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The study targets 810 girl students from public-sector secondary schools in Lahore District, selected via cluster random sampling. Students’ epistemological beliefs about the Mathematics curriculum are measured using an adapted Mathematics inventory with seven sub-scales, while achievement is taken from grade IX Mathematics scores. Pearson correlation indicates a positive relationship between epistemological beliefs and academic achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/epistemological-beliefs-and-girl-students-academic-achievements-regarding-mathematics-curriculum-relationship-study/596244/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/epistemological-beliefs-and-girl-students-academic-achievements-regarding-mathematics-curriculum-relationship-study/596244.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To examine the relationship between girl students’ epistemological beliefs about the Mathematics curriculum and their academic achievement (marks) at the secondary level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students selected for the research?",{"text":117,"@type":113},"A total of 810 girl students were selected from public-sector secondary schools of Lahore District using a cluster random sampling technique.",{"name":119,"@type":110,"acceptedAnswer":120},"How were epistemological beliefs and academic achievement measured?",{"text":121,"@type":113},"Epistemological beliefs were measured with an adapted Mathematics inventory prepared by Grouws, consisting of seven sub-scales. Academic achievement was obtained from each student’s Mathematics score in grade IX.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596244,1793137050,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Epistemological Beliefs and Girl Students’ Academic Achievements regarding Mathematics Curriculum  \nAlmas Shoaib*, Fauzia Naheed** and Shariqa Nasreen***  \nAbstract  \nEpistemological beliefs (EB) play a vital role in students’ performance (Buehl & Alexander, 2001, 2006; Fives & Buehl, 2004; Lodewyk, 2007) . The paper was designed to examine the relationship between students’ EB about the Mathematics curriculum and their academic achievement (marks) at the secondary level. Eight hundred and ten participants (girl students) were selected through cluster random sampling technique from public-sector secondary schools of Lahore District. The Mathematics inventory prepared by Grouws (1994) was adapted to identify the secondary school students’ EB regarding the Mathematics curriculum that was comprised of seven sub-scales. Students’ academic achievement was gained from their Mathematics score obtained in grade IX. In data analysis, the Pearson Product-Moment Correlation was applied to identify the association between girl students’ EB and their academic achievement. The result showed that students’ EB regarding the Mathematics curriculum positively correlate with Mathematics academic achievement at the secondary level.  \nKeywords:  \nEpistimological Belifs, Girls Students, Mathematics Curriculum, Secondary Level.  \n*Curriculum Developer, School of Social Sciences and Humanities, University of Management and Technology, Lahore. Email: [almas.shoaib@umt.edu.pk](almas.shoaib@umt.edu.pk)  \n**Adjunct Professor, Department of Education, University of Management and Technology, Lahore.  \n*** Professor Department of Education, University of Management and Technology, Lahore.  \nIntroduction  \nStudents’ Epistemological Beliefs (EB) influence their learning outcomes (Schommer, 1990) . The researchers concluded that EB has a multifaceted model that included: the structure of knowledge which has run from easy to complex; certainty of knowledge which vary from sure to unsure learning; source of knowledge that has ranged from authoritative to reasoning; innate ability to learning which is static to changeable; the speed of learning ranges from fast toward slow (Buehl et al., 2002; De Corte et al., 2002; Ravindran et al., 2005; Hofer & Pintrich, 2002; Muis, 2004; Schraw et al., 2002; Wood & Kardash, 2002) . Lombardi et al. (2016) researched that epistemological beliefs have been identified with students’ content awareness. Students’ beliefs about the idea of information and learning have been explored with the possibility that they are a piece of the basic component of metacognition (Schommer 1990; Hashmi, Khalid, & Shoaib, 2019) . Specialists have featured that EB may impact on students’ intellectual procedures of reasoning, creation of learning, their decision of learning approaches, and their scholarly accomplishments (Cano, 2005; Chan, 2004; Hofer & Pintrich, 2002; Otting et al., 2010; Phan, 2008; Sadi & Dağyar, 2015; Schommer, 1990, 1993) . As indicated by Hofer and Pintrich, (2002), students’ epistemological beliefs are the beliefs about knowledge and knowing. Schommer (1993) observed students’ EB as solid indicators of their intellectual exhibitions and full of feeling reactions. Moreover, their epistemological beliefs influence towards learning, and the instructional methods tried to make a connection with the learning situation (Magolda, 2004) .  \nConstructivism has been related to epistemological beliefs since the pioneering work of Piaget (1950) and Perry (1970) . Epistemological beliefs were concluded by educational psychologists as beliefs, such as the idea of learning; certianity, source; acquiring; and information structure (Duell & Schommer-Aikins, 2001; Hofer & Pintrich, 2002) . In Mathematics instruction, epistemological beliefs are regularly translated as a person’s understanding and thoughts that shape the manners in which the individual conceptualizes and takes part in arithmetic behavior (Schoenfeld, 1985; Star & Hoffmann, 2005)","cbCaiul2FKoOEwbx","https://ap.wps.com/l/cbCaiul2FKoOEwbx","pdf",690924,"English","# Abstract\n# Introduction\n# Research Methodology","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To examine the relationship between girl students’ epistemological beliefs about the Mathematics curriculum and their academic achievement (marks) at the secondary level.\"},{\"question\":\"How were students selected for the research?\",\"answer\":\"A total of 810 girl students were selected from public-sector secondary schools of Lahore District using a cluster random sampling technique.\"},{\"question\":\"How were epistemological beliefs and academic achievement measured?\",\"answer\":\"Epistemological beliefs were measured with an adapted Mathematics inventory prepared by Grouws, consisting of seven sub-scales. Academic achievement was obtained from each student’s Mathematics score in grade IX.\"}]","Epistemological Beliefs and Girl Students’ Academic Achievements regarding Mathematics Curriculum - Relationship Study | PDF",1792082716,23]