Browsing by Subject "Mathematics achievement"
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Item Causes of Low Achievement in Mathematics(Department of Mathematics Education, 2015) Poudel, AmarThis study focuses on the causes of low achievement in mathematics of students in Lamjung district. The objectives of the study were to dig out the causes of low achievement at grade eight students in mathematics and to identify the strategies taken by the school and teacher to improve their achievement. It is the case study qualitative in nature. This study was conducted with the sample of eight students of grade eight. The sample was chosen purposively according to the performance in mathematics and different family background of the case school. Direct interview with eight low achiever students in mathematics, respective teacher and head teacher of the case school were taken. Classroom observation was done regularly for thirty days during the teaching learning activities being participate with mathematics teacher and students. Such collected information's were analyzed descriptively according to the constructivism theory. This study showed that different causes of low achievement in mathematics students they were poor socio-economic status, poor learning cultures, negative parent and peer influences, negative learning attitude and poor facilities, management in mathematics, irregularity of students lack of teaching materials and poor interaction system are the main causes of low achievement in mathematics which is the conclusion of the study.Item Causes of Low Achievement of Girls in Mathematics at Secondary Level(Department of Mathematics Education, 2015) Bhattarai, PradipMathematics takes important place in human life. We use it directly or indirectly on the every moment of the life. And it is used in different ways of human life. The main concern of this study was to compare the achievement level of Girls and Boys students and to find out the major factors affecting the achievement of Girls students in mathematics in SankhuwaSabha district. Seventy Girls students of five rural and five urban schools are chosen for the study. Research design was survey design. Achievement test and questionnaire were the main tools for the data collection. The study found that mean achievement of Rural Girl students was 19.77 and mean achievement of Urban Girl students was 21.17. The mean difference of two groups was 1.4. It was found that the achievement of Urban Girl students were higher than Rural Girls students.School environment, Teachers behavior, Effective classroom, Peer`s behavior, Interest of the learners, family background, and Time variable were the major factors affecting the mathematics achievement of Girl students. The study concluded that the achievement of Urban Girl students were higher than Rural Girls students. Similarly, there were many causal factors for their low achievement which included school related and out of school related.Item A comparative study of mathematics achievement at secondary level in Baglung and kaski districts(Department of Mathematics Education, 2009) Subedi, Khim NathAvailable with full textItem Detrimental Factors for Mathematics Achievement at Secondary Level(Department of Mathematics Education, 2018) Ale, BarunThis study entitled "Detrimental Factors for Mathematics Achievement at Secondary Level" was conducted with the specific objectives; to find out detrimental factors of mathematics achievement and to analyze the major factors that affect in achievement of mathematics of grade ten students. This thesis has mainly two purposes the first one was to find out the detrimental factors of mathematics achievement and the second was to analyze the detrimental factors of mathematics achievement of class ten in Kathmandu district. Among 161 government schools, only four government schools were selected for the sample. In total 240 students were participated from the sample school. A combination of quantitative and qualitative research methods was used to collect data for the study. Firstly the data was collected through MAT questions, secondly opinion of the students was investigated by using the opinionnaire and qualitative data was obtained through the interview from students, head teachers and math teachers. This study found that the detrimental factors (variables) of mathematics achievement were teacher related factors, student related factors and environmental factors. Among these factors, student related factors were highly detrimental with students' achievement. Likewise teachers' support and administrative support were respectively responsible for students' mathematics achievement. This study declared that students learning environment were major factor that hinders their mathematics achievement.Item Effect of family environment on mathematics achievement(Department of Mathematics Education, 2022) Bishwas, GinaThis is survey study related to the "Effect of Family Environment on Mathematics Achievement at Grade- Ⅷ ". The main objectives of this study were to find the influence of parent's economic states, family involvement and family education on students mathematics achievement. One hundred ninety five students were selected from two public and two private schools in Kathmandu district by using random sampling method. Mathematics achievement test, questionnaire forms were used to collect data. The achievement test item was selected from previous used question and research questions were given to the experts at the department of mathematics education of T. U. According to their suggestion some items were changed and some were modified. The deviation, correlation coefficient and linear regression. The mean score of students of educated, literate and illiterate father were 39.54, 30.10 and 19.50. The mean score of students of educated, literate and illiterate mother were 38.56, 34.91 and 31.00 