessment of Grade five students, Kathamandu: 1999

5. Maskey, Santosh Man, A Comparative Study Of Mathematics Achievement Of

Primary School Students Under Different Class Size Unpublished Master Thesis,
Kathmandu: IOE, T.U, 1975.
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6. Neupane, Shiva Ram, Achievement in Mathematics by Location and Sex

Unpublished Master Thesis, Kathmandu: IOE, T.U. 1985.
7. Record of Lalitpur District Education Office 2056 V.S.
8. Rastriya Sikshya Ayogko Pratibedan 2049, (Report of National Education
Commission 1992), Kathmandu: NEC, 2049.

9. Shrestha, Prakash Man Achievement level of Grade five Students in Mathematics,

Kathmandu: Mathematics Education Forum, Vol.1, Year 3, 1999.

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