Authors : Jay Singh; Dr Sangeeta Chauhan; Michael Tarance Suraj

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/47wpp289

Scribd : https://tinyurl.com/3x7w72xr

DOI : https://doi.org/10.38124/ijisrt/26apr2140

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : In this research, mathematics anxiety amongst secondary school students is investigated, considering the effect of socio-economic status (SES) and locality on the phenomenon. The research design that was used is the quantitative survey method in which purposive sampling technique was used to collect information from 211 students of class IX who were attending schools from UP Board in Lucknow district. Information on mathematics anxiety was collected using Mathematics Anxiety Scale for Secondary Students (MASSS), and Mann-Whitney U test was used for data analysis. The findings showed that socio-economic status has no substantial impact on the majority of dimensions of mathematics anxiety such as affective dimension, attitudes towards mathematics, perceived challenges, and social dimensions. On the contrary, a clear disparity was noticed in self-efficacy and self-concept of high SES students, implying that they were more confident compared to their counterparts in lower socio-economic status. For locality variable, it was found that the difference was only statistically significant for perceived difficulty dimension, where students from urban locales reported higher stress levels. Finally, mathematics anxiety can be said to be more related to psychological characteristics than socio-economic background.

Keywords : Mathematics Anxiety, Socio-Economic Status (SES). Secondary School Students,Self-Concept and Self-Efficacy. Academic Performance.

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