The present study aimed to examine whether students with stronger problem-solving abilities also show a higher interest in mathematics. Mathematics, as a foundational subject in school education, contributes significantly to the development of logical reasoning and critical thinking. Problem-solving ability, a crucial cognitive skill, enables students to approach mathematical situations effectively. The study adopted a correlational research design and included a sample of 160 secondary level students (80 boys and 80 girls) selected through random sampling from CBSE-affiliated schools in Ghaziabad district. Standardized tools were used to assess both mathematical interest and problem-solving ability. Data analysis was carried out using Karl Pearson’s correlation coefficient. The results indicated that there was no statistically significant correlation between problem-solving ability and mathematical interest for both boys (r=0.185) and girls (r=0.167). This suggests that, in the selected sample, students with higher problem-solving ability do not necessarily exhibit greater interest in mathematics. Although the hypothesis that mathematical interest depends on problem-solving ability was not supported by the findings, the study highlights the importance of exploring other factors such as teaching methods, learning environment, and personal motivation, which may influence students’ interest in mathematics.
Nehra et al. (Wed,) studied this question.