INFLUENCE OF GENDER, SOCIAL GROUP AND LOCALE ON SCIENCE ACHIEVEMENT AT THE UPPER PRIMARY LEVEL

Abstract

Science achievement at the upper primary level is a key determinant of students’ academic progression and their preparedness for future learning. However, disparities in achievement continue to persist due to social and demographic factors. The present study examines the impact of gender, social group, and locale on achievement in science among upper primary students. The study is based on Class VIII students from selected districts of Chhattisgarh, and the data were analyzed using descriptive and inferential statistics. Findings reveal variations in science achievement across gender, with differences also evident among students belonging to different social groups such as Scheduled Castes (SC), Scheduled Tribes (ST), Other Backward Classes (OBC), and General category. Further, locale emerged as a significant factor, with urban students outperforming their rural counterparts in science. The results suggest that socio-cultural background, access to educational resources, and school environment collectively influence students’ achievement in science. The study highlights the need for targeted interventions and equity-focused strategies in science education to bridge the learning gaps and ensure quality education for all learners.