Student Errors Research Articles

Analysis of Student Errors in Solving Problems on Three-Dimensional Shapes with Flat Surfaces: A Qualitative Study on Eighth-Grade Students

This study analyzes errors made by eighth-grade students in solving problems involving three-dimensional geometric shapes with flat surfaces and examines the factors causing these errors. Using a qualitative descriptive approach, three students with varying error levels (high, medium, low) were selected for analysis through written tests and in-depth interviews. Data were processed using the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. Findings identified four main error types: factual, conceptual, principle, and operational. High-error students mainly struggled with conceptual understanding and operations, while low-error students primarily made operational errors. The results highlight that weak conceptual understanding and cognitive overload were the key factors in these errors. This study implies that teaching strategies should enhance both conceptual and procedural knowledge, utilizing interactive and manipulative learning methods to reduce cognitive load and improve student performance in geometry.

Analysis of Students' Mathematical Communication Skills Through Culturally Responsive Teaching and Differentiated Learning Based on Local Wisdom

This study aims to analyze students' mathematical communication skills in solving problems related to measures of central tendency in real-life contexts, focusing on the aspects of drawing, mathematical expression, and written text, as well as types of Newman’s errors. The analysis involved 25 students, with three selected as representatives based on their mathematical communication skill levels. The findings indicate that, on average, students exhibited a low level of errors across the three aspects, with average scores of 7.5 for drawing, 8.0 for mathematical expression, and 8.5 for written text. In the drawing aspect, students were able to present solutions visually well, although minor inaccuracies were noted. In the mathematical expression aspect, students understood the problems but tended to omit explicit solution steps. For the written text aspect, students often provided numerical results without formulating conclusions in sentence form. The main factors causing errors were a lack of habit in writing solution steps and conclusions, as well as a need for improved accuracy. A differentiated learning approach based on local wisdom positively contributed to reducing student error rates. However, strengthening practice in writing solution steps and composing conclusions is necessary to improve students' overall mathematical communication skills.

Analysis Of Elementary School Students' Difficulties In Solve Mathematical Questions On Object Weight Measurement Material

The ability to measure the weight of objects is a skill needed in various fields, such as trade, industry and health. However, various studies mention that many students have difficulty in understanding and solving math problems related to measuring the weight of objects effectively. This study aims to analyze the difficulties faced by grade 6 students of UPT SDN 025 JANJI, Doloksanggul in solving mathematics problems measuring the weight of objects. Researchers made questions in the form of measuring the weight of objects and found various student errors in answering each question. The method used in this research is quantitative research, which is a research method that focuses on the collection, analysis, and interpretation of numerical data. Based on the results of research and analysis conducted by researchers on 13 sixth grade students at UPT SDN 025 JANJI above, students often face various errors in solving weight measurement problems, namely (1) errors in reading the problem, (2) understanding information, (3) choosing the right mathematical operation, and (4) performing calculations. Students often face various errors in solving weight measurement problems, including errors in reading the problem, understanding the information, choosing the right mathematical operation, and performing calculations. These errors can be categorized into several types, such as reading errors, comprehension errors, transformation errors, process skill errors, and other errors.

Analysis of Learning Barriers and Elementary School Students' Errors in Solving Mathematical Story Problems

The errors made by students can be used as a benchmark for students' understanding of the material. This study aims to determine the obstacles to students' learning in solving mathematical story problems based on Brousseau & Balacheff's theory, to find out students' errors in solving mathematical story problems based on Newman's Error Analysis theory, and the factors that cause students to make mistakes in solving mathematical story problems. This research was conducted at MI GUPPI Wironanggan from September 2023 to March 2024. The subjects of this study were grade V students. The type of research is qualitative. Data collection used semi-structured interviews and observations. This study uses supporting instruments like mathematical story problems on speed and discharge material. The data analysis technique uses source triangulation and technique triangulation. The results of this study are the existence of learning obstacles experienced by students, including Ontogenic Obstacles, Didactic Obstacles, and Epistemological Obstacles; the errors made by students include errors in reading, understanding, transforming, and concluding. Several factors that cause student errors include low accuracy in solving problems, not memorizing formulas and not understanding their use, and low student ability in performing arithmetic operations. Based on the study results, teachers are expected to increase the intensity of giving varied questions at various levels