respectively. The mean score of students of high, middle and low income family were 45.20, 39.05 and 28.76 respectively. The mean score of students of one hour, two hour and three hour providing time were 32.18, 35.07 and 46.20 respectively. The mean score of students of at least one, at least two and at least three time visiting in school were 30.87, 37.11 and 41.00 respectively. The correlation between the mathematics and family income, father education, parent provided time, parent visiting in school were found. The mother education and father education had substantial correlation with students mathematics achievement. The family income and mathematics achievement had moderate correlation. Also the parent provided time for student had moderated correlation with student mathematics achievement. Whereas the correlation between parent visiting school and mathematics achievement were low correlated. The regression coefficient of mother education is 0.479, which is highest, so it is most influential and shows that higher mother education helps students to have higher mathematics achievement. The regression coefficient of father education is 0.21 which is also influential for the students to increase their mathematical achievement. The regression coefficient of family income is 0.151 which means when the family income increases then the student achievement also increase. The time provided is 0.156 which is also influential for the students to increases their mathematical achievement. The Variable (mother education, father education, family income, time provided and parent visiting school) are increase than the student mathematical achievement is also increase. Since the home environmental factors affect the mathematics achievement of students.Item Effect of Formative Evaluation in Mathematics Achievement at Basic Level(Department of Mathematics Education, 2021) Badaila, Keshav BahadurThis study is entitled “Effect of Formative Evaluation in Mathematics Achievement at Basic Level”. The main aims of this study were to find out the effect of formative evaluation in teaching mathematics and to explore the feeling of student and their activities during teaching period formative evaluation. I followed quantitative method in this research. The research is based on constructivist view of learning and the design of this study was quasi-experimental design. By using purposive random sampling researcher selected two schools from the Sindhuli District. For the research purpose, I selected 26 students from Janapremi Secondary School(Experimental Group)and 26 students from Bengktshor Secondary School(control group).The experimental and control group of students were taught triangle, quadrilateral, polygon and sets by researcher himself through formative evaluation and without using formative evaluation respectively for 24 periods. Beforeexperiment researcher conducted a pilot test and after completion the experiment period, achievement test the chapter (consisting objective and subjective questions) was administrated to both groups and mean scores were calculated from the sample of 26 students in experimental and control groups. The difference in mean achievement scores were tested using t-test for determining statistical difference between them. Apart from qualitative outcomes the researcher observed the students’ regularity,interaction,co-operation, readiness for learning and interview was conducted. In conclusion, the researcher found that the mean achievement scores of students taught by using formative evaluation becomes higher than the mean achievement scores of students without using formative evaluation in teaching mathematics. In qualitative aspects while using formative evaluation of teaching students felt learning easy, which increases their confidence regarding the mathematical learning.Students have positive perception towards formative evaluation assist teaching. Students were motivated in learning mathematics. Formative evaluationhelped to students for conceptual learning. The use of formative evaluation in learningtriangle, quadrilateral, polygon and sets increased overall student motivation, engagement and achievement. There was in-depth participation of students in classroom interaction and problem solving. Formative evaluation plays the role of cognitivelevel high of the student and the level of the understanding was increasing. Formativeevaluation helped to students to unlock the hidden talents. It would be better if mathematics teacher uses the formative evaluation in classroom teaching. The use offormative evaluation in teaching has learning triangle, quadrilateral, polygon and setsproven that best strategy in geometry teaching for the better construction and betterunderstanding than conventional approach in the context of Nepal.Item Effect of instructional factors in mathematics achievement(Department of Mathematics Education, 2016) Nepal, DeepakMathematics takes important place and usages in different ways in human life. So, it is necessary to learn and teach in systematic way at mathematics. Among various teaching methods here, the present study concentrated on ''Effect of Instructional Factors in Mathematics Achievement of Students''. This study was based on the following objectives: find out the instructional factors affecting in mathematics achievement and analyze the effect of instructional factors (curriculum, instructional method, teachers competency, school context and facilities) in mathematics achievement of student. For the data collection, three campus and all secondary level teachers of mathematics were selected purposively and non-equivalent group design was used to conduct this study. 