An investigation into the relationship between socio-culturally based mathematical learner identity and mathematics achievement among secondary school students in Kilifi County, Kenya
Year: 2025
Type: article
Study design: Observational Study
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.
Source: The Mathematical Education
Institution: Kenyatta University
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411360577