Chapter-I
INTRODUCTION
Background of the Study
Mathematics is dynamic in nature and essential part of human life. It is etymologically derived from Greek word 'Mathema' which means to learn. Mathematics that has been developed through the human endeavors in different areas to enrich the height of development and it will still be in the process of development forever.
Knowledge of mathematics is an essential for our society most and it has been accepted as an important component of formal education. So, Mathematics has been considered as one of the most important core subjects in the schools and colleges throughout the world rather than any other subject. The discipline of mathematics has been generally regarded as a difficult and tricky subject, but is essential for everyday life for higher studies, especially in the field of science and technology. The mathematics involved in many fields. But mathematics education explains about the application of theory in every field of human beings. Its plays a very important role in building up modern civilization by making perfect of all sciences (Pokharel 1994).
Badi people live mainly in the western part of Nepal. The word 'Badi' means Vadyabadak, one who plays musical instruments, in Sanskrit. The history of 'Badi' is age old. In history, the Badi Community used to serve at kings palaces and to  rich people or feudal lords' Samanta's house by dancing, singing and making some survival instrument mainly Nepali drums called 'Madal' and fishing net (Action Aid, Nepal, Western Region Office, Nepalgunj, 1999). Badi peoples are uneducated and poor economic condition. The source income of Badi community people are fishing, making drums and sexual activities. (Cox, 1993).   
Different theses and articles show that achievement level of Badi students on mathematics is very poor in Nepal. Badi Students have low achievement as compared to non-Badi students. Thus, this study is proposed to determine the achievement in mathematics and its causes of Badi students at Grade IX in Bheriganga municipality, Surkhet of state no. 6.
Statement of the Problems 
Mathematics is a very useful subject in human life. Mathematics is considered as a very important subject in secondary level. Although the achievement in grade IX students has been observed to be very week (32.12% in average). A great deal of time, money, efforts and human resources of the nation have been invested in the education system and to improve it. The educationist and professionals are facing challenges with low achievement in mathematics and it seems that there are various factors which affect the low achievement of non-Badi students like interest of learner, teaching learning activities, pre knowledge, motivation, physical facilities, school environment, home environment and parents education.
	Bheriganga municipality is a Dalit people affected area. And Badi is one of   Dalit castes. They are in bottom line above other Dalit castes. There had been no any research conducted regarding the achievement in mathematics and its causes of Badi students in the past. Therefore, researcher assures this research would be a good specimen in supporting Badi community as their reform which is still a long overdue. This study focused on what is the education status of the Badi people? What is the achievement level of Badi students in mathematics at secondary school? Which are the causes for affecting achievement on mathematics of Badi students?
Objectives of the Study
The main objectives of the study were as follows:
•	To compare the achievement level of Badi and non-Badi student in mathematics.
•	To explore the causes that affect achievement in mathematics of Badi students.
Hypothesis
•	H0 (Null): There is no significant difference between mean achievement of Badi and Non Badi students.
•	H1 (Alternative): There is significant difference between mean achievement of Badi and Non-Badi students.
Significance of the Study
Since the main of objective of the study is to compare the achievement level of Badi and Non-Badi students and to explore cause that affect achievement in mathematics of Badi students. This study is supposed to be useful for those researchers who want to have further study on the same subject matter. It is also fruitful to the teachers and school administrators to improve the mathematics teaching learning processes, change teaching methods and strategies.  Badi students have been benefitted in the sense they know their present achievement level in mathematics and improve himselves. Similarly, this study would help the Badi parents to create better learning environment for their children and it would be also useful for the NGO and INGO to know the achievement level of Badi students on mathematics at Bheriganga municipality, Surkhet district. This study also would be helpful for curriculum designer and it is also helpful the government to improve policy in the field of education.
Delimitation of the Study
This study is delimited with following aspects:
•	This study was concerned with only achievement in mathematics and its causes of Badi students.
•	The area of study, I delimited to four secondary schools of Bheriganga municipality, Surkhet District.
•	The study was limited only the Secondary school especially grade IX students.
•	Only hundred students were selected as sample for achievement test.
•	The respondents were only ten Badi students, five Badi student parents, four mathematics teachers and four head teachers.
Operational Definition of Key Terms
Badi Student: The students whose parents are adopted every activities, culture behavior and norms of Badi society. 
Other Student: sBrahman, Chhetri, Janjati and Thakuri caste student who study at public school is said to be other castes. 
Mathematics Achievement: -	The term achievement in this study is defined as the marks obtained by students in mathematics achievement test constructed by the investigator.
Public School: - Those schools which receive the government provide salary of teachers and other purposes regularly.
Student: -The students who are studying at secondary level. Also student means those who involve in learning secondary level school mathematics.

