Investigating pre-tertiary students’ mistakes in solving algebraic word problems: Insights from Asutifi North District, Ghana

Abstract

Algebra word problems inculcate in learners the skills and ability to think critically and look for answers to problems in society and the world. Using an explanatory sequential mixed design, the study investigated the errors made by pre-tertiary students in algebraic word problems in a selected school in the Asutifi North District of the Ahafo Region of Ghana. Whereas the Newman Error Analysis Model was used to find the types of errors students make when translating and solving algebraic word problems, protocols from topics relating to the study were carefully selected and used as interview guides alongside inspiration from the Newman Error Analysis Model. Quota and simple random sampling techniques were used to select ninety-eight (98) respondents. The Algebraic Word Problem Achievement Test (AWPAT) was given to the ninety-eight students who had studied several topics on word problems, followed by a structured interview to elicit more information from the respondents. The scores gained from the marked test items illustrated that students made more transformation errors, which happened indirectly from a lack of understanding of the concept. A careful analysis of the written responses of the five (5) students interviewed also revealed that, lack of comprehension directly translated into students’ inability to transform algebraic word problems into mathematics equations. In the same vein, the study showed that the main cause of students’ failure to translate and solve algebraic word problems was students’ lack of understanding of the concept of “word problem” among others. The study recommends that students be motivated by encouragement and praise to arouse their interest in translating and solving algebraic word problems.