Grammatical Errors of the Ninth-Grade Indonesian EFL Students’ Writing

Language serves as a crucial medium for communication, enabling the transmission of ideas and information. English, as a global lingua franca, plays a pivotal role in various domains, including trade, technology, academia, and diplomacy. The significance of English proficiency extends to its role as a medium of instruction in educational settings worldwide, facilitating access to global knowledge. Within English education, language acquisition encompasses four key skills: listening, speaking, reading, and writing. Among these, writing is often considered the most challenging skill due to its complex cognitive and linguistic demands. Writing requires mastery of grammatical rules, vocabulary, and formal aspects, which are essential for effective communication. Grammar, as the foundation of sentence structure, plays a critical role in ensuring clarity and coherence in written texts. This paper explores the challenges of writing in English, particularly in the context of grammatical errors in students' writing, and discusses the importance of understanding the components of language. The study also examines the writing process, emphasizing stages such as planning, drafting, editing, and finalizing, and highlights the distinction between errors and mistakes in language use. By focusing on grammatical errors and their sources, such as interlingual and intralingual transfer, the paper underscores the need for effective pedagogical strategies to improve students' writing skills. The analysis concludes that a comprehensive approach to language instruction, with a focus on grammar and writing structure, is crucial for enhancing students' proficiency in English writing.

Students' Error in Solving Word Problems in One-Variable Linear Equation Material at SMP Islam Darul Ulum Ulum based on Gender

Errors are deviations made by students towards the actual results (predetermined answers). Errors in learning are divided into three parts, namely conceptual errors, procedural errors, and technical errors. One of the factors that affect learning mathematics is gender. This study aims to describe the errors of male and female students in solving word problems in the material of One-Variable Linear Equations (PLSV). This research method uses a qualitative approach with a descriptive method. The subject selection technique was carried out by classifying students based on gender, so that 2 male students and 2 female students were obtained whose middle-test score was below 75. Then for the data collection technique, a paper-word problem-test is used, interviews, and think aloud. The analysis of the validity of the data in this study uses triangulation methods, namely the paper-based test, think aloud and interview methods. The results of this study show that male students experience errors in solving word problems of the One-Variable Linear Equation (PLSV) material on conceptual and procedural errors, while female students experience errors in solving one-variable linear equation (PLSV) material word problems on procedural errors.

Examining tenth-grade students’ errors in applying Polya’s problem-solving approach to Pythagorean theorem

This study uses Polya’s problem-solving strategy to explore student errors and causal factors in Pythagorean theorem problem-solving. The sample was drawn from tenth-grade students at Al Hosn Secondary School in Abu Dhabi, United Arab Emirates in the academic year 2023/2024. Data were collected using two methods: written examinations, as outlined in Polya’s strategy, and interviews with students who committed errors. The research test instrument consists of 3 trigonometric problem-solving. From 30 students of Al Hosn Secondary School, there were 48.9% of data errors, 50% of concept errors, 57.8% of strategy errors, 47.8% of calculation errors, and 14.4% of careless errors. The errors made by the students originated from their inability to comprehend the geometric interpretation of the Pythagorean theorem, difficulties in applying algebraic operations, and challenges in modelling the data provided in the problems.

Based on a Study of Common Grammatical Errors in College Students’ Final English Compositions

As one of the four basic English skills, English writing plays a vital role in the process of English learning and is highly valued by the English education circle. However, in English writing, students will inevitably make multiple grammatical mistakes. Existing literature research shows that the research on students' writing errors mostly focuses on the vocabulary level, while relatively less discusses the grammatical errors. Based on this, this study selected five compositions from the final examination of students in a school as the research objects, and used the text analysis method to classify the grammatical errors and analyze their causes. Through this study, the investigators expect to provide teachers with suggestions to help them improve their teaching methods, reduce grammatical errors in students' compositions, make the teaching process more engaging, and improve students' learning efficiency in writing.

Failure in Constructing the Mathematical Model in Real-World Problems

Constructing the correct mathematical model is the main key to solving mathematical modeling problems, but students most often fail at this process. Understanding the failure characteristics of constructing a model can be used to correct student errors. This study aims to discuss the characteristics of failures in constructing mathematical models carried out by the students in algebra subject matter. This study used an exploratory descriptive design approach and involves 41 mathematics education students to solve mathematical modeling test questions. The results showed four types of failure characteristics in constructing the model. First, misunderstand type is characterized by disability in capturing important facts from the problem and compiling a model only procedurally. Second, misconnection type is marked by incompetence in making connections between important facts. Third, missspeculation type is noted by the incapacity in making speculations about important facts. Fourth, misslogic type is signed by the inability to use logical facts. Therefore, lecturers or teachers must be more careful to improve the teaching process to be more comprehensive and carry out appropriate scaffolding to overcome the students’ difficulties in solving mathematical modeling problems, especially in constructing mathematical models. The appearance of each error indicates the need for certain repairs. Error correction should be handled based on the characteristics that arise.