Chapter-II
REVIEW OF RELATED LITERATURE
In the field of educational research, the term ‘literature review’ refers to work what we consult in order to understand and investigate the proper connection of the research problem. We know that work cannot be measured any more. So, main propose of this section is to review of the relevant literature and theoretical framework for ongoing research. The review of related literature deals with theories and research studies which have been conducted earlier with resemblance. It helps to conduct the new research in systematic manner by providing general outline of the study. It includes review of empirical review, theoretical review and conceptual framework. So, I review literature by categorizing empirical, theoretical review which describe as below:
Empirical Review
Each and every research work requires the knowledge of previous background to open the targeted objectives and to validate the study. Here, this section is an attempt to review the related studies, articles and the reports. Some of the old theses have been reviewed considering them as a related literature and also as evidences to the present study.
Affects and Mathematics Achievement
It is well reported in the literature that affective variables have strong influence on mathematics learning and achievement. Such variables include belief on self, belief on mathematics and belief on mathematics learning. In mathematics achievement was found to be closely related to affective variables, especially attitudes towards mathematics and self-concept, which, in turn, were related to self and parental expectation.  Amount of homework time, schooling of the parents and residential size had nothing to do with attitudes, learning habits and academic achievement (Cheng & Wong, 1991a).
The Classroom Environment and Home Background
It is well known that the congruence of the perceived and preferred classroom environment is closely related to learning.  The same was found in a local project.  It is especially true for those who are sensitive to their environments.  It was also found that the most crucial factor leading to a good mathematics classroom, as perceived by the students, is the teacher.  A good mathematics teacher is one who explains clearly, shows concern towards the students, treats them as friends, ensures that they understand, teaches in a lively way, conscientious, well-prepared and answers students’ queries.  S/he should provide more exercises and should generate a lively atmosphere, but keep good order and a good learning environment, one which is not boring, quiet, with classmates engaged in learning, where order is observed and discussion with classmates after lesson is possible.  The students also indicated that they are more inclined to make an effort if they have had previous experience of success and perceive that they have the abilities, and if they can understand the lesson in class.  Has someone to ask after school, it is also helpful.  It was also found that most of the secondary school students could not obtain guidance from others (Wong, N.Y., 1992).
Ghimire (1997), studied on 'A study on factors affecting teaching/ learning mathematics at secondary level' with the object to study the factors affecting in learning of schools in terms of the following: school environment, family background, motivational factors, physical facilities, interest of the learners, instructional materials. The tool for the study was administered to sample of ninety students and test was applied to conclude the following results.   
•	Environment of school in both rural and urban areas affect equally, but the boys are more affected than those of the girls. Students of Argakhanchi and Chitwan were more affected than that of Kathmandu.  
•	Home environment affects more to the subject of rural areas and girls who were affected more than boys. 
•	The students of Kathmandu were more motivated to study mathematics than that of Arghakhanchi and Chitwan.  
•	The students of urban areas were more interested in the study of mathematics and the girls paid more attentions for this study. 
•	The students of the rural areas were more affected by the use of instructional materials and girls paid more attentions to the use of instructional materials.   
 Guragai (2001) did research on "A study of achievement in mathematics of primary level students of Morang and Dhankuta districts" with the objectives to compare the achievement in mathematics of primary level students between Morang and Dhankuta districts resembling Terai and Hilly region of Koshi Zone. Researcher developed an achievement test from the prescribed curriculum of grade V. Four hundred students from twenty four schools were selected. Z-test was applied to conclude that Morang district surpassed Dhankuta district students in every aspect male, female, rural and urban. 
Tharu (2004) studies on 'Impact of socio-economic status on mathematics achievement' with the objective to find the level of mathematics achievement of students with respect to their socio-economic status and to determine the correlation between socio-economic status and mathematics achievement and to determine the correlation between socio-economic status and mathematics achievement by gender. The tools for the study were administered to the sample of 140 students of Bardiya district and mean, standard deviation, correlation co-efficient and multiple regression were used applied to conclude the following results :  
•	The mean scores of educated father's children is higher than the mean score of literature, illiterate father's children and the mean score of literature fathers' children is higher than those of  illiterate father's children.  
•	The mean score of job father's children is higher than the mean score of trade and agricultural occupation of father's children.  
•	Mathematics achievement of students was found to be strongly associated with the father's education and father's occupation whereas family income variable had the low relationship that positively affected children's mathematics achievement.  
•	The variable family size and birth order of children were negatively correlated with mathematics achievement that adversely affective children's mathematics achievement.   
•	The variable family size and birth order children had a mild negative effects on mathematics achievement.  
•	Mathematics achievement status of boys and girls were found consistently positive associated with their variable father's education, father's occupation and family income that positively affected on boys and girls mathematics achievement and family size and birth order of child had negatively correlated that adversely affected boys and girls achievement in mathematics.  
Bastola (2007) has conduct a research on “ Factor affecting on achievement of Dalit students in mathematics”, with the object to find out what are the factors that influence the achievement on mathematics of Dalit students. For this propose, four students were selected. Information for the research was collected through tools such as interview, observation and literature review. Vygotsky’s constructivist theory was the conceptual construct of this study. The researcher found that the major factors that affect the achievement of Dalit students are poverty, social beliefs, social tradition, cost of education, household work, problem of health, psychological effect and lack of motivation etc. 
Baral (2011) has studied entitled "Causes of failure mathematics in SLC examination (A case study of school in Bharatpur)." In his study he found school related factors are associated with school environment, physical facilities, teacher's behaviour, peer's behaviour, manageable library, classroom environment, regularity of teacher and student, instructional teaching materials etc. and out of school related factors are associated with family background, interest of learner towards mathematics, amount of time student spent on school activitie,s such as leisure reading, homework, discussion with peers economic condition, motivation etc. affect mathematics achievement through qualitative as well as descriptive research. With the objective to explore the main causes of failure in mathematics in SLC examination and to suggest the main causes of bring improvement in result by finding the improvement programme that can be carried out in school level. The population of his study was students failure in mathematics in SLC examination of 2066 B.S. in public school of Saptari district. The tools for the study were administered to the sample of eighty students of eight school in which forty boys and forty girls from the population sample of the student failure in mathematics in SLC exam which concluded the following results: 
•	The students were found to be indifferent in study because the same teacher who taught more than two subjects (i.e. comp. mathematics, science, opt. mathematics)  
•	The school was trying to reduce problem of mathematics failure by managing extra classes in the evening 
Berhan (2011) has conducted a research on “Different Factors influencing the Academic Performance of secondary school students in a Metropolitan City in Pakistan”. The respondents for this study were 10th grade students. A survey was conducted by using a questionnaire for information gathering about different factors relating to academic performance of students. Standard t-test was applied to investigate the effect of different factors on students' achievement. The results of the study revealed that socio-economic status (SES) and parents education have a significant effects on student overall academic achievement as well as achievement in mathematics. The high and average economic affect the performance more than lower economic status.
Sapkota (2011) has conducted a research on “Cause of failure in mathematics at school” of a public school in Lalitpur district. The main objectives were to find the causes of failure in mathematics at secondary level and to identify the strategies taken by the school in improvement of mathematics achievement. This research design was qualitative as well as descriptive in nature. The respondents of the case study were students, corresponding parents, teacher and head teacher. For the case school six low achiever students including three boys and three girls were selected according to the different family background and performing in mathematics examination. To collect the primary and secondary data school documents, observation note and interview guideline were used. The results of this research were classroom practice and curriculum was closely linked. Achievement of students always affected by different variables, such as schools learning environment, facilities at home, classroom environment, school politics, mathematics instruction and assessment at classroom. 
The researchers found that school environment, effective classroom, teaching and time variable are very essential to increase achievement in mathematics. There are many researches deals about achievement level of students and present situation of Badi student at only primary school. All these reports cannot fulfill objectives of this topic. They cannot deals about cause that affecting on achievement in mathematics of Badi students. So, achievement in mathematics and its causes of Badi students is new for research. Then I selected this topic for study. 
Theoretical Review
There are so many theories which can be used to understand the learning process. The theoretical discussion is needed for the interactive finding of the study. Many theories about learning and development of children such as cognitive, behaviorist, humanist, social constructivism of which constructivism is one of the theories to analyze and interpret the data of mathematics of resolve the problem. To analyze and find the suitable solution in the area of achievement in mathematics; constructivism becomes one of the possible theories to solve the problem on the topic of “Achievement in mathematics and its causes”. Every student learns from society from social contact with home family and universe. According to them, knowledge can be constructed from society. 
Constructivism Theory
	Generally, the word “construct" is to build or make something. In the field of education, "construct" means to develop an idea or a belief that is based on various pieces of evidence which may not always true. Constructivism described "how learning happens" and "learns construct the new knowledge." It is a description of human cognition which approaches to promote the slogan "Learning by doing." According to constructivism, learning should be contextual, related to the problem of real life. Learners should take the responsibility and ownership in learning process. According to Glasersfield (1987) "Knowledge is not a transferable commodity and communication not a convergence."
	In constructivism approach, students need to construct their own understanding of each mathematical concept and how they can learn. In constructivism theory, people construct new knowledge upon their previous knowledge. It helps to guide curriculum, instruction and assessment across all disciplines covered in our mathematics. The theory of constructivism says that students learn by building upon their previous knowledge and understanding in process of learning by doing. So, our teaching is to ensure the student learnings in a best way.
	Constructivist believes that learner can construct their knowledge through experiencing thinking and reflecting on that experience. So, we (as a teacher) must encourage students to use active techniques to create more practical knowledge. For this, teacher should have to ask students either real-world problem or some related experiments (for example, experimental proof of theorem) .After completing the work teacher and students together can reflect and talk about their result and understanding. In this process, students are more engaged in problem solving, so they can understand the basic concept. It basically believes that learners can best learn by doing rather than being passive listener.
	In constructivism theory, teacher concepts previous knowledge to new materials helps students construct their understandings of new materials through previous experiences in the real world and teaching make students aware of the applications of mathematics. Also I consider it to be related to the social constructivism believing upon the knowledge: not ultimate, and can be constructed together, valuing the learners' knowledge, experiences and successes. The focus of the learning activities lying upon earns, it is even supported by society. According to Social constructivist theory, learners construct knowledge by the interaction with learners or teachers or society or environment.
	In mathematics classroom, many teachers use traditional teaching method. They solve numerical problem without using any other teaching materials. Then, they feel boring in mathematics classroom. In that case, students feel bored, but in constructivist instruction, students are encouraged to use their own method and ideas for mathematical problems solving.  In constructivist approach, teacher parents to promote and support the invention approach students learning process and guides the focus in student learning activities. Teacher poses the mathematical problems to conceptual knowledge. In mathematics learning, Badi students can construct new knowledge by previous knowledge.
Cultural Difference and Cultural Discontinuity Theory
	The theoretical discussion is needed for the interaction to the finding of the study. There are so many theories about learning and development of children achievement. Here, Cultural Difference and Cultural Discontinuity theory is main supportive for learning mathematics to explore the causes that affecting on achievement in mathematics. So, here, I tried to discuss the theoretical understand of this study.
Ogbu, (2000) deals with the problems in children’s learning caused by the difference and discontinuity between the culture of home and culture of school. He says that those students whose home and school environment does not match. They face more obstacles in learning and they do not have enough attention in their culture and they have to work harder to achieve outcomes in comparison to the children with culture or environment matched children. 
Ogbu, (2000) divided the cultural difference with feature in three types of minorities groups. He takes these causes from United State of America. As his study suggests, involuntary minorities face more difference in school learning participation and performance due to vast gap between their culture and mainstream culture. Involuntary minorities are found as caste like minorities are migrated groups. They have problems in the school due to cultural and language difference because they have lack orientation about how those voluntary minorities. Autonomous minorities do not have the problem of cultural differences and language. Since, they have similar culture and language to minority of America, who have controlled the education system in USA.
Involuntary minority, it is too difficult to cross cultural boundaries in social compared to the voluntary minority with the primary cultural difference. Here, the researcher gets two types of cultural differences, primary culture and secondary culture differences of voluntary and involuntary minorities respectively. He elaborates that primary cultural differences may create problems, such as interpersonal and intergroup relations which are as real difficulties in academic work. Among them, most important reasons as children with different cultural backgrounds start schooling assuming different cultural world and human relation in school, but they get a vast difference reality in school. Next, lack of necessary concepts and skills in their own cultures may obstacles their learning.
Ogbu, (1982) argues that the primary and secondary culture discontinuity also causes the difficulty in learning and he argues children from disadvantaged caste tend to develop coping behavior and attitudes that are different to school culture that affects their learning.
Ogbu, (2000) argues that dominant group gets school system in accordance to their own convenience and beliefs, e.g. their norms, values and aspirations in the groups gets on unfamiliar and unrealistic curricula and their cultural resources do not match with overall education system. So, it is difficult in learning and causes of failure, dropout. There are always dilemmas that the dominant group does not know or does not want to know about the cultures of subordinate group by saying difficult to know because of the multicultural existence of children in school/society. It is just an escaping trend and nature of the dominant group, the higher caste people from including the subordinate group of disadvantage group into the mainstream. Similarly, although the subordinate groups knew the culture of dominant group, they do not need to practice other’s culture because their tradition does not get them to act like member of the dominant. Culture is distinctive patterns of ideas, beliefs and norms that characterized the way of life and relation of society or group within a society. Finally, difference in teaching style  
Conceptual Framework 
A Conceptual framework is an analytical tools with several variations and contexts. It is used to make conceptual distribution and organize ideas. Strong Conceptual framework captures something real and do this in a way that is easy to remember and apply (Wikipedia). This study is related to achievement in mathematics and its causes of Badi students at Bheriganga municipality, Surkhet district at secondary school Conceptual framework for some causes that affecting achievement of Badi students at schools are shown below:

