ANALYZING THE IMPACT OF TEACHERS’ ROLES AND GENDER DIFFERENCES ACROSS URBAN AND RURAL SETTINGS ON SECONDARY STUDENTS’ MATHEMATICS ACHIEVEMENT AND SELF-PERCEPTION

Abstract

The aim of this study was to investigate the students' beliefs and teachers' roles influence on mathematics performance at the secondary level in District Muzaffargarh, Pakistan. Mathematics plays a vital role in various aspects of life, yet many students face challenges in mastering it. The research explores the connection between students' perceptions of mathematics, their confidence 
in their abilities, and the role teachers play in creating a supportive learning environment. The study tests three main hypotheses: the impact of school location on teachers’ roles in mathematics performance, the effect of gender-based beliefs on student performance, and the combined influence of teachers’ roles and students’ beliefs on mathematics achievement. A survey methodology was used, involving a sample of 692 students from both public and private schools in urban and rural areas. A five-point Likert scale questionnaire was designed, validated, and tested for reliability, achieving a Cronbach’s alpha value of 0.7. Data were gathered with necessary permissions and analyzed using statistical methods such as t-tests and ANOVA through SPSS. Key findings indicate that demographic factors like school location, gender, and parental education significantly affect students’ perceptions and beliefs about mathematics. Urban students demonstrated a stronger acknowledgment of teachers’ roles than rural students. Gender-based 
differences in beliefs about mathematics were found to be statistically insignificant. Parental education was positively associated with students’ confidence and academic success in mathematics. The study emphasizes the critical role of teachers in shaping students’ attitudes toward mathematics and highlights the influence of demographic factors. Recommendations include conducting similar research at primary and higher secondary levels, incorporating teachers' and parents' perspectives, and exploring strategies to strengthen students’ social, emotional, and cognitive skills for better performance in mathematics.