DETERMINANTS OF ACADEMIC ACHIEVEMENT IN MATHEMATICS: AN APTITUDE-BASED PERSPECTIVE

Abstract

This study investigates the relationship between mathematical aptitude and academic achievement among higher secondary school students in Mizoram, India. Using a quantitative descriptive survey design, data were collected from a sample of 220 students across six schools. Mathematical aptitude was measured using a researcher-developed test, while academic achievement was assessed through examination scores. Descriptive statistics, Pearson’s correlation, and independent samples t-tests were employed for data analysis. The findings indicate that students demonstrate a satisfactory level of achievement, with the majority exhibiting average to high levels of mathematical aptitude. A significant positive relationship between aptitude and academic achievement was observed, confirming the predictive role of cognitive abilities in mathematics performance. Additionally, a significant difference was found between Mathematics and Biology students, with Mathematics students outperforming their counterparts. However, no significant gender differences were observed in mathematical aptitude. The study highlights the importance of enhancing mathematical aptitude through targeted instructional strategies and supports the development of equitable and effective mathematics education practices.