An investigation into the relationship between socio culturally based mathematical learner identity and mathematics achievement among secondary school students in Kilifi County, Kenya

Abstract

The article shares findings from the study’s objective to establish the influence of socio-culturally based mathematical learner identity on student achievement 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, using a Researcher Introspection Tool and Student Mathematics Achievement Test to obtain quantitative and qualitative data. Content analysis quantified socio-culturally based mathematical learner identity data before correlated to the student achievement in mathematics. The study indicated that socio-culturally based mathematical learner identity influences student achievement in mathematics. The analyzed data were then presented in narrative and tabular forms. The study recommends designing constructive artefacts to develop problem-solving activities and the meanings of mathematical concepts.