Mathematics Identity as a Predictor of Performance in Mathematics among Form Three Students in Northeast Region, Botswana
DOI:
https://doi.org/10.70619/vol6iss1pp1-10-733Keywords:
Mathematics Identity, recognition, interest, competence, Performance in Mathematics, Form Three StudentsAbstract
Mathematics proficiency is a gateway to many career opportunities worldwide. However, in Botswana, particularly in the North East Region, there is significant concern about poor performance in mathematics in the national examination. This research examined the influence of students’ mathematics identity on mathematics performance among third-year secondary learners in Botswana’s North East District. A correlational methodology was employed to analyze the data. The investigation was anchored in the Core Identity Framework. The target population comprised 3,382 students enrolled in their third year of secondary education for the 2025 academic calendar. A representative sample of 400 learners was drawn from eight government-funded junior secondary institutions using a combination of purposive and simple random sampling. The results demonstrated a strong and statistically significant positive association between mathematics identity and mathematics achievement (r(386) = .85, p < .05). Among the mathematics identity dimensions, recognition exhibited the strongest correlation with performance (r(386) = .78, p < .05), followed by interest (r(386) = .77, p < .05), and competence (r(386) = .85, p < .05). These findings suggest that mathematics identity substantially influences students’ success in the subject. Therefore, it is essential to foster learners’ enthusiasm for mathematics, enhance their confidence in their academic performance, and promote recognition of their individual capabilities in mathematical tasks. The study recommends that Guardians, educators, and all key participants in the education system collaborate to create a supportive environment that nurtures learners’ mathematics identity and academic resilience. Teachers should enhance guidance and counselling to help learners develop appropriate levels of mathematics identity to achieve mathematics performance. Teachers and parents should strive to demonstrate to students that they recognize their abilities and efforts, thereby enabling them to excel in mathematics.
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