Author: Mrs. Mukta Prashant Kashikar & Professor. Dr. Sunayana Kadle
DOI Link: https://doi.org/10.70798/Bijmrd/04011015
Abstract: The National Education Policy (NEP) 2020 emphasizes holistic development, competency-based learning, reduced curriculum overload, experiential pedagogy, and the integration of employability skills from the school level. The findings of this study directly support NEP 2020’s vision by highlighting how psychological factors in mathematics learning self-efficacy, anxiety, and interest serve as foundational enablers of both academic success and workforce readiness. The researcher used semi-structured interviews to collect data from forty secondary school students in Navi Mumbai region: twenty from SSC school students and twenty from CBSE school students. Thematic analysis was conducted, and results showed that students’ confidence in their ability to do well in mathematics was mainly influenced by past success; teachers’ clarity of instruction; and teachers’ encouragement. Students reported anxiety about mathematics, especially during exams, oral responses, and public performance. Their interest in mathematics varied based on teaching methods, classroom atmosphere, real-life relevance, and opportunities for active participation. Since psychological factors strongly influence engagement and achievement in mathematics, teachers should provide emotional and motivational support, build positive teacher-student relationships, use real-life examples, and adopt strategies to reduce mathematics anxiety.
Keywords: National Education Policy (NEP) 2020, Mathematics Learning, Psychological Factors: SelfEfficacy, Mathematics Anxiety, Student Interest, Employment Skills, Thematic Analysis, Secondary School Students.
Page No: 80-85