200 students were selected from three campus and 50teachers and some parents were selected from Dolakha District as a survey for collecting data researcher used to questionnaire and interview. Questionnaire and interview were the main tools for the study and mean, standard deviation; variance and ANOVA (at 0.05 level of significant) were used as statistical tools for the study. After analyzed the obtained data, it was concluded that result of the study. The most affective instructional factors are curriculum, methods, teacher competency and school context and facilities.Item Effect of Material on Mathematics Achievement in Algebra(Department of Mathematics Education, 2015) Shahi, Bharat BahadurThis is experimental research 'Effect of Material on Mathematics Achievement in Algebra'. The objective of this study is to compare the mathematical achievement of grade VIII students taught with using algebraic tile and without using algebraic tile and how it was affected to teach algebra by using algebraic tile. A pre-test post-test non-equivalent control group experimental design was adopted for the purpose of the study. In order to fulfill the objectives of the study, researcher selected the student of grade VIII studying in Shree Katyayani Secondary School as an experimental group and Shree Kalika Secondary School Achhama control group. The experimental and control group of students were taught algebra by researcher himself through algebraic tile and without using algebraic tile respectively for 3 weeks. After completion of the experiment, achievement tests on the chapter (consisting very short, short and long question) was administered to both groups and mean score was calculated from the sample of 15 students in experimental and control groups. The difference in mean achievement scores was tested using t-test for determining statistical difference between them. A part from qualitative outcomes the researcher observed the students regularity, interaction, co-operation and readiness for learning. In conclusion, the researcher found that the main achievement scores of students taught by using algebraic tile becomes higher than the mean achievement scores of students taught without using algebraic tile of teaching mathematics. In qualitative aspects, while using algebraic tile of algebra students felt algebra learning easy which, increased their confidence and level of understanding regarding mathematical learning.Item Effect of Socio-Economic Status on Mathematics Achievement of Grade VIII(Department Of Mathematics Educaton, 2015) Gaire, Surya ManiThis is a survey study related to the “Effect of socio-economic status in mathematics achievement at grade VIII”. The objective of this study was to find the effect of socio-economic status on mathematics achievement. Two hundred students from ten government schools in Gulmi district were selected through stratified random sampling. School records, students and parents questionnaire form were used to collect data. The draft interview forms with the selected list of variables and research questions were given to the experts at the department of Mathematics Education at T.U. According to their suggestion some items were changed and some were modified. For the reliability of the tool the researcher applied test-retest method. The collected data were analyzed by using statistical tools such as Mean, standard deviation, correlation coefficient, t-test, and linear regression. The mean score of students of educated, literate and illiterate fathers were 46.31, 37.66, and 32.75 respectively. The mean score of student whose father were engaged in job, business and agriculture were 45.61, 38.24, and 34.94 respectively. The mean score of students with small, middle and large family size were 46.77, 36.89, and 32.30 respectively. The mean score of students with high, medium and low family income were 48.30, 39.53, and 34.06 respectively. The values in t-test between the students achievement whose father were educated and literate, educated and literate were found to be 2.82 and 2.22 respectively. In the test t-values between the student achievement whose fathers were in the job and business, job and agriculture were 2.10 and 2.891. Similarly, t-value between the student’s achievement whose family size was small and middle, small and large was 3.016 and 3.489 respectively. And the t-values between the student achievement whose family income was high and medium, high and low were 2.416 and 2.93 respectively. All the above t-values were found to be significant at 0.05. But t-values between the students achievement with literate and illiterate fathers, fathers engaged in business and agriculture, middle and large family, medium and low family income were 1.169, 0.986, 1.327 and 1.796 respectively which were not significant at 0.05. The positive correlation of student’s achievement and parent’s education, occupation and family income were 0.226, 0.214, and 0.242 respectively. But the variable family size was negatively correlated with achievement in mathematics. The variables family education, family income, family size were found to be strongly related to student achievement in mathematics and father occupation was found to be less influence on student's achievement in mathematics. On the basis of above findings, the researcher concluded that the socio-economic status of the student effects directly in the mathematics achievement.Item Effect of Socio-Economic Status on Mathematics Achivement of Grade Five Students(Department of Mathematics Education, 2015) Sharma, Reshmi RajAvailable with full textItem Effect of Yoga on Mathematics Achievement(Department of Mathematics Education, 2016) Kushwaha, Sudip RajThe subject mathematics taken as complex for all people due to mathematical thinking from ancienttime.In this context, this study wasaimedto study the effect of yoga on mathematics learning. It was alsointendedto examine the mathematics achievementof yogic and non-yogic students. Research design wasquantitative. Pre- test and post-test method used as data collection tools.In order to fulfill the objectives of this