International Journal of Literacy and Education

Results revealed no statistically significant difference in achievement based on school type (p=.218), challenging the common perception of private school superiority. Similarly, no significant gender gap was identified (p=.061), despite a marginal, non-significant trend of higher achievement among female students.

The study’s most statistically significant finding was the clear performance disparity between educational boards (p=.043). Students affiliated with the CBSE board (M=3.41) demonstrated significantly higher mean academic achievement than their BOSEM counterparts (M=3.28). This indicates the educational board is a more decisive predictor of success than school management or gender, suggesting systemic factors like curriculum, pedagogical standards and evaluation methodologies are the primary drivers of student performance. This research highlights an urgent need for policy interventions focused on board-level standards, such as curriculum review and targeted teacher development, to bridge the achievement gap and promote a truly equitable educational landscape.