A Comparative Analysis on Achievements in Mathematics of Class 5 Students of Gainada Cluster of Odisha

This study investigates the gender-based disparities in mathematics achievement among class 5 students across various primary schools under Gainada cluster. The research aims to discern differences in academic performance between boys and girls students while considering the contextual influence of school environments. Utilizing a mixed-methods approach, quantitative data was collected through standardized mathematics assessments results, while qualitative insights were obtained through interviews and surveys with teachers. The findings indicate notable variations in mathematics achievement between male and female students across different schools. Factors such as teaching methodologies, classroom environments, and societal norms were found to impact these differences. While some schools demonstrated minimal gender gaps in mathematics achievement, others exhibited more pronounced disparities. The implications of these findings underscore the importance of addressing gender-based inequalities in mathematics education through tailored interventions and inclusive teaching practices. By understanding the specific challenges faced by male and female students in different school contexts, educators can implement targeted strategies to foster equitable learning environments. Further research is recommended to explore additional factors contributing to gender-based disparities in mathematics achievement and to develop comprehensive approaches for promoting academic success among all class 5 students.