Design
•	Mixed

Mathematics Achievement 

•	Interest of Student
•	Pre-Knowledge
•	Teaching Learning Activities
•	Motivation
•	Physical Facilities
•	School Environment
•	Home Environment
•	Parents Education
•	Culture and Society
 
•	

Tools
•	Achievement test
•	    Interview
•	Classroom Observation
•	

      Key Variables

Learning Theories
•	Constructivism

	There may be various causes affect on achievement of Badi students in mathematics. From above literature, I found that there are many causes that affect on achievement of Badi students. Among them, I picked up some major causes to analyze the students' achievements which are: school environment is related to the internal and external surrounding of the school which affects the student learning abilities and attitudes.  It includes school location number of Badi students in classroom, teacher regular in classroom and Badi students regular in school. So, school environment is one of the factors. Teachers knew knowledge based on prior knowledge and use of instructional material appropriateness to teaching, student’s participant to discussion. Teacher’s activities are considered as the effective classroom teaching in this study. So, teaching learning activities is affected on mathematics achievement of Badi students.
Reference of physical facilities in this study would be manageable; library, availability of reference book and classroom connected with information and communication technique. It affects mathematics achievement of Badi students. The roles of parents' education and home environment affect Badi student’s achievement. Those parents who have engaged in facilitated occupation, they take care of their children in reading and other activities. But parents who engaged like agriculture occupation they do not about importance of education. In mathematics classroom some students are interested in mathematics and some are not. Students who interested in mathematics achievement level that is better than non-interested students. So interested of learners is also causes of affecting achievement in mathematics. 
Teachers careful on pre knowledge and motivation time of classroom teaching both were effects on achievement of Badi students in mathematics. The major concern of this study was to find out contribution of those causes that affecting on achievement of Badi students mathematics.

Chapter-III
METHODS AND PROCEDURES
Research methodology refers to how to gain knowledge about the study and how to collect the data. A scientific way by which a researcher gets scientific knowledge of particular subject with cause and effect is known as methodology (Acharya, 2011).  Which research methodology is a science which determines how the research becomes complete and systematic? Methodology is the proof of the research. For the completion of the research, researcher should be clear on research areas, total population and sample population, study of the sample population, data collection procedures and interpretation of results.
Research Design
Mixed methods research is a methodology for connecting research that involves, collecting, analyzing and integrating quantitative and qualitative research. My research topic is 'Achievement in mathematics and its causes'. The researcher was adopt mixed research deign for this study. I used Quantitative research for achievement test to find out the first objectives that compare achievement of Badi and non-Badi students on mathematics at secondary school. I also used qualitative research for classroom observation and interview to explore the causes that affecting on achievement in mathematics of Badi students. I collected the data from primary sources and I used some secondary data for completion of this research.
Population of the Study
All the Badi students studying at school of Bheriganga Municipality of Surkhet district at secondary level were the population of the study. Basically, I focused on the Badi communities and their children who are studying in secondary level of Bheriganga municipality. So, all Badi students of Bheriganga municipality were the population of the study.
Sample of the Study
For this purpose, 100 students were selected from Paravat Secondary and Sharda Secondary schools for achievement test as sample of the study. School students were selected through random sampling procedure for achievement test.  I employed interview of four principles, four mathematics teachers, ten Badi students and five Badi students' parents. Interview as a tool was selected through purposive sampling procedure. Similarly, I observed ten mathematics classrooms of four secondary schools at Bheriganga municipality, Surkhet. 
Tools for Research
In my research, tools for data collection for the study were mathematics achievement test, interview and classroom observation. These tools were used because they are supported to be effective, appropriate and feasible. The tools which I used briefly described as bellow:
Mathematics Achievement Test
Mathematics achievement test was used for first objective to compare achievement level of Badi and non-Badi students in mathematics at secondary school. For this purpose 100 students were selected from Pravat secondary school and Sharda secondary school as sample of study. Researcher prepared mathematics achievement test by making 30 multiple choice 
question of grade IX.
Observation
Observation is the fundamental and important tools of the qualitative research. In a qualitative type of descriptive research, observational procedure was used in the data collection is considered to be significant importance. Observation is the process of gathering open-ended, firsthand information by observing people and places at a research site (Creswell, 2012). Classroom observation tool was used for second objective to find the cause that affecting achievement on mathematics of Badi students at secondary school. I observed four secondary schools of ten mathematics classes five days.  I checked attendance register for collecting secondary data.
Interview
An interview is a conversation in which questions are asked and answers are given. In common parlance, the word "interview" refers to a one at one conversation with one person to another person. Interview tool was used for second objective to find the cause for affecting achievement in mathematics of Badi students at secondary school. For this propose, I administered interview on these variables, such as pre knowledge, teaching learning activities, motivation, physical facilities, school environment, home environment, parents education and culture and society interview of four school head teacher, four mathematics teacher, ten Badi students and five Badi parents. 
Reliability and Validity of Tool
After completing the construction of research tools, I collected the data by the help of research tools. It is necessary to test reliability and validity. The test without validity and reliability cannot give authentic information for the study. So for fast information, first item is for analysis of mathematics achievement test.
A good test item is an item which is not too difficult or too easy. The criteria of difficulty level seen in the table as below:
No. 	Index Difficult Level (P)	Categories	
1	0.00-0.30	Difficult	
2	0.30-0.70	Moderate	
3	0.70-1.00	Easy	
				(Heaton, 1975)
 The mean of the index difficulty for the sample examined was 0.57 (Appendix B). It means that p-value is between 0.30-0.70 which put the test moderate position. As a result on the whole mathematics test items have met the requirements of a good test in terms of the difficulty level.
The criteria of discrimination power could be seen in the table below:
Discrimination index	Items evaluation	
0.7≤DP≥1.00	Excellent	
0.40≤DP≥0.70	Good	
0.20≤DP≥0.40	Satisfactory	
0.00≤DP≥0.20	Poor	
				    (Ebel & Frisble)
In analysis of the item discrimination index power, it was found that the mean of D-value was 0.43 (Appendix B), which put the mathematics good category. The items of this test were able to discriminate the upper group from lower one. 
Correlation coefficient is a measured of strengths of the association between two variables. The correlation coefficient is given as below:
Coefficient (r)	Relation	
0.00 to 0.20	Negligible	
0.20 to 0.40	Low 	
0.40 to 0.60	Moderate	
0.60 to 0.80	Substantial 	
0.80 to 1.00	High to very high	
				      (Best & Kahn)
The range of correlation coefficient is from 1 to 1using split half tools, our result is r = 0.74 (Appendix C) which means the variables have substantial. So, Mathematics achievement test has reliability. For establishing validity, the tests were constructed on the basis of educational framework and the validation which was established by consulting with the experts.
Data Collection Procedures
At first, I chose quantitative data on the basis of the mathematics achievement test of 30 multiple choice questions for 100 students from secondary school. I selected qualitative data on the basis of observation from four secondary schools of ten mathematics classes for five days. In that period, I observed carefully and noted every activity of students and teachers in diary. Also I interviewed the four head teachers, four mathematics teachers, ten Badi students and five Badi parents of case students with the help of guidelines. I listed replies of respondents curiously and noted actually. Therefore, I recorded the behaviors and activities of the teachers and students during teaching learning activities, mathematics teachers, parents and students who were interviewed. All answers noted during the course of interview with teaching learning environment were analyzed and interpreted.
Data Analysis and Interpretation Procedures
	The collected the data from mixed research method were analyzed and interpreted. The quantitative data was collected from mathematics achievement test. I analyzed mathematics achievement test data by employing z-test to compare the achievement level in mathematics between Badi and non-Badi students. The mean, standard deviation, variances and z-test use at 5% significance level was performed to examine.
The qualitative data were collected from interviews and classroom observation. I categorized the information obtained from interviews and classroom observation into different factors to achievement in mathematics and its causes. Subsequently, I have triangulated the data among students, teachers and parents; responses. From the categories, data were analyzed and interpreted in accordance by using descriptive analysis method.