Understanding High School Students’ Errors in solving Mathematics Problems: A Phenomenological Research

This research aims to understand a phenomenon regarding high school students’ errors in solving mathematics problems using a qualitative approach with phenomenology as the analysis framework. Data were collected through tests, classroom observations, documentation (students’ answer sheets, list of attendees, and students’ score lists), and unstructured phenomenological interviews with four purposively selected participants who met the selection criteria. The researchers used the mathematical problem-solving (MPS) model by Rott-Specht-Knipping and Aguas’ phenomenological data analysis steps using the NVIVO 12 software to analyze the students’ MPS process and identify their errors and the factors contributing to these errors. Errors were predominantly found in problems solved without engaging in the exploration phase. Analysis errors were the most common, while errors due to carelessness were the rarest. Factors contributing to these errors were identified across five domains: MPS Ability (MPSA), cognition, affection, motivation, and self-awareness. This research provides valuable insights into student errors in MPS for researchers and educators, particularly teachers, and provides recommendations for mathematics education policies and future research.

Decision-making Process of Mathematics Teacher in Responding to Student's Mistake

Students lack deep understanding and their learning needs, make it difficult for teachers to respond effectively to student errors. The case study investigated the decision-making process of teachers who respond to the student’s mistakes with solutions to quadratic function problems. This type of research is qualitative research with a descriptive approach. The results are revealed based on the decision-making stages: (1) generating ideas, the subject designed strategies using the GeoGebra application, and developing problems to train students’ HOTS skills. (2) Clarifying ideas, the subject considered students’ ability to understand the problem more easily if it is presented in visual form. (3) Assessing the fairness of ideas, the subject believed that when students were trained from carefully correcting their work to carefully proofreading their work, they learned from their mistakes and prevented them from repeating it. In conclusion, teacher can make good decisions by constructing and assessing ideas so that students can understand their mistakes. Keywords: decision making, mathematics teacher, quadratic function

TAHLIL AL-AKHTA’ AN-NUTHQIYYAH FI TA’DIYATI NABR AL-KALIMAH LADA THULAB AL MUSTAWAL AWAL BI JAMI’ATI ALI BIN ABI THALIB SURABAYA

This research aims to explore the characteristics of phonetic errors in stress pronunciation among first-year students in the Arabic Language Department at the Faculty of Education and Teaching, Ali bin Abi Talib Islamic University, Surabaya, for the academic year 2023/2024. The researcher employs an error analysis method, with data focusing on recorded pronunciation errors by first-year students at Ali bin Abi Talib Islamic University in Surabaya. The approach used in the research is qualitative, specifically descriptive-analytical, where the study describes the phenomenon of phonetic errors in stress pronunciation made by students. The data type consists of linguistic errors found in the works of students from Ali bin Abi Talib Islamic University in Surabaya. The results indicate that first-year students were either inattentive to sentence correctness, rushed in their speech, or lacked knowledge about stress in Arabic language studies. For these reasons, the researcher investigates this issue to reveal what has been overlooked regarding the errors of students at Ali bin Abi Talib Islamic University, Surabaya, in the academic year 2023/2024, and so forth.

Arithmetic Proficiency of Pre-Service Science Teachers: An Empirical Study

Mastery of arithmetic operations is fundamental for students pursuing science education, as these skills are essential in solving complex problems in physics, chemistry, and biology. However, gaps in students' arithmetic proficiency can hinder their academic and professional development. This study aims to examine the arithmetic skills of pre-service science teachers in solving mathematical problems across six domains: addition, subtraction, multiplication, division, exponentiation, and mixed operations. A total of 37 short-answer questions were administered, and the results were analyzed by domain. The findings indicate that students demonstrate proficiency in basic operations involving whole numbers, particularly in addition and subtraction. However, challenges persist in the areas of fractions, decimals, and mixed operations, where accuracy rates were notably lower. These gaps in understanding may affect students' ability to apply mathematical concepts in their science courses and future teaching roles. The study's limitations include a focus on quantitative results without exploring the cognitive processes behind student errors. Future research should investigate intervention strategies to address these weaknesses, potentially through targeted instructional approaches or the use of technology to enhance learning outcomes

The Acquisition of Error Competence and the Value of (learning from) Errors in Teacher Education from the Perspectives of Teachers in Finland and Germany

Teachers' everyday error management in the classroom is one important aspect of their professional competence. This comprises conceptual knowledge about (the learning potential of) misconceptions and student errors, adaptive attitudes and orientations about errors as learning opportunities, and adaptive classroom management in error situations. The purpose of this study was to explore whether teacher education prepares teachers to meet these expectations and where teachers gain these facets of error competence. We analyzed 27 problem-centered interviews with Finnish and German teachers of different subjects and different school forms. Using MAXQDA, the data were coded into six categories, ranging from informal learning experiences to formal learning situations during teacher training. We identified various experiences and attitudes in the teachers' narratives. Our findings indicate that from the teachers' points of view and recollections of experiences, teacher education in both countries provides few intentional learning opportunities for developing professional error competence.

Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School

Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School

The Effectiveness of Feedback Provided by Middle School Mathematics Teachers and Preservice teachers on Student Solutions: An Evaluative Study

The aim of this study is to reveal the suggestions of middle school mathematics teachers and preservice mathematics teachers that can both correct errors in students’ incorrect solutions and contribute to the advancement of students who have provided correct solutions. The study is based on the case study method. Initially, six problems related to proportional reasoning were posed to middle school students in a public school, and the solutions obtained from the students were classified according to their proportional reasoning strategies. These solutions were then examined by the students' mathematics teachers and by preservice mathematics teachers. Two questions were asked to mathematics teachers and preservice mathematics teachers during these examinations. After the examination, interviews were conducted to discuss the suggestions made to (1) correct the errors in incorrect solutions and (2) advance the proportional reasoning skills of students who obtained correct solutions. The findings indicate that both mathematics teachers and preservice mathematics teachers were adequate in providing suggestions to correct errors in students’ incorrect solutions. However, it was also found that both groups had difficulties in making suggestions to further the advancement of students who provided correct solutions.

Saudi Learner Translation Corpus: The design and compilation of an English-Arabic learner translation corpus.

This article introduces the Saudi Learner Translation Corpus (SauLTC), an innovative multi-version English-Arabic parallel corpus featuring part-of-speech tagging. We describe the corpus parameters and compilation process and explain how textual processing and sentence alignment are conducted. The participants include 366 student translators, 48 instructors, and 23 alignment verifiers. The corpus provides access to two target versions of every ST to allow the detection of the changes in the translation and revision processes from the initial to the final draft. The translations were collected over three years, yielding 5,160,386 tokens. The metadata of 23 sentence alignment verifiers were added to the analysis as a unique variable to investigate individual differences in the manual verification process. This unidirectional corpus can be used to identify student translators' strategies and errors in translation and analyze the efficacy of instructors' feedback. Furthermore, it is accessible via an application and a website. It provides translation teachers and researchers with a database that can help develop corpus-based and corpus-driven teaching materials.

Analysis of the Work of Foreign Researchers on the Prevention of Typical Errors made by Students

The article reviews the theoretical literature on the issue of the occurrence and causes of errors in learning, identifies the types of errors. The author analyzes studies on typical errors made by students when mastering geometric problems. This article investigates how foreign researchers, including Schleppenbach and others, examine student errors in classroom settings. A key comparison is made between Chinese and American teachers, revealing different approaches: American teachers often hide or avoid discussing student mistakes, while Chinese teachers encourage students to reflect on their errors conceptually. This reflective process is essential for students to develop a deeper understanding of the material. Ball emphasizes that teachers should use mistakes as a learning tool, delving beyond simple "right or wrong" analyses. Newman's error analysis also plays a crucial role, highlighting stages where students encounter difficulties—reading, comprehension, transformation, and processing. The study also emphasizes spatial intelligence, including skills like spatial perception, mental rotation, and visualization, to assess how students solve geometric problems. Understanding the types of errors, such as procedural or encoding mistakes, is essential for improving teaching methods. Furthermore, researchers like Jacobs and Ambrose suggest that teachers can guide students to think critically about their mistakes, allowing them to correct misconceptions.

Grammatical Errors in Students’ Recount Text Writing (A Case Study in The Third Grade of SMAN 22 Jakarta)

This study is aimed to find out grammatical errors and the sources of errors in students’ recount texts. The subject of this study is the third-grade students of SMAN 22 Jakarta in the academic year 2023/2024 which consists of 23 students. Specifically, their recount texts focused on recounting their vacation activities. From the entire third-grade class of 23 students, 16 students were selected as the study sample using the purposive sampling technique. This study used a qualitative approach to analyze and identify grammatical errors. The analysis was carried out by referring to Dulay, Burt & Krashen’s theory, a surface strategy taxonomy consisting of Omission, Addition, Misformation, and Misordering and the sources of errors based on Ellis’s theory are Interlingual Transfer and Intralingual Transfer. The result of this study showed that the total number of grammatical errors made by the students in their recount texts is 32 errors. Which consist of 4 omission errors, 7 addition errors, 8 misordering erros, and 13 misinformation errors. Accordingly, the most frequent error is misinformation error which corresponds to 13 (40,6%) of the total error. Furthermore, this study also revealed that most of the errors are caused by Intralingual Transfer (30 errors or 94% of the total error). Based on these findings, it concluded that the students had some difficulties in applying English grammar rules in their writings. Therefore, it is suggested to be aware and pay more attention to improve the English teaching and learning process.

A Suggestion for Eliminating Reading and Writing Errors of Students With Learning Disabilities

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers’ opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature.