Effects of Socio-economic related Mathematical Learner Identity on student Performancein Mathematics among Secondary Schools in Kilifi County Kenya

Abstract

The article shares findings from the study objective to assess the effect of socio-economic related mathematical learner identity on student performance in Mathematics. The sociocultural theory of learning formed the theoretical framework. The study applied a correlational research design on a sample size of 100 students used a Student Interview Schedule and Student Mathematics Achievement Test to obtain both quantitative and qualitative data. Content analysis quantified socio-economic related mathematical learneridentity data before correlated to the student performance in Mathematics. The study indicated that socio-economic related mathematical learner identity has effects on student performance in Mathematics. The analysed data was then presented in narrative and tabular forms. The study recommends building of meaningful interacting behaviors to inculcate the applicability of Mathematics in learners’ socio-economic lives.

Keywords

• mathematics education
• mathematical learner identities
• performance in mathematics
• socioeconomic statuses
• sociocultural theory