Student Error Analysis in Learning Algebraic Expression: A Study in Secondary School Putrajaya

Abstract

Algebraic expressions are an essential topic in the mathematics curriculum as they are interrelated in the application of problem-solving in science and mathematics. Previous studies showed that most students have a low level of understanding of algebraic expressions. This study was conducted to identify the type of student error in learning Algebra Expression topics among Form 4 students. A total of 67 students from Secondary School Putrajaya, comprising 31 males and 36 females, were involved in the study. The instrument used in this study was the Algebraic Expression Diagnostic Test with a reliability value of α = 0.819. This diagnostic test covers two critical concepts in algebraic expressions, namely the development and functioning of algebraic expressions. The types of errors are classified according to Newman’s Error Hierarchical Model, such as the reading error, comprehension, transformation, process skills, encoding or negligence. Data were analyzed using descriptive statistics, namely mean, frequency, and percentage. Inferential statistics, namely the Pearson r correlation. The findings show that students often make the wrong kind of process skills. No students made any reading mistakes. The number of students who form the wrong kind of comprehension, transformation, encoding, and negligence is small. Student’s error in the topic of algebraic expressions is due to students’ weaknesses in finding the most significant common factor, cross-sectional processes, and weaknesses in mastering fractions and negative numbers. It is hoped that the information obtained in this study will help students and teachers to solve learning problems related to the topic of algebraic expressions.