A Study on Mathematics Self Efficacy of Secondary Students in Lamka, Churachandpur Districts, Manipur.

Mathematics self-efficacy plays an important role in defining students’ engagement, persistence, and performance in mathematics especially in secondary school level where there is increased academic requirements. This paper examines mathematics self-efficacy of Class IX students in government and private schools of Lamka, Churachandpur District, Manipur, with particular interests in gender- and school-type variations. There is limited empirical research in this localized setting, despite the increased interest in equity of education, which requires referencing a particular question. The research followed a quantitative, normative survey design. Stratified random sampling was used to select a sample of 80 Class IX pupils to be representative of both gender and school type. A Sources of Mathematics Self-efficacy (SMSE) Scale questionnaires were used to collect data with certain modifications according to objectives of the research and analysed with the help of descriptive statistics and independent samples t-tests to compare groups. The results show no significant differences between mathematics self-efficacy, based on gender or school type, which proved that the level of confidence in the students, regardless of their institutional or demographic groups, was relatively homogeneous. These findings indicate that educational activities and experiences in the area can be playing a role in providing equitable education setups. The research outlines the significance of positive self-belief development in mathematics and the necessity to support the student with sustained pedagogy that will help maintain confidence and interest. The results provide important implications to educators, school administrators, and policymakers who would like to enhance mathematics education in the secondary level.