Chapter IV
ANALYSIS AND INTERPRETATION OF DATA
	This research was related to find the achievement in mathematics and its causes of Badi students in mathematics. The objectives of this study were to compare the achievement level of Badi and non-Badi students and to explore the cause affecting in mathematics of Badi students. The respondents of this study were mathematics teachers, Badi students, Badi parents and head teacher of secondary school. The main tools used for this study were test achievement, interview and classroom room observation.
	This chapter deals with the analysis and interpretation of collected information. I collected mixed data from the case students. The data were collected from Shree Sharda Secondary School, Shree Pravat Secondary School, Chhinchu English Medium School and Deuti Bidya Mandir  Sadan at Bheriganga municipality. I had conducted class observation with the help of class observation form to observe the activities of students and mathematics teachers at teaching geometry in classroom. I observed carefully and recorded each and every notable activity of students and teachers. I took face to face interview with case students, mathematics teachers, head teachers and Badi Parents with the help of interview schedule. I listened responses of respondents curiously and noted properly.
	By reviewing the result of achievement test, to compare the achievement level of Badi and non-Badi students at secondary school were analyzed. The collected sets of data from observation form and interview, were used to explore causes that affecting on achievement of Badi students at secondary schools.  This chapter has been done under the following themes:
•	Interest of Learner
•	Teaching Learning Activities
•	Pre Knowledge
•	Motivation
•	Physical Facilities
•	School Environment
•	Home Environment
•	Parents Education
•	Culture and Society
Mathematics Achievement Test

(Mathematics Achievement Test on Pravat Secondary School)
	I took mathematics achievement test in full 30 marks of 100 students. Achievement scores of students were analyzed and interpreted from the mean, variance, standard deviation and z-test. Scores of students in class test were presented in the following table and secured marks organized in Appendix B and Appendix C
Mathematics Achievements of Students in Class Test
Group	N	Mean	Variance	Standard Deviation	z- test	Remarks	
Badi	20	11.15	26.43	5.14	
   5.88	Reject	
Non-Badi	80	18.5	19.58	4.42			

 * Significant at  = 5%, = 1.96
	Above table presents that study has been taken with100 students and a number of students was divided into two groups, Badi and non-Badi. The mean achievement of 20 Badi and 80 non-Badi students was 11.15 and 18.5 respectively. The achievement level of non-Badi was greater than Badi student in which z-test was applied. The calculated value of z-test is 5.88 and tabulated value at 0.05 level of significant was 1.96. Then, calculated value was greater than tabulated value. Hence, null hypothesis is rejected. Thus, there is significant difference between the mean achievement of Badi and non-Badi students in mathematics. So, achievement level of Badi students is very low as compared to non Badi students.
The second objective of the study was to explore causes that affect achievement level of Badi students in mathematics. To fulfill the objectives, I observed two class and administered interview of four mathematics teachers, four head teachers, ten Badi students and five parents of Badi students.

Introduction of Case Students
Respondent A
	He was a 15 years old boy student who was studying in Secondary level of Grade IX. He lives at Rajigau, Bheriganga 12, Surkhet. He had seven members in his family. They were father, mother, brother and also his couple with a child and sister. When I observed his house and family, his mother at river side to collect sand, and  his father at Bheri river with brother for fishing. He also brings fish from Bheri river with elder brother fresh house a time in a day. Then, he had not enough time to practice mathematics at home. So, he was poor in study. His father and mother both are illiterate. 
	All societies have their ethno-mathematics. They used to say for dala, pawas, adhaiya, mana, pathi, bitta and hatta as measuring units in spite of kg, litter, meter etc. They used to these units in house and community. He had not enough time for studying and his mathematics was not good enough. At night, he had the problem of light for studying. His parents could not give attention in his study because of their occupation, poverty, lack of education, awareness for many other problems.
	When I observed his school activities, he was found that he interested in subject Nepali but not in English and mathematics. The government of Nepal is giving scholarship to the Dalit students but no other opportunities have been giving by the school administration for his study. Negative behavior of non-Badi students was the cause of less numbers of Badi students in school. He did not get sufficient time for studying at home. It is the main problem that they are economically week.
	Above study refers to the most of Badi parents who are educationally and economically poor. It is the main causes that affecting low achievement in mathematics.
Respondent B
She was a 16 years old girls student. She lived in Jhilmile, Bheriganga 10, Surkhet. There are nine members in her family. They were father, mother, two brother, two sisters, grandmother, grandfather and herself. Her father made musical instrument (Madal) and also worked in the field of upper castes. Similarly, her mother sometimes worked in the field and often busy as household worker. She helps her parents both in household work and works outside the house. Her main work was to care of her brother and household works when her parents went out of the home. She did not have good family background for the study. So, the children could not get good education. She had to do all the household works because her mother used to think that daughter must do household work to be a cultured daughter.
In this case, I asked mathematics teacher about her study then he said that “she did not do homework regularly. So, mathematics may be difficulty in her study”.
From above the statement, it was found that she has very little time for study. Then she is poor in mathematics. Moreover, she was not aware about her good study because she had workload.
Respondent C
	She was 16 years old girl student of grade IX. Her house is 0.5 km. farther from the school. All members of her house followed the Hindu religion and spoke Nepali language. There were six members in her family. In her interested subject were health, population and environmental education in her school. Her educational standard was described in the comparison with previous class. She had 40th position in previous class but now her position was 45th in the class. “She said that she had less interest in mathematics”. She usually sit last bench with poor students. Her parents were uneducated. It was very hard to maintain family economically. Her father was mason and mother sold alcohol and also worked in house. 
	From the above study, I found she had not interest in mathematics. So, need of motivation, awareness from his family to school and teaching learning activities should be conducting as techniques. 
Classroom Observation of Students
I observed five classes in the school of which two episodes were presented as below:

(Classroom Observation on Sharda Secondary School)
Among the teachers, students and learning environment in classroom, Teacher is the main agent for curriculum implementation. Students perceive most behaviors of teachers and were impressed by their teachers' important roles of  in mathematics classroom. The activities of teachers in classroom are to guide student, create and facilitate the learning environment and motivate then etc. I observed two classes in school episodes are presented as below:

I observed class at Sharda secondary school. The class was started from 12:30 p.m. The teacher entered in classroom with teaching materials and also I entered in the classroom. All the students stood up and said good morning sir. Teacher said “good morning” and “sit down”. Then teacher wrote the title Angles and parallel lines. Then, teacher asked if they had geometry box. Some students said ‘yes’ but Badi students were silent in the classroom. Then teacher said you cannot construct mathematical figure without geometry box. These students were listening to the teacher by nodding. Then, teacher started to construct various types of angles by geometry box. But Badi students were constructing that figure roughly by pen. Nobody provided geometry box to them for practice in the classroom. 

	Episode-1
	From the above activities I found that Badi students had poor economic condition. They had a problem of joining hands to mouth. Badi students were passive in mathematics class, teacher provided less amount of pre knowledge. There were not good physical facilities and teacher did provide good motivation techniques.  I concluded that students are active in classroom activities, if they do homework regularly, if teacher provide sufficient pre knowledge for related topic and good economic condition of family increased the achievement of Badi students. Therefore, parents' occupation or economic condition, pre knowledge, interest of learner and physical facilities were also causes in learning mathematics of Badi students.

I observed class at Pravat Secondary school. It was first period mathematics. The teacher entered in class with a textbook and marker only. All the students stood up and said “good morning” sir then teacher replied “good morning” and “sit down”. Teacher checked homework most students complete his homework. Teacher had started class with topic ‘surds’ on the whiteboard. Teacher revised the meaning of surds and rules of surd. Teacher solved one problem and explained it latter. Students copied that and a student asked a question about his confusion. Teacher reacted negatively to him and later he explained again. After that, the teacher gave a classwork. 5 students solved that and said very well to them who wrote. He did not give any attention to the weak students and he moved to next questions. He solved one more problem and described that later. After that, he gave homework to the students and exited from the class. 

Episode-2
		In observation, I found that Badi students had poor economic condition, Badi students were passive in mathematics class, there were not good physical facilities, teacher did not use good motivational techniques and teacher did not consult with poor or Badi student in classroom. It was concluded that students are active in classroom activities, do homework regularly, teacher are motivate in mathematics classroom and good economic condition of family increase the achievement of Badi students. Therefore, parents' occupation or economic condition, pre knowledge, motivation, interest of learner and physical facilities were also causes in learning mathematics of Badi students.

Interest of Learner
	In this part deals with which amount of achievement in classroom learning and how much students were interested in mathematics. Students' attitudes and beliefs affect in mathematics achievement. Interests depend on the individual and interests of learners. Learners are active for learning mathematics then, there would be good learning. So, it plays a vital role in the mathematics achievement.  In finding cause and effect to mathematics achievements, I administered interviews to students, principals and teachers for qualitative information. I also observed the class to find out interests for learner in mathematics.
Does the interest of learner affect the students' achievement in mathematics?
	“I never try depth study on mathematics because I cannot understand some basic mathematical term and also mathematics teacher cannot explain clearly numerical problem. So I cannot interest on mathematics”.             (Badi Student's views)
	“Yes most of the Badi students who get low marks in previous class, they did not interest in subject matter and they have not actively participated in classroom activities. So they are poor in mathematics”.                    (Mathematics Teacher's views)
Do you encourage students' interest on solving the problem?	
	“Yes I used student centered method step by step on the whiteboard while teaching mathematics and if necessary using teaching materials to promote students interest in mathematics while solving the problems”.       (Mathematics Teacher's views)
	“The students who secure high marks in mathematics are almost regular students who all are from non Badi student. Badi student are absent maximum time in classroom. So they have low achievement in mathematics”.             (Principal's views)
	From observation and interviews of student, teachers, principal and Parents I found that most of the Badi students are passive, irregular and negative attitudes towards mathematics. They did not have good achievement in mathematics. So interests of learners were one of the causes of low achievement of Badi students in mathematics. Vygotsky’s constructivism theory explains that students are actively participate on classroom activities for good learning on mathematics. Thus, there is lack of active involvement in classroom activities in mathematics learning of Badi students. So, this is responsible causes of low achievement in mathematics.
Teaching Learning Activities
	This part deals with all functions that are used inside classroom to achieve the goal of lesson. Teaching learning process depends on the whole classroom activities. It plays a vital role on the mathematics achievement. In finding factor affecting to mathematics achievements, I have taken interviews from students, principals and teachers for qualitative information. I also observed the class to find teaching learning process in mathematics.
Does teacher focus you on classroom teaching?
	“Teacher gives focus only to talent students. He did not focus on me because I am not talent in mathematics. I am not satisfied with the teaching method that our mathematics teacher used”.                                               (Badi Student's views)