study, the researcher selected 30 students of gradenine from Shree Secondary School Hanumannagar Brahaman Gorchhadi, Lahan-20 Siraha district. Experimental group and control group were given pre-test and post-test before treatment and after treatment respectively. The yoga module presented 12 weeks for experimental group. The study found that there is significance influence of yoga on mathematics achievementas well as improving low mathematicsachievement. The student who practiced yoga module yielded higherachievementin mathematics than not taking yogaexercise. It is also seen that yogic students have selfconfidence, more concentration, fell alert an focused on subject matter.Thus, theresearcher concluded that the yoga practicing effective for mathematics learning.Item Exploring Factors Affecting Low Achievemetn in Mathematics of Tharu Students(Department of Mathematics Education, 2015) Sapkota, Sitahis is the study on exploring factors affecting low achievement in mathematics of Tharu student. It aimed to explore home related, school related and students related factors that affect low achievement in mathematics of Tharu students. This study was based on case study research design. The analysis and interpretation of data was descriptive in nature. The population for the study was considered to be all the Tharu students of who have been studying mathematics in grade VII of Bardiya district. Out of those students only four students, two boys and two girls studying at Nepal Rastriya Higher Secondary School Godiyana, Bhimmapur school were selected by following purposive non-random sampling procedure for this study. School documents, interview and observation form were the main tool of data collection. The data were collected through the review of school document, direct consultation with students, teachers and parents and class observation of the sampled students. The collected data were organized, analyzed and interpreted by using qualitative means. Item analysis was used to analyze and interpreted the data. The study came up of with the findings that parents education, parents occupation, home environment, duration of study at home, help of elders, family economy and family support for study were the home related factors affecting low achievement in mathematics. Similarly, learning environment, qualification of teacher, teaching method, instructional materials, motivation, provision of additional classes, classroom participation and practice were school related factors affecting low achievement in mathematics. In the same way prior knowledge of students, regularity in class, interest in study, peer group support, age and their devotion to study were the major students related factors affecting low achievement in mathematics of Tharu students.Item Factors affecting achievements of sunuwar students in mathematics (A case study in Rasnalu, Ramechhap District)(Department of Mathematics Educaion, 2016) Shrestha, Suresh KumarThe main concern of this study is to explore the '' factors Affecting Achievement of Sunuwar students in mathematics'' in Rashnalu, Ramechhap district. The objectives of this study were to find out the achievement of Sunuwar students in mathematics as well as the factors affecting achievement of Sunuwar students in mathematics. For the study, 20 Sunuwar students were selected from the case school ' Shree Gokul Ganga Higher Secondary School, Rashnalu-4 in Ramechhap. The students wereselected from primary, lower secondary and secondary level. Head teacher, subject teacher and parents of the students were also taken for the study. Class room observation and interview were the main tools for the collection of data. In the case school there were 213 Sunuwar students studying in academic year 2072 among 456 students which is about 47% of the total students. To compare Sunuwar students' achievement in mathematics with other students, mark ledger was used as the means of secondary data. The factors affecting achievement of Sunuwar students in mathematics were considered as home related factors, school related factors, students related factors, language, poor economic condition, family size, environment at home, literacy of parents, workload at home, traditional cultures, lack of motivation, lack of use of modern instructional technology at school while teaching, cost of education, lack of parents interaction, lack of periodically internal assessment, being absent on school day and distance of school from home. According to above findings the required suggestions are allocated to be considered. To overcome from these problems the related school members and its affected community should avoid the habit or culture of discriminating by caste to each other. It is suggested that the primary education should be provided in mother language. The illiteracy rate and poverty must be decreased at zero level. The modern instructional technology should be used IV by the teachers to makethe learning meaningful and to make the achievement of mathematics better in the future by the all types of students. The triangular relation of teacher, students and parents must be good in school as well as in the school.Item Factors affecting mathematics achievement of Hindu and Muslim students(Department of Mathematics Education, 2017) Sah, Dinesh KumarThe objectives of the study entitled‘Factors Affecting Mathematics Achievements of Hindu and Muslim Students in mathematics ‘were to find out the factors that affecting mathematics achievements of Hindu culture based and Muslim culture based Students and to identify the strategies taken by school in improving mathematics achievements of Hindu culture base and Muslim culture based students. This study has focused on multiple factors and it seffecton mathematics result. To meet these objectives teacher,parents and students were chosen as respondent. Achievement test, survey, observation and interview