Analysis of spelling errors in students’ essays a case study of Tempane senior high school in the Tempane district of the upper east region

Abstract

Studies have been conducted on causes of spelling errors in essay writing and comprehension. However, these studies conclude that additional spelling errors is the best way to increase a student’s spelling level. The study adopted quantitative research design with a population of one hundred and eighty (180) students. The study was conducted in all the three Departments of Tempane Senior High School. The finding was that students committed seven categories of errors with the total number of errors stands at four hundred and forty-two (442) in essays writing. The rationale for using the form one, two and three students to analyse the spelling errors was to study the pattern of performance in the various levels as they progress. The study revealed the students committed Seven types of spelling errors in their essays. These include; letter omission, letter substitution, letter transposition, letter addition, L1 induced error, inflectional error and letter insertion found in essay writing. Space in accuracy, apostrophe, consonant substitution, consonant addition and vowel substitution are found in the comprehension whilst pidgin English and social media are others found in both. The findings showed that letter omission spelling errors is the most frequent type of errors the students committed. The letter addition recorded the least of spelling errors.