Aims: The aim of process-based learning is exploration, problem-solving, reading in search of meaning, use of reasoning in writing and independence in learning. The present research aimed at determining the role of non-affiliated institute exams on math improvement of high school students.

  Methods: This cross-sectional descriptive study was performed with post-facto method on high school female students of Semnan during 2009-10. 156 students were selected based on Morgan’s table of sample size through cluster sampling method and filled the questionnaires. The data collection tools were the Exam Anxiety Questionnaire, Study Skills Questionnaire, Mathematics Attitude Questionnaire, Rosenberg’s Self-Esteem Scale and the data on better comprehension of mathematical concepts. The data were analyzed by SPSS 16 software using independent T-test in order to compare the means.

  Results: The self-esteem and the mathematical concept were significantly higher among the students who didn’t participate in non-affiliated institute exams compared to the students who participated in non-affiliated institute exams. There was no significant difference between the two groups considering the first and the second semester math scores, study skills, math attitude and test anxiety.