were used to collect date and information.This study adopted the quasi that is mixed nature.The duration of the field study in Hindu culture based and Muslim culture based community and school was one month. For this study the researcher selected fifty Hindu and fifty Muslim students of ten schools.Ten Lower secondary schools were selected randomly from all Lower secondary schools of Saptari District including rural and urban area. To compare Hindu cultures and Muslim cultures students’ achievement of urban and rural mathematics students, marks lager was used as the means of secondary data.These students were selected as the study, for the analysis of the data, the mean, standard deviation and two tailed, t-test were used as statistical tool for analysis of data at 0.05 level of significance.It is also found that there is different in mathematics achievements of Hindu culture based and Muslim culture based students of Grade VIII. The researcher concluded that personal factor,gender, prior knowledge, Attendance, Motivation,environments factors,social factors, culture factors were affecting factors for Hindu and Muslim students in Mathematics achievements.Item Factors affecting mathematics achievementof Rai students In Khotang District(Department of Mahematics Education, 2016) Das, Raj KishorMathematics takes important place for human life. We use itdirectly orindirectly on the every moment of the life. And it is uses indifferent ways of human life. The main concern of this study is to find out the achievement level of Rai students and to findout the major factors affecting the achievement of Rai students in Khotang district.100 Raistudents of two secondary public schools, their Head teacher and Mathteacher, 15 low achiever students and their parents were chosen for the study. Achievement test,questionnaire and interview schedule were themain tools used collect the data. Social cognitive theory was linked as the theoretical framework. The study found that mean achievement of Raistudents was 13.3. The meandifference of two groups Rai and Other students was 1.87. It seems that theachievement of other students werehigher than the achievement of Rai students.Prior knowledge, favoritesubject, regularly class, discussion with friends and teacher to learnclasses subject matter, Time to time practiced of previously learned subject matters in mathematics, environment of school, higher education of the subject teacher, Parent’ education,in appropriate environment of the family, social belief and tradition, house holdwork load, lack of motivation are the major factors affecting the mathematics achievement of Rai students.To improve the Rai students’ achievement, they should be motivated to beregular in class, necessary educational material should be provided, there should be interaction between their parents and teachers,they should be motivated from their parents and teachers, appropriate environment should be provided, and they should be afforded for tuition and extra classes to improve in mathematics.Item Factors Affecting on Mathematics Achievement of Grade Nine Students(Department of Mathematics Education, 2022) Jaishi, RameshThe study entitled ''Factors affecting on mathematics achievement of Grade nine students at achham district'' is based on quantative approach. The objecitves of ths study was to find out the factors affecting mathematics achievement of grade nine studetns at Achham district and to analyze the factors affecting on mathematics achievements of the students Questionnarie and mathematics achievement score were used to collect data. The questionnarie consisting 34 statement which was distributed within 70 students and were requested to fill it. The standard Multiple regression were calculated to fulfil the objectes. The findings of the study shows that there are many factors affecting on mathematics achieement of grade nine students There was not group coordination between and among students. Some students felt themselves superior some other was poor. One or two students were very good with helping behavior. Students were not regular in classroom. Teacher was capable in academically but they were not using ICT. They were teaching traditionally. Some young teacher was using less ICT. Teachers were not following the modern teaching methods. Similarly, Home environment was not good. They had not separate room to study. They used to sit together. Students were not interested in mathematics subject. There was traditional teaching strategy therefore students felt bore in their study. Textbook was referred to the government book which was not suitable and enough for practice. The findings of the study show that parent's education factors is 8.0 % affects on achievement of students. Similarly, home environment affected 14.3 %, interest of learner affected 25.1 % and time schedule affect 8.2 % on achievement of students. hence, all the independent factors are affected on achievement of good score in maths.Item Factors Affecting on Mathematics Achievement of Tharu Students(Department of Mathematics Education, 2017) Budha, Kamal BahadurThe objectives of this study were to find out the affecting factors on low achievements of Tharu students in mathematics and to analyze the effect of the factors on mathematics achievements. The study used mixed design research (qualitative and quantitative). The researcher used the questionnaire form contained 40 statements on the basis three components: school related factors, home-related factors and personal related factors. The questionnaire administered among five-sample school community of Kailali District. The mean score and chi-square test was use to investigate the affecting factor on low achievement of Tharu student's at Kailali district. To analyze the effect of factors on mathematics achievement, the researcher used in -depth interview and class observation note. The researcher included 