Assessing the impact of Socio-economic related Mathematical Learner Identity on Student Performance in Mathematics among Secondary schools: A Case Study from Kilifi County, Kenya

Abstract

Completion of doctoral studies is the apex of academic accomplishment. Postgraduate studies, particularly the study's goal, which was to  evaluate how students' performance in mathematics was impacted by their socioeconomic identification as a mathematical learner, is  shared in this article. The theoretical framework was derived from the sociocultural theory of learning. In order to collect both  quantitative and qualitative data, the study used a correlational research design with a sample size of 100 students using a Student Mathematics Achievement Test and Student Interview Schedule. Prior to being connected with students' mathematical performance,  content analysis quantified socioeconomically related mathematical learner identity data. The study found that student performance in  mathematics is impacted by socioeconomically associated mathematical learner identities. Following analysis, the data was displayed  tabulated and in narrative format. The study suggests fostering the development of meaningful interactions in order to instill in learners  the relevance of mathematics in their socioeconomic situations.