International Journal For Multidisciplinary Research

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A Study of Factors Responsible for Low Achievement of Grade 7 Students in Mathematics of Gajapati District in the Context of SLAS-2024

Author(s) Ms. Sonali Rout
Country India
Abstract Mathematics holds a relevant and unique place in the school curriculum as it is important for a better living of the individual. But it is known that most of the students are considering mathematics as difficult. This study examines the factors responsible for low achievement of grade 7 students in mathematics of Gajapati district in the context of SLAS-2024. One hundred twenty-six students and seven mathematics teachers participated in the survey. Gajapati district is not only performing low in State SLAS-2024 report card in grade 7 mathematics but also all districts performance low in mathematics. Gajapati got in 28 position which is comes under Below Basic. Which means Learners at this level are at the early stages of development. They have not achieved the required knowledge and skills to attain minimum grade- appropriate performance levels as per curriculum demands. They need continuous guidance and a lot of support and encouragement at every stage of learning. In grade 7 mathematics state average is 49.66% whereas Gajapati district average is 41.90%. After completion of the study, it found that after seven years of schooling and enormous inputs from public exchequer this level of performance is not acceptable. As mathematics is the basis for all further studies in science as well as arts subjects, poor performance will impair the attainments in secondary, higher secondary and higher levels of education leading to low human resource development.
7th grade students are liking very much mathematics. But when it comes to practice, understanding concept, practicality, solving their own problem or performance results are clearly low in comparison to others subject. There are several factors impact the performance like: - lack of parental support, negative attitude towards subject, lack of LTM, less use of digital platform, lack of assessment in during teaching learning process, teachers do not connect with the real-life experiences etc. Responses reveal that maximum number of conceptual difficulties in grade 7, like- Mensuration, algebra, data management, ratio proportion, fraction, variation, algebra, area & perimeter and construction. Whereas 70% students found difficulty in Mensuration, algebra, data management and ratio proportion of sampled school respectively. As compared to other area of difficulties are concern, which is 30% in variation, algebra, perimeter and construction.

Pedagogical processes are major thrust area which has to be addressed promptly in the teachers to enhance their capacity. Teachers’ responses reveal that 71% students afraid of examination in their schools on the other hand 29% students are ready for assessment. Teacher should use more innovative way of assessment that would be reduce the exam phobia of mathematics. Hence, in some point teachers need to enhance capacity in developing higher order questions development in math. It means teachers need to be sensitized and oriented in higher order thinking skill questions to assess their children. For teaching mathematics Learning Outcomes, Competences, Formative Assessment and its ways needs to be focused in depth in different capacity enhancement programmes. Teachers should focus on more parental involvement.
Keywords Factor, Low achievement, SLAS and Mathematics
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-18
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.58310
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