The effect of using error analysis on the Geometric thinking levels of junior high school learners in Upper Denkyira East municipality.

Abstract

The purpose of the study was to assess the effect of using error analysis in improving the geometric thinking of Junior High School learners in Upper Denkyira East Municipality. The Van Hiele Model of Geometric Thinking and Newman’s Error Analysis were the theories used. Based on four research questions, a sequential explanatory mixed method design was used. A total of 113 participants: 105 JHS two learners and 8 JHS mathematics were sampled for the study using multi-stage sampling technique. The data collection instruments used were test and interview guide. The quantitative data were analyzed using frequencies, percentages, mean, standard deviation, and one-way ANOVA. Data from the interview were subjected to thematic analysis. The study found that process skill errors (93.3%), transformation errors (85.7%), comprehension errors (79.0%), and encoding errors (69.5%) are the most prevalent errors faced by JHS learners in learning geometry. These errors were more common in geometry topics such as linear equations, angles and measurements, 3D shapes, triangles, and word problems. Also, the causes of JHS learners’ errors in learning geometry were due to factors related to both teachers and learners. Teacherrelated factors included inadequate teaching resources, unclear explanations, abstract teaching methods. Learner-related factors included difficulty remembering rules, lack of practice, not paying attention in class. Moreover, JHS learners’ errors affected their motivation, confidence, and attitude towards geometry lessons. Lastly, the study found that there is a statistically significant difference in post-test scores between the experimental and control groups across the first three levels of Van Hiele’s geometry thinking. This suggests that the use of error analysis was highly effective in enhancing the JHS learnerss’ geometric thinking skills. Based on these, it was recommended for JHS Mathematics teachers in Upper Denkyira East Municipality to plan and design their geometry lessons in a way that address learners’ errors. The Upper Denkyira East Municipal Education Directorate should also provide teachers with adequate teaching resources and professional development on the use of error analysis in teachingMathematics.