Abstract / Synopsis
The COVID-19 pandemic disrupted students’ engagement with mathematics. This study aims to contribute to our understanding of the extent of this disrupting by examining differences in mathematics achievement and problem-solving ability between adjacent cohorts who learned Class 8 under different schooling conditions in India: Group A (pandemic-exposed Class 8 cohort) and Group B (post-reopening Class 8 cohort). Using a descriptive design in a natural setting, we selected a stratified sample of 1,200 students from Class 9 and Class 10 across 21 secondary schools in Manipur, India. The sample was stratified by gender, family type, school type, and locality to ensure representation and minimise bias. Data were collected using the Mathematics Achievement Test (MAT) and the Problem-Solving Ability Test in Mathematics (PSATM), both developed and standardised for such study. Group B scored higher on both tests (MAT: Cohen’s d= 0.28; PSATM: d= 0.18), and the MAT-PSATM correlation was moderate in both cohorts and slightly stronger in Group B. The findings underscore the need for resilient, equitable education systems that can adapt to future disruptions.
Recommended Citation
Laishram N. Singh, Anand J. Sanasam, Jocyline Thokchom, Ningombam C. Cogent & Laisom S. Singh, "Impact of COVID-19 Pandemic on Mathematics Achievement and Problem-Solving Ability: Insights from Secondary Schools in India," Journal of Humanistic Mathematics, Volume 16 Issue 2 (July 2026), pages 152-175. . Available at: https://scholarship.claremont.edu/jhm/vol16/iss2/9
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