Asian Research Journal of Mathematics

Mathematics is an important subject that helps students develop logical reasoning, analytical thinking and problem-solving skills. However, many students at the higher secondary level experience difficulties in learning mathematics, which adversely affects their academic achievement and confidence. The present study was conducted to analyse the factors affecting mathematics learning among higher secondary students in rural and urban junior colleges of Nashik District. A descriptive survey research design was adopted. Primary data were collected from 120 students belonging to the science stream using structured questionnaires. Statistical tools such as percentage, mean and the chi-square test were used for data analysis and interpretation. The findings reveal that mathematics anxiety is a major problem among students, as 58% of the respondents agreed that they experience fear and stress while learning mathematics. Nearly 46% of students reported weak understanding of basic mathematical concepts, while 45% expressed dissatisfaction with existing teaching methods. The study also found that only 29% of students practise mathematics regularly, whereas 33% rarely practise the subject. In terms of socio-economic support, 33% of students reported low academic and financial support for mathematics learning. The chi-square analysis further confirmed a significant relationship between mathematics anxiety and academic performance (χ² = 9.21), as well as between teaching methods and conceptual understanding (χ² = 8.45). The study concludes that mathematics learning difficulties are influenced by multiple educational, psychological and socio-economic factors. Therefore, activity-based teaching methods, regular practice sessions, counselling support and improved educational resources are suggested to enhance mathematics learning outcomes among higher secondary students.