10 students (7 boys and 3girls), 6 teachers, and 5 parents of Kailali District for the in-depth interview. This information was derived from in-depth interview of sample students by using qualitative and cross-match method. The researcher also observed mathematics classes as it specifically addressed the utilization of students' in-depth interview and the need to understand the problem of Tharu students on separate academic domain in research. The major findings that emerged from participants' responses included parents' education, house workloads, economic condition, prior knowledge, gender, language, school environment, teaching methods and teacher/students interaction. Besides, school administration, which managed instruction materials, teaching method as well as experienced and trained teacher that played major roles in the mathematics achievement.Item Impact of Instructional Materials in Mathematics Achievement in Mensuration(Department of Mathematics Education, 2019) Das, GhuranThe objectives of this study entitled "Impact of Instructional Materials on Mathematics Achievement in Mensuration" were to compare the achievement of students teach with without use of instructional materials and to find the Impact of Instructional materials on teaching mensuration. The design of this study was pre-test, post-test non-equivalent model. It is quantitative experimental research. In order to fulfill the objectives, the researcher selected two schools in Thaha municipality of Makwanpur district. From each school 22 students of grade VIII were selected for sample of the study. The experimental and control groups were determined by tossing a coin. Both experimental and control groups were taught by researcher on the topic mensuration at grade VIII. The experimental group was taught by using manipulative instructional materials and control group was taught without using instrumental materials. Pre-test was administered before the experiment start. The experiment run for the duration of 15 days. After 15 days post-test was administered on both groups and the mean scores standard deviation were calculated. The different in mean achievement score were tested by using t-test at 0.05 level of significant. Finally, the researcher concluded that the achievement of students of experimental group is better than the achievement of control group. The result showed that there is significant difference in achievement of experimental group over control group while using of instructional materials in teaching mensuration at grade VIII.Item Learning difficulties of students in secondary school mathematics(Department of Mathematics Education, 2016) Dhital, HemrajThis is a quantitative(survey) research entitled with “Learning Difficulties of Students in Secondary School Mathematics” is intended to find out the relationship between actual learning difficulties and perceived learning difficulties at secondary level students. In order to fulfill the objectives of this study, the researcher had taken primary data for the both achievement test and questionnaire to collect the data for actual and perceived learning difficulties. The six secondary schools of Rautahat districts comprising total of240 students were selected for the sample of study. This number was made up of 120 boys and 120 girls from public school through stratified random sampling method. A survey design was adopted for the study. The Students’ Perception of Mathematics Difficult Concept Questionnaire (SPMDCQ) and Mathematics Achievement Test (MAT) were used as instruments for data collection. Data collected were analyzed using means and standard deviations, Spearman Rank Order Correlation and independent t-test. Findings showed that ten (10) of the topics learned were identified as difficult based on students’ perceptions. Furthermore, a negative significant relationship (r = -0.50) was found to exist between the perceived and actual learning difficulties, while significant difference existed between the boys and girls actual learning difficulties all at 5% level of significance. Recommendations were made that teachers try as much as possible to understand their students and their perceptions of mathematics and adopt teaching methods that would be to their benefit. Furthermore, the results of the study indicate that the students’ actual performance is gender sensitive. The finding of the study, it is concluded that the achievement of boy students are better than that of girl students.Item Mathematics achievement of students in SLC examination(Department of Mathematics Education, 2015) Yadav, Ranjit KumarThis is a comparative study related to the achievement of students in mathematics at SLC Level Examination of Dhanusha district. The objectives of this study were to compare the mathematics achievement of students in the SLC Level Examination. This study also compares the Mathematics achievements of Public Schools students and Private Schools students by cast difference and to analyze the achievements of the students. The design of this study was a small scale survey. The population of this study was 8655 students of SLC Level Examination and the sample of this study were 610 students, selected by randomly. The main instrument of the study was an achievement Score and Mark ledger of SLC Examination. The mean, standard deviation and two tailed t-test were used as statistical tool for analysis of data at 0.05 level of significance. This study tried to find the difference of mathematics achievement among Dalit, Yadav, Sah and Brahmin students of Public School and Private schools. From the finding of study it was concluded that the mathematics achievement of Brahmin is better than the Dalit students. It is also concluded that Yadav and Sah students have better achievement than Dalit students. And concluded that the Private school students have better achievement than Public school students.