The Impact of Vedic Mathematics Sutras-Based Instruction on Attitude towards Mathematics among Eighth-Grade Students: A Gender-Based Analysis
Keywords:
Vedic mathematics, Attitudes towards learning mathematics, Eighth-Grade studentsAbstract
Education is the cornerstone of any nation, shaping the future of generations and laying the groundwork for a thriving society. In this context, the shift from rote memorization to skill-based education is critical for fostering critical thinking, problem-solving abilities, and lifelong learning. Among the core subjects, mathematics often stands out as one of the most challenging areas for students, requiring a fundamental change in teaching approaches to make it more accessible and engaging.
Mathematics, despite its significance, is frequently perceived as a daunting subject within the school curriculum. Many students struggle with it due to its abstract concepts, logical reasoning, and cumulative nature, which builds upon prior knowledge. These challenges often result in a negative attitude toward mathematics, leading to avoidance and poor performance. As a result, there is a pressing need to adopt innovative teaching methods that transform mathematics learning into a more enjoyable and interactive experience.
One such approach is Vedic Mathematics, an ancient system of mathematical principles rooted in the Vedas. This system offers a rich collection of techniques designed to simplify complex calculations and enhance students' mathematical understanding. The sutras, or aphorisms, within Vedic Mathematics, provide intuitive and efficient strategies that empower students to solve intricate problems with ease and confidence. By leveraging the simplicity and elegance of these methods, Vedic Mathematics not only deepens comprehension but also makes learning mathematics a joyful and rewarding experience.
This study aims to examine how teaching methods based on Vedic Mathematics sutras influence students’ attitudes toward learning mathematics, with a particular focus on gender differences. By exploring the effectiveness of this instructional approach, the research seeks to determine whether Vedic Mathematics can foster a more positive attitude toward mathematics among eighth-grade students. Additionally, the study will investigate how gender impacts receptiveness to and benefits derived from Vedic Mathematics. Ultimately, the goal is to contribute valuable insights into developing inclusive and engaging strategies for teaching mathematics, ensuring that all students can thrive in this essential discipline.
The study involved 160 eighth-grade students, divided into a control group and an experimental group. A 'pre-test post-test control group design' was utilized to assess the impact of Vedic Mathematics instruction. In the experimental group, the Vedic Mathematics teaching approach was implemented separately for boys and girls. The results revealed a significantly higher mean attitude score among students in the experimental group, indicating the positive influence of Vedic Mathematics instruction on their attitude toward learning mathematics.
Downloads
References
Aiken, L. R. (1976). "Update on Attitudes and Mathematics." Review of Educational Research, 46(2), 293–311.
Allport, G. W. (1935). "Attitudes." In C. Murchison (Ed.), Handbook of Social Psychology (pp. 798–844). Worcester, MA: Clark University Press.
Amulya, S. (2021). "Exploring the Impact of Vedic Mathematics on Multiplication Skills Among Sixth Graders." Indian Journal of Education Research, 10(4), 112-123.
B.K. Tirthaji. (1965). Vedic mathematics or Sixteen Simple Mathematical Formulae from the Vedas. Indological Publishers & Booksellers, Delhi.
Best, J.W., & Kahn, J.V. (2006). Research in Education (10thed.), New Delhi: PHI Learning Private Limited.
C.R Kothari., & Gaurav Garg. (2014). Research Methodology methods and techniques, third edition. New Age International (P)Ltd publishers, New Delhi.
Das, R. (2015). "The Impact of Attitudes on Achievement in Mathematics." Journal of Educational Research and Development, 12(3), 45–52.
Dhivyadeepa, P. (2014). "The Effect of Vedic Mathematics on Subtraction Performance of Fourth Grade Students." Asian Journal of Mathematics Education, 2(1), 25-32.
Gupta, M., & Mehta, A. (2019). "Influence of Vedic Mathematics Techniques on Middle School Students' Attitude Towards Mathematics." Journal of Educational Innovations, 7(3), 56-67.
Hannula, M. S. (2002). "Attitude Towards Mathematics: Emotions, Expectations, and Values." Educational Studies in Mathematics, 49(1), 25–46.
Kumar, A. (2020). "The Relationship Between Students’ Attitudes Toward Mathematics and Academic Achievement." International Journal of Educational Studies, 8(4), 67–75.
Ma, X., & Kishor, N. (1997). "Attitude Toward Mathematics and Achievement: A Meta-Analysis." Journal for Research in Mathematics Education, 28(1), 26–47.
Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). "Student Attitude Towards Mathematics and Performance: Does the Teacher Factor Matter?" Journal of Education and Practice, 4(3), 132–139.
Mzomwe, T. (2019). "Teaching Strategies and Attitudes Towards Mathematics: A Comparative Analysis." African Journal of Educational Studies, 15(2), 90–101.
Nagarajan, K., & Srinivasan, R. (2009). Psychology of Learning and Human Development, Ram publishers, Chennai.
Rajesh, R. (2015). "Impact of Vedic Mathematics on Achievement in Mathematics Among Secondary Students." International Journal of Advanced Research in Education, 4(2), 78-86.
Sharma, P., & Das, S. (2022). "Reducing Math Anxiety through Vedic Mathematics: An Experimental Study with Seventh Graders." Contemporary Research in Education, 9(2), 102-114.
Smitha, K. Smitha, K. (2014). "The Effectiveness of Vedic Algorithms: An Analysis of the Anurupyena Method in Secondary Education." Journal of Educational Research and Practice, 6(3), 34-45.
Srinivasan, R. (2018). "Vedic Mathematics and Its Impact on Attitudes Toward Mathematics in Eighth-Grade Students." International Journal of Innovative Education Methods, 5(2), 15-28.
Sujata, P. (2017). "Gender Differences in Attitude and Achievement in Mathematics." Asian Journal of Mathematics Education, 5(3), 56–64.
Vyas, K. (2020). "The Effectiveness of Vedic Mathematics on Mathematical Achievement in Ninth-Grade Students." Journal of Mathematics Pedagogy, 8(1), 42-54.
Downloads
Published
How to Cite
Issue
Section
License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All papers should be submitted electronically. All submitted manuscripts must be original work that is not under submission at another journal or under consideration for publication in another form, such as a monograph or chapter of a book. Authors of submitted papers are obligated not to submit their paper for publication elsewhere until an editorial decision is rendered on their submission. Further, authors of accepted papers are prohibited from publishing the results in other publications that appear before the paper is published in the Journal unless they receive approval for doing so from the Editor-In-Chief.
IJISAE open access articles are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. This license lets the audience to give appropriate credit, provide a link to the license, and indicate if changes were made and if they remix, transform, or build upon the material, they must distribute contributions under the same license as the original.