Do you understand mathematics problem?
	“I cannot understand what teacher teaches us. Classroom is very noisy. So I cannot listen carefully”.                                                             ( Badi Student's views)
Do students come regularly?
	“No Badi students do not come school regularly. Maximum Badi students are irregular in classroom. So they do not understand mathematical problem in classroom”.                                                                  (Mathematics Teacher's views)
	“Most of the students are irregular in the classroom because their household problems. So students should not be regular in the school to improve poor preformation in mathematics”.                                                           (Mathematics Teacher's views)
Does Badi student in discipline?
	“They are poor in mathematics. They cannot understand numerical problem. So, they make noise in classrooms, teachers, principals and parents,  I found that most of the Badi students are irregular and out of discipline and teacher also did not care to Badi students in mathematics classroom. They did not have good achievement in mathematics. According to Vygotsky, constructivism theory, students actively participation on classroom activities, his/her interaction with teacher and teacher help poor students is most important factor for good learning.  Thus, there is lack of active involvement in classroom activities in mathematics learning, lack of teacher student’s interaction. So teaching learning process is one of the causes of low achievement of Badi students in mathematics.

Pre knowledge
	The basic knowledge or pre knowledge of lower grade is key factor to affect present guide. Prior knowledge is base also important potential determinant of letter performance of students. 
	In finding factor affecting to mathematics achievements, I had taken interviews to students, principals and teachers for qualitative information. I observed the class to find pre knowledge in mathematics.
Does pre knowledge affect the achievement in mathematics?
	“Mathematics is hard subject without basic concept of mathematics.  They have no prior knowledge on mathematical concept. So, most of the Badi students are poor in mathematics”.                                               	(Mathematics Teacher's views)
	“ most of the Badi student get poor marks in previous class they don’t interest in mathematics because they have not pre knowledge of mathematics and non Badi student get good marks in previous class they have pre knowledge of connection to problems give interest and participation in teaching activities.”.
(Mathematics Teacher's views)
Does teacher use basic concept before teaching new topic?	
“We have to use many formulas while solving mathematical problem, but do not know how we can use it in problem and our practical life”.           (Badi Student's views)
	“Teacher did not give pre knowledge before teach new topic. He starts class directly with problem. But he cannot connect problems with previous learn knowledge”.                                                                                (Badi Student's views)
	From observation and interviews of student, teachers, principals and parents, it was found that pre knowledge affects the Badi students' achievement. In the new topic, teachers did not teach according to the vertical sequence of knowledge, not give behavioral example and not discussed basic required pre knowledge. Only write the formula and done example. 
	Constructivism theory explains that teacher provides sufficient knowledge to solve problem. Teacher provides that problem to students for solve problems. And students actively engage to solve that problem by use teacher provide knowledge. It should help good learning. Prior knowledge is one of the vital causes for Badi students' low achievement in mathematics.
Motivation 
	The teachers and students relationship, encouraging environment of the classroom, student’s environment were some motivational factors. Students' motivation is learning factors influencing mathematics achievement. In finding factor affecting to mathematics achievements researcher were taken interviews from students, principals and teachers for qualitative information. I observed class to find motivation in mathematics.
How do you do to motivate students in mathematics subject and other activities?
	“I motivate all my students in class time. I concentrate mind on white board of questioning and interaction with student on classroom. For motivate student some time manage extracurricular mathematics related program in class such as mathematics quiz”.					 (Mathematics Teacher’s views)
	“Our teachers always try to make us talent in mathematics and they expect our growth day by day. However we are not doing well keeping in views of their effort”.
		(Badi student's views)
“School conducted extracurricular activities, such as Mathematical  quiz context, essay competition, debit competition, sing and dance, volleyball competition etc. are done often every Friday and annual festivals of school in every years.
		(Principal's view)
	From observation and interviews of students, teachers, principals and parents researchers found that teachers concentrate students mind by questioning and managing extracurricular activities for motivation. But teacher only motivate talent or non-Badi students for learning. Motivation helps to develop their mental, physical and coordinating skill. It also flow rules and regulation. 
	Constructivism theory explains that motivation is key component for learning which makes classroom more interesting and encouraging. Teacher should be a facilitator in the classroom and should provide positive reinforcement of good learning. So, motivation is responsible causes of low achievement in mathematics.
Physical Facilities
	Physical facilities of school play a vital role in the achievement of students. Classroom considered as a heart and school as nucleus of educational system.  Tanui (2000) “physical facilities contribute positively to students' academic performance”. Physical facilities on their science lab, store room, liberty, drinking water and playground etc. were inside of school. In finding factor affecting to mathematics achievements I had taken interviews from students, principal and teacher for qualitative information. 
Do your school have suitable physical facilities which affects in mathematics achievement?
	“Our school hasn’t proper physical facilities which are small size. So we can’t get sufficient reading materials. In comparatively our class in good facilities and many friends are getting under poverty, so there are not necessary materials”.
(Badi student's views)
	“School has not mathematics laboratory where the students are encouraged to interest for learning mathematic which was only the simple of material”.
(Mathematics Teachers' Views)
	“Teachers reported that over crowing resulted in stress full and unpleasant working conditions. Economic condition of our school is not satisfactory. District office has not provided enough teaching materials and other support. Only few teachers have government grant for salary. We have to bear our self for other administrative propose. We have more student and less teachers so we can’t break section for students.                                                                         (Principal's Views)
	From observation and interviews of students, teachers, principals and parents it was concluded that lack of physical facilities and entire infrastructures of school have affected in mathematics achievement of Badi students.
	Constructivism states that individual creates meaning through their interaction with each other with live in environment. Physical facilities cause low achievement in mathematics of Badi students.
School Environment
	School environment plays a vital role in achievement in mathematics. The head teacher should be the man of task oriented in the other to make the school effective. Researcher found that school did not manage teaching materials for teaching mathematics. There was no mathematics laboratory in school. Teacher did not suggest in motivating students to study mathematics. There was no rule for school regular and teach regular in classroom. There was no rule of reward and punishment for regular and non-regular students. There was no good supervision of classroom and solve the school problem. There was no environment to the help each other in study mathematics. 
What kind of environment do you have at your school?
	“Environment of our school is very good. All physical facilities are available in the school, such as playground, building of two flowers with a lot of classroom; canteen also available in the boundary of school. But we have no mathematics laboratory and a lot of teaching materials for mathematics teaching”. 
(Principal's View)
Do all government schools seem same like your school?
	“In government school no hard rule and regulation to teach and learn mathematics. Also, there are not sufficient materials for teaching mathematics”. 
(Mathematics Teacher's views)
	From observation and interviews of student, teachers, principal and parents researcher found that there were different categories of families from different community. Also, the management of classroom was good but not sufficient for learning. The learning environments were affected by the vehicle’s sound and dust from the road. Thus, school environment was the main cause low achievement in mathematics.
Home Environment
	The term home environment indicates educational atmosphere in students home. Home is taken as first school of children. Family is foundation of life and education. Achievements of the learners' in mathematics are affected by background of their home environments. According to Marzano (2003) “The home environment also affects the academic performance of students. Educated parents can provide such an environment that suits best for academic success of their children. The school authorities can provide counseling and guidance to parents for creating positive home environment for improvement in student’s quality of work” the academic performance of students heavily depends upon the parental involvement in their academic activities to attain higher quality to success. 
	For finding cause that affecting the achievement in mathematics researcher had taken interviews from teacher, parents, principle and students for the qualitative information and describe as below.
Does home environments affect in mathematics achievement?
	“My parents are engaged in their work. So, I don’t get time to study at home”.
(Badi student's Views)
	“My father helps me in solving simple mathematics problem”.
(Badi student's Views)
	“Majority of the Badi students are poor family. They spent their maximum time for earning money. Only least time spent in study at home. Parents are illiterate and they were not aware of their child for study”.          (Mathematics teacher's Views)
	“We don’t have basic needs things in our house. Nobody earn money family and we are difficult to survive. So how can we afford money for their education”?
(Parents' Views)
	“We can’t invest on education for our child because the source of income is merely enough to fulfill their demand. So we have difficult to provide school education”.                                                                                        (Parents' View)
	From observation and interviews of student, teachers, principal and Parents researcher found that economic condition of Badi students is one of the causes and they are unable to send child to school. They have not good income source for good education. There was large family size. So that difficult was to join hands to mouth. Parents couldn’t regard their child’s education as managed environment because of hard labor in the field and field of upper caste. So, home environment was cause low achievement in mathematics of Badi students.

