Investigating learner errors and misconceptions in solving linear inequalities at Ordinary level: a case study of Nyamatani Secondary School in Sanyati district.
- Author
- Chirikusvesve, Rangarirai
- Title
- Investigating learner errors and misconceptions in solving linear inequalities at Ordinary level: a case study of Nyamatani Secondary School in Sanyati district.
- Abstract
-
This study aimed to investigate the different errors and misconceptions made by students when dealing with linear inequalities. The goal was to uncover the nature and causes of these errors and misconceptions among students at Nyamatani High School in Sanyati District of Zimbabwe. A total of 12 form 3 students and 2 teachers participated in the study. The sample was selected using a random sampling technique, which yielded 12 students from 80 learners. Data collection encompassed results from students' tests on linear inequalities, interviews with students, and questionnaires given to both learners and mathematics teachers. The collected data was coded and analysed using descriptive statistics. The study's findings revealed common errors made by students, such as multiplying/dividing by a negative number, substituting inequality symbols with "equal to" symbols, performing operations on only one side or different numbers on the two sides of a compound inequality, as well as errors in algebraic operations, simplification, and arithmetic. Misconceptions observed included confusion between equality and inequality, misconceptions when dividing or multiplying through an inequality by a negative number, and struggles with compound inequalities. Students' difficulties arose from an inadequate understanding of basic inequality concepts, overgeneralization, limited mastery of inequality rules, and insufficient exposure to compound inequalities. Translating word problems into algebraic