Effects of learners' personality identity traits in mathematics achievement among secondary school students in Kilifi County Kenya
Date
2019-08
Authors
Mweni, Nickson
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
Sense of identity related to learners' personality traits in Social and cultural contexts play great
role in the Teaching and Learning of Mathematics. This study seek to explore the influence of
learners' personality identity traits on mathematics achievement. Objectives are: To determine
the extent to which learners' openness to experience influences achievement in Mathematics; to
establish the influence of learners' conscientiousness on achievement towards Mathematics; to
establish the effect of learners' extraversion on achievement in mathematics; To assess the effect
of learners' agreeableness on achievement in mathematics; and To determine the extent to which
learners' neuroticism influences achievement in Mathematics. Descriptive survey research design
on sample size of 1500 students from 50 Kilifi County secondary schools will employ
Mathematics learners' Openness to Experience Questionnaire, Mathematics learners'
Conscientiousness Questionnaire, Mathematics learners' Extraversion Questionnaire,
Mathematics learners' Agreeableness Questionnaire, Mathematics learners' Neuroticism
Questionnaire, and Mathematics Students' Test to collect both qualitative and quantitative data.
Correlational Analysis on the data will determine the null hypothesis, " there is no statistical
significant effect of learners' personality identity traits on achievement in mathematics" , before
presented in text and tabular forms.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Personality identity, Mathematics achievement, Social context