Parents Education
	Family is known as the foundation of life and also education. The mathematics also influenced by parent’s education. According to Krashen (2005) concluded “student whose parents are educated score higher on standardized tests as compared to those students whose parents are not educated. Educated parents manage better communicate   with their children regarding the school work, activities and information being taught at school”. They can better assist their children in their work and participate at school. For finding the cause that affecting achievement in mathematics the researcher had taken interview from teacher and parents for qualitative information and describe as below.
Do parents education affect in mathematics achievement?
	“Most of the badi parents are not educated. So, they can’t afford money to their child education”.                                                (Mathematics teacher's Views)
	“I could not feed up children, so difficult to pay fee of education for my children. So I think they don’t go school and work with me”.          (Parents' Views)
	“Although now a days every people are educated so they have go to study for good life”.                                                                                        (Parents' View)
	From observation and interviews of student, teachers, principal and Parents researcher found that some Badi parents were awareness for their children’s education. They think education did not necessary for spending good life. So they think their children’s did not go to study. Constructivism theory explains student centered learning. Parents education was helpful for student centered learning. If their parents are well educated, they manage extra classes; provide sufficient book and material for good learning. It may help his/her for self actively learning. And he learns something by self-active ness. It helps for good learning. So, researcher has shown parent education is cause low achievement in mathematics of Badi students. 
Culture and Society
	The culture is base of human civilization which shapes the psyche of the individual society. Man is social being so every activities of society affect him. Badi community is one of the communities, which has been dominated by others. In the past, this cast was dominated by upper castes but now that discrimination is very less and legally punishable in the Nepal. 
	For finding cause that affecting the achievement in mathematics researcher had taken interviews from parents and students for the qualitative information and describe as below.
How do social values and belief influence their children?
“The upper cast always hate s us”					(Parents' View)
“The people of upper classes dominate us in social affairs”		(Parents' View)
“We are not allowed to go inside their home”				(Parents' View)
“They discriminate us in every time and everywhere”	(Badi Student's View)
	From the above response it can be said that Badi are dominated every time from the upper caste. From such kind of behaving they feel themselves lower caste people, which is block of mind making for learning. They could not be confident for their learning. So, they are poor in mathematics achievement.
	According to Bastola, (2007), the lower caste have been dominated, humiliated and oppressed due to their culture and poor language in every field such as community, school etc. Caste system do not only determine the occupation and everyday lives of people, but also less emphasizes in learning and ignore the school practice in daily life. It concluded that cultural discontinuity was main cause of low achievement in mathematics.
How does social tradition influence on study?
	“We must work in the home of upper caste people. The society thinks that the Badi must not study”. 		(Parents' View)
	“If I send my child school then who help me to make musical instrument and who takes to market”.		(Parents' View)
	“If our children are educated and they get job they need not serve upper caste people. It is obligation to follows traditional because we are poor.” (Parents' View)
	“Our duty is to serve the upper classes and our child follows us”.	(Parents' View)
“Mathematics is very difficult in school level still that influenced by our own culture”.				(Badi Student's View)
	From the above response the researcher concluded that mathematics is used in every aspect of life in their daily activities but their mathematics achievement is influenced by their own socio culture.
	Badi community thinks that, It is our duty to serve upper classes people. Also, thought of Badi community they have not need to be educated their child because they have to serve upper caste. But now they did not follow the traditions, if they get job to service. It shows that some Badi are aware. But they have to follow the tradition to serve due to poverty. So, Badi student are low achievement in mathematics.
	Badi culture is related to the music and dance which was taken as of entertainment. When parents' of Badi students did not stay at home, they had missed the class. Badi community has its own norms, values, culture and customs. These factors directly affected in achievement of Badi students. Badi people have not enough land to work. So, they pass their time by playing cards and drinking alcohol. These activities have negative impacts on their children.
	The stratified community divided into two categories which were lower and upper community. Upper community was those where, upper classes people live with higher of economic, education status and lower community was those in which low classes people live within economic  crisis and specific cast used to live. In the whole community people lower class people dominated by upper classes people. They think lower classes people were servant and they should work in our house.
	In Badi community, they used to celebrate Hindu religion. But most of the Badi people spent lots of money in festival. Most of Badi people spent money in wine and alcohol. Therefore culture and society cause in low achievement in mathematics.

Chapter – V
FINDINGS, CONCLUSIONS AND IMPLICATIONS
This chapter incorporates the findings, conclusions from the discussion of previous chapter. Moreover, it has even some implications which will fulfill for further study.
Findings
	From the analysis and interpretation of collected data, major finding of the study were drawn as follows.
•	The existing mean achievement score of Badi and non-Badi student s were 11.15 and 18. 5 respectively. The mean achievement score of non Badi was greater than Badi students. 
•	Z-test was applied. The calculated value of z-test is 5.88 and tabulated value at 0.05 of the significant level was 1.96. Hence, calculated value was greater than tabulated value.There is significance of difference between the Badi and non-Badi students in mathematics achievement of test. So, Achievement level of Badi students is lower as compared to non-Badi students.
•	Comparatively, participation of Badi stusents was less than the other students in discussion, homework and classwork.
•	Badi students were interested in physical activities rather than mental activities.
•	Badi students were poor in economic condition. They spent their maximum time on fishing, making and playing drum for earning money. Only least time was spent in studying mathematics at home were the, main causes of low achievement in mathematics.
•	Most of the Badi parents have many children that made still larger family size. So, they could not manage extra mathematics classes and materials.
•	Badi students spent maximum time on dancing and singing. Their parents were supportive them for that kind of activities. So, Badi students did not come school regularly and they did not do homework regularly which was the cause of low achievement in mathematics.
•	Badi students and parents had negative attitudes in studying mathematics.
•	Badi Parents spent more money to drinking alcohol and beating their children which have negative impacts on Badi students. It is also one of causes of low achievement in mathematics. 
•	Badi parents were illiterate. So, they did not support their children to learn mathematics at home.
•	Badi students had lack of motivation on classroom which is another one of the causes of low achievement in mathematics.
•	Teacher did not revise the lesson and they provided very poor feedback.
Conclusions
	The conclusions of this study were drawn from aforementioned major findings of this study. On the basis of the findings of the study, I concluded as follows:
•	Badi students had low achievement in mathematics. 
•	There were not sufficient materials for teaching and learning mathematics. So Badi students had low achievement in mathematics.
•	Due to the lack of interactive motivation on classroom, there was students low achievement in learning mathematics.
•	The teachers used lecture method. Then,  Badi students were passive in mathematics classroom. They were very confusion about the problems of mathematics. So, Badi students had low achievement in mathematics.
•	Due to the lake of pre knowledge on classroom, there was students low achievement in learning mathematics.
•	Students did not come in school regularly and they did not do homework regularly.
•	Due to the uneducated parents and low economic condition, Badi students did not get the opportunity to practice the problems of mathematics at home.
Implications
	This research itself is not a complete research and from the above findings and conclusions, I would like to suggest some implications as follows:
Implication myself
•	It is useful to understand present situation of Badi students to improve their achievement level in mathematics.
•	To encourage Badi students, they should be regular in classroom.
•	It is helpful to teach mathematics effectively.

Pedagogical
•	Teacher should provide mathematical concepts through pre-knowledge and applied practical based activities which can promote their pervious learning.
•	Teacher should use ICT while teaching/learning Mathematics.
•	Student-centered techniques and other new techniques should be emphasized.
Policy
•	The ministry of education should review curriculum to make relevant and flexible to diverse needs of different region and background of students.
•	It is useful for government to provide sufficient materials or fund to manage ICT based classroom. 
•	School administration should gather students, teachers and guardians for open interaction so that difficulties could be identified and improved easily.
•	It is useful for teacher training center time to time and modern and refreshment training and orientation should be provided to teachers.
•	It is useful for school administrator and school management committee to manage extra class for low achiever Badi students.

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Wong, N.Y. (1992).  The relationship among mathematics achievement, affective variables and home background.  Mathematics Education Research Journal, 4, 32-42.
Appendix A
Mathematics Achievement Test
Grade: 9
Subject: Mathematics
	The test paper is prepared based on mathematics curriculum grade eight. This test will be used only for research purposes. The marks so obtained do not influence the school result student are advised to read the each question carefully and tick on best answer.
1.	If  A= {1,2,3,4,5} and B= {2,4,6,8}, then find the value of A-B.
a)	{2,3,5}	    b) {2,4}		c) {1,3,5}		d) {6,8}
2.	If n(P)= 40,  n(Q)=60 and n(AUB)=80, then find the value of n(AB).	
a)	20	b) 100			c) 120			d)140
3.	What are the digits used in binary number system?
a)	1 and 0	b) o and 5			c) 1 and 5		d) 5 and 2
4.   S.P., C.P., and G represent selling price cost price and gain respectively. Which of the following relation fit for finally gain percentage?
     a) 			b)			
c)			d)
5.   Which is the correct formula of calculating simple interest?
a)  I=			b) I=		
	c)			d) I= 
6.    What is the simple interest of Rs 20000 for 3 years at the rate of 13% per annum?
a) Rs 3000	b) Rs 30000	c) Rs 7800		d) Rs 30
7.  	Which of the following is irrational number.
	a) 4	b) 5	c) 9	d) 16
8.	What is the ratio of 75cm and 1 m?
	a) 1:2	b) 2:3	c) 3:4			d) 4:5
9. What is the value of   ?
	a) 2	b) 3	c) 4			d) 5
10. What are the factors of a2+2a-15?
	a) (a-5) (a-5)	b) (a+5) (a+5)	c) (a-4) (a-9)		d) (a+5) (a-3)
11. What are the factors of x2+15x+56 is?
	a) (x+7) (x-8)	b) (x+7) (a+8)	c) (x-7) (x+8)	d) (x-7) (x-8)
12. What are the factors of 2a2-8?
	a) 2 (a-4)	b) (2a-2) (2a+2)	c) (a-2) (a+2)	d) 4 (a-2)
13.	If aman = am+n,  what is the value of  am+na-n ?
	a) am+n	b) am	c) 			d) am-n
14. If 2x-2. 3x-3=2 then what is the value of x ?
	a) 3	b) -3	c)  			d) 9
15. What is the mean value of 5, 7, 13, 24 ?
	a) 12.25	b) 25.12	c) 1225			d) 2512
16. If mean of class having 8 students is 22, find the value of ‘p’: 26,14,26,24,22,16,p,18.
	a) 27	b) 30	c) 31 			d) 29
17. Find the median of the given data?
	9, 12, 6, 15, 18, 3, 8, 14, 7.
	a) 8	b) 10	c) 13			d) 9
18. Find the mode of the given data?
	4, 6, 8, 11, 6, 8, 12, 6, 7, 13, 6.
	a) 4	b) 8	c) 6			d) 7
19. What percent of 85 is equal to 10% of 170?
	a) 15%	b) 20%	c) 25%			d) 30%
20. What is the value of 25% of 200?
	a) 25	b) 50 	c) 75			d) 100
21. Which of the following statement is true?
	a) Alternate angle are not equal	b) Corresponding angle are not equal
	c) Sum of interior angle is 180o	d) Sum of interior angle is less 180o
22. Using Pythagoras data represent a right angle triangle.
	a) 53cm, 5cm, 10cm		b) 8cm, 7cm, 10cm
	c) 9cm, 10cm, 12cm		d) 4cm, 5cm, 6cm
23. Which one of the following is not condition of congruency?
	a) RHS	b) AAS	c) SAS			d) AAA
24. Which statement is true?
	a) Square is rhombus		b) Square is also rectangle
	c) Rhombus is also square	d) Rectangle is also square

5x+5
4x-5

25. Find the value of x.

	a) 10o	b) 20o	c) 30o			d) 40o
26. Solve the equation 2x+3y=7 and x-3y=2.
	a) X=1,y=1	b) x=1,y=2 	c) x=3, y=		d) x=3, y=
27. Simplify   
	
	a) x + y	b) x – y	c) 			d) 
28. Three coins are tossed simultaneously. Find the probability of getting heads.
	a) 1	b) 	c) 			d)
29. Find the value of x in the figure

	                           x+40
                                  x	 x-10
	a) 50o	b) 60o	c) 70o			d) 80o
30. If 3x=, find the value of x.
	a) 4	b) -4	c) -3			d) 3

Appendix – B
Item analysis table 

item No.	Upper 27% students making correct response	Lower 27% students making correct response	P value	D value	Remarks	
	1	2	3	4	5	6	7	8	9	10	26	27	28	29	30	31	32	33	34	35				
1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	0	1	0.95	0.1	cancelled	
2	1	1	1	1	1	1	1	1	1	1	1	0	1	1	1	0	0	0	1	0	0.83	0.5	cancelled	
3	1	1	1	1	1	1	1	1	1	0	0	1	0	1	0	1	1	0	1	0	0.68	0.4	accepted	
4	1	1	1	1	1	1	0	0	0	1	0	0	0	0	0	1	0	1	1	0	0.68	0.4	accepted	
5	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	0	0.95	0.1	cancelled	
6	1	1	1	1	1	1	1	1	1	0	1	0	0	1	0	0	0	1	1	0	0.54	0.5	accepted	
7	1	1	1	1	1	1	1	0	0	1	0	0	1	0	0	0	0	1	0	1	0.51	0.5	accepted	
8	1	1	1	1	1	1	0	1	0	1	0	1	0	0	1	1	0	0	0	0	0.43	0.5	accepted	
9	1	1	1	1	1	1	0	1	0	1	1	0	1	1	0	1	0	1	0	1	0.68	0.2	accepted	
10	1	1	1	1	0	1	0	1	1	1	1	0	1	0	0	0	0	0	1	0	0.51	0.6	accepted	
11	1	1	1	1	1	0	1	0	1	0	1	0	1	0	0	0	1	1	1	0	0.57	0.5	accepted	
12	1	1	1	1	1	1	1	0	1	0	1	0	1	1	0	0	0	1	0	0	0.59	0.3	accepted	
13	1	1	1	1	0	1	1	0	1	1	0	1		0	1	0	1	0	0	0	0.57	0.6	accepted	
14	1	1	1	1	1	0	0	1	0	1	0	0	1	0	0	1	0	0	0	1	0.43	0.7	accepted	
15	1	1	1	1	0	1	0	1	0	1	0	1	1	1	0	0	0	1	0	0	0.45	0.5	accepted	
16	0	1	1	1	1	1	0	1	1	1	0	1	0	0	0	0	0	0	0	0	0.43	0.7	accepted	
17	0	1	0	0	0	0	1	1	1	1	0	1	0	0	0	0	0	0	0	1	0.62	0.5	accepted	
18	1	0	0	0	1	0	0	1	0	0	0	0	1	0	1	0	0	0	0	0	0.65	0.8	accepted	
19	0	1	0	0	0	0	1	0	0	1	1	0	0	0	0	0	0	0	0	0	0.27	0.2	cancelled	
20	1	1	1	1	1	1	0	0	0	0	1	0	0	0	1	1	0	0	0	1	0.43	0.3	accepted	
21	1	1	1	1	1	0	0	1	0	1	0	0	1	0	0	1	0	0	0	1	0.45	0.4	accepted	
22	1	1	1	0	0	0	1	1	0	1	1	1	0	0	0	0	0	0	0	1	0.62	0.5	accepted	
23	1	1	1	0	1	1	1	1	0	1	0	1	0	0	0	0	1	0	1	0	0.65	0.5	accepted	
24	1	1	1	1	0	1	1	0	1	1	0	1	0	0	1	0	1	0	0	0	0.49	0.5	accepted	
25	1	0	1	0	1	0	0	0	1	1	0	1	0	0	0	0	1	0	0	0	0.49	0.3	accepted	
26	1	1	0	0	0	1	1	0	0	1	1	0	1	0	1	0	0	1	0	0	0.51	0.3	accepted	
27	1	0	0	0	1	0	1	1	0	1	1	0	0	1	1	0	0	1	0	0	0.51	0.3	accepted	
28	0	1	1	1	1	1	1	0	0	1	1	0	1	0	0	1	0	1	0	0	0.45	0.5	accepted	
29	1	1	1	1	1	0	0	1	0	1	0	0	1	0	0	1	0	0	0	1	0.45	0.4	accepted	
30	1	1	0	0	1	1	0	1	0	0	0	0	1	0	1	0	0	0	0	0	0.51	0.3	accepted	
31	1	0	1	1	1	0	0	1	1	1	0	0	0	0	0	1	1	1	0	0	0.65	0.4	Accepted	
32	1	1	1	1	0	0	0	0	1	1	1	0	0	0	1	1	1	0	0	0	0.59	0.4	Accepted	
33	1	1	1	1	0	1	1	1	0	1	0	1	1	0	0	0	1	1	0	0	0.59	0.4	Accepted	
34	1	1	0	0	0	0	0	1	1	1	1	0	0	0	0	0	0	1	1	0	0.51	0.4	Accepted	
35	0	1	1	1	1	1	1	0	0	0	0	0	0	1	1	0	0	0	0	1	0.51	0.3	Accepted	

Appendix – C
Split Half Reliability of Achievement Test

Students	   X (Odd)	   Y (Even)	x=X-	y=Y- 			XY	
1	10	11	2	2.6	4	6.76	5.2	
2	9	9	1	0.6	1	0.36	0.6	
3	11	10	3	1.6	9	2.56	4.8	
4	10	11	2	2.6	4	6.76	5.2	
5	9	10	1	1.6	1	2.56	1.6	
6	10	10	2	1.6	4	2.56	3.2	
7	12	9	4	0.6	16	0.36	2.4	
8	8	8	0	-0.4	0	0.16	0	
9	11	9	3	0.6	9	0.36	1.8	
10	9	11	1	2.6	1	6.76	2.6	
11	12	9	4	0.6	16	0.36	2.4	
12	9	8	1	-0.4	1	0.16	-0.4	
13	11	10	3	1.6	9	2.56	4.8	
14	8	10	0	1.6	0	2.56	0	
15	7	10	-1	1.6	1	2.56	-1.6	
16	9	10	1	1.6	1	2.56	1.6	
17	7	11	-1	2.6	1	6.76	-2.6	
18	6	10	-2	1.6	4	2.56	-3.2	
19	9	9	1	0.6	1	0.36	0.6	
20	8	11	0	2.6	0	6.76	0	
21	8	10	0	1.6	0	2.56	0	
22	10	10	2	1.6	4	2.56	3.2	
23	8	9	0	0.6	0	0.36	0	
24	9	8	1	-0.4	1	0.16	-0.4	
25	8	9	0	0.6	0	0.36	0	
26	9	8	1	-0.4	1	0.16	-0.4	
27	8	8	0	-0.4	0	0.16	0	
28	8	6	0	-2.4	0	5.76	0	
29	6	5	-2	-3.4	4	11.56	6.8	
30	5	4	-3	-4.4	9	19.36	13.2	
31	5	5	-3	-3.4	9	11.56	10.2	
32	4	4	-4	-4.4	16	19.36	17.6	
33	4	5	-4	-3.4	16	11.56	13.6	
34	3	5	-5	-3.4	25	11.56	17	
35	2	2	-6	-6.4	36	40.96	38.4	
Total	280	294			204	194.4	148.2	
mean	8	8.4						
Where, X = number of correct response for odd question
            Y = number of correct response for even question
Now, karl person's coefficient of correlation
 = 0.74

Appendix D
Achievement Score of  Non Badi Students
Non Badi (X1)	x1=X1-	x12	
05	-13.5	182.25	
16	-2.5	6.25	
19	0.5	0.25	
19	0.5	0.25	
06	-12.5	156.25	
15	-3.5	12.25	
15	-3.5	12.25	
20	1.5	2.25	
05	-13.5	182.25	
20	1.5	2.25	
16	-2.5	6.25	
19	0.5	0.25	
18	-0.5	0.25	
24	5.5	30.25	
22	3.5	12.25	
16	-2.5	6.25	
24	5.5	30.25	
10	-8.5	72.25	
21	2.5	6.25	
24	5.5	30.25	
22	3.5	12.25	
19	0.5	0.25	
17	-1.5	2.25	
15	-3.5	12.25	
20	1.5	2.25	
21	2.5	6.25	
22	3.5	12.25	
15	-3.5	12.25	
19	0.5	0.25	
19	0.5	0.25	
17	-1.5	2.25	
20	1.5	2.25	
24	5.5	30.25	
20	1.5	2.25	
24	5.5	30.25	
20	1.5	2.25	
12	6.5	39	
21	2.5	6.25	
22	3.5	12.25	
18	-0.5	0.25	
18	-0.5	0.25	
20	1.5	2.25	
20	1.5	2.25	
15	-3.5	12.25	
21	2.5	6.25	
22	3.5	12.25	
23	4.5	20.25	
16	-2.5	6.25	
24	5.5	30.25	
15	-3.5	12.25	
26	6.5	56.25	
22	3.5	12.25	
20	1.5	2.25	
16	-2.5	6.25	
20	1.5	2.25	
20	1.5	2.25	
22	3.5	12.25	
21	2.5	6.25	
21	2.5	6.25	
20	1.5	2.25	
15	-3.5	12.25	
23	4.5	20.25	
23	4.5	20.25	
20	1.5	2.25	
07	-11.5	132.25	
22	3.5	2.25	
15	-3.5	12.25	
10	-8.5	72.25	
16	-2.5	2.25	
22	3.5	12.25	
22	3.5	12.25	
13	-5.5	30.25	
22	3.5	12.25	
22	3.5	12.25	
20	1.5	2.25	
15	-3.5	12.25	
19	0.5	0.25	
17	-1.5	2.25	
19	0.5	0.25	
15	-3.5	12.25	
∑X1=1885		∑x12=1566.75	

 = 									12 = 
= 								                =  
= 18.5										  = 19.58
			
Appendix E
Achievement Score of   Badi Students
Badi (X2)	x2 = X2 – 	x22	
11	-0.15	0.02	
10	-1.15	1.32	
12	1.85	3.42	
5	-6.15	37.82	
10	-1.15	1.32	
10	-1.15	1.32	
22	10.85	117.72	
12	1.85	3.42	
10	-1.15	1.32	
10	-1.15	1.32	
11	-0.15	0.02	
5	-6.15	37.82	
17	5.85	34.22	
12	1.85	3.42	
2	-9.15	83.72	
2	-9.15	83.72	
16	4.85	23.52	
15	-3.85	14.82	
20	8.85	78.32	
11	-0.15	0.02	
∑X2=223		∑x22=528.6	

= 									12 = 
= 									    =  
= 11.15  									  = 26.43

				       = 
				       = 
				      = 
				     = 5.88

				

Appendix F
Interview Guidelines for Students
Student Name: ……………………….	Address: …………………….
School Name: ………………………..	Class: ……………………….
	The researcher will be ask respondent students to give information about following topic.
•	Which subject is difficult for you?
•	Do you understand appropriately your teacher’s class instruction?
•	Do your teacher use appropriate instructional material?
•	Do you follow the direction of teacher in class hour?
•	Do you complete your classwork in time?
•	Do you submitted your homework regularly?
•	Do you get equal chance participation of classroom discussion?
•	Does your teacher motivate you for practicing mathematical problem?
•	Do your parents provide you sufficient instructional materials?
•	Does your parent provide you extra class in home?
•	How do social values and belief influence their children?

Appendix G
Interview Guidelines for Teachers
Teacher Name: ……………………….	Address: …………………….
School Name: ………………………..	Class: ……………………….
	The researcher will be ask respondent teachers to give information about following topic.
•	How many Badi students in your classroom?
•	Do Badi students participates actively in your teaching?
•	Do you appropriate instructional materials while teaching?
•	Do you encourage student interest on solving the problem?
•	Do you ask question while teaching?
•	Do you motive for practicing mathematics problems?
•	Does your school conduct extra classes for week student?
•	Is Badi students are come regular in mathematics classroom?
•	Do Badi students follow your instructions in the classroom?
•	In your opinion, why Badi students are weak in mathematics?
•	Do Badi student participate in extracurricular activities?
•	What are the causes in low achievement of Badi students in mathematics?

Appendix H
Interview Guidelines for Parents
Parent Name: ……………………….	Address: …………………….
School Name: ………………………..	Class: ……………………….
	The researcher will be ask respondent parents to give information about following topic.
•	How many times, do you visit school, teachers to talk about your children?
•	Do you provide sufficient time for doing homework?
•	Do you help your child in solving mathematics problem?
•	Do you send your child school regularly?
•	Do you manage extra mathematics class at home?
•	Do you provide sufficient material for your child?
•	What are the causes of low achievement of your children in mathematics?
•	How do social values and belief influence their children?
•	How does social tradition influence on study?

Appendix I
Interview Guidelines for Head Teacher
Head Teacher Name: ……………………….	Address: …………………….
School Name: ………………………..	Class: ……………………….
The researcher will be ask respondent head teacher to give information about following topic.
•	How many Badi students in your school?
•	Do Badi students participate actively in teaching learning activities?
•	What is the condition of Badi students in mathematics learning?
•	What is the achievement of Badi students in mathematics?
•	In your opinion, why Badi student are low achievement in mathematics? 

Appendix J
Classroom Observation Guidelines 
Teacher Name: ……………………….	Address: …………………….
School Name: ………………………..	Class: ……………………….
Total No. of Students: ………………..	Date: ………………………..
	The researcher will be ask respondent to give information about following topic.
Classroom Management and Environment
•	Classroom Structure and Environment
•	Space for Instructional Material
•	Cleanliness 
•	Seat Planning of Student
Student Activities in Classroom
•	Following direction of teacher
•	Ability  of textbook, copies and other instructional material
•	Completion of classwork and homework assignment
•	Participation in classroom discussion
•	Student co-operation
•	Sharing problem in classroom with other students and teachers
•	Regularity of students

Teacher Activities in Classroom
•	Regularity and punctuality
•	Classroom Entrance
•	Revision of Course
•	Voice Command
•	Use of Instructional Materials
•	Encourage to Student
•	Classroom Discussion Method
•	Interaction with Students
•	Level of Motivation
•	Regularity in Homework Checking
•	Classwork Assigning
•	Homework Assigning
•	Providing Extra Class for Weak Students
•	Providing Note to the Studen

Appendix K
Figures

(Interview with Principle of Sharda Secondary School)
\
(Interview with Principle of Pravat Secondary School)

(Interview with Principle of Chhinchu English Secondary School)

(Interview with Principle of Deuti Bidya Mandir Sadan)

(Interview with Mathematics Teacher of Deuti Bidya Mandir Sadan)

(Interview with Mathematics of Sharda Secondary School)