Abstract:
Student and teacher identities are generally considered to influence students’ academic performance in
Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in
Mathematics on students’ and teachers’ identity development. The participants for the study were Mathematics teachers and
students in secondary schools in Embu County in Kenya. A random sample of 1989 students and 101 teachers drawn from a
population of 41925 students and 414 teachers participated in the study. The study adopted a mixed methods research design.
Data were collected through one-on-one semi-structured interviews, focus group discussions and surveys. Chi-square test was
used to test the hypothesis; performance ranking does not mediate Mathematics students’ and teachers’ identity development.
The findings indicate that, performance ranking is a tool used by teachers and students in giving them feedback on their level
of capabilities as Mathematics teachers and students. Secondly, performance ranking influence Mathematics teachers in
furthering their studies in Mathematics-related courses, and students in aligning themselves to their preferred careers.
Additionally, the study revealed that performance ranking is a motivation for students to work hard so as to have good
relationships with their teachers as teachers are friendly to the students at the top of the rank. Similarly, the students identify
themselves with peers of their abilities as far as Mathematics is concerned. The study recommends that the practice of
performance ranking in Mathematics should continue and be used as a tool to identify the best Mathematics classes, students
and teachers so as to act as a benchmark to encourage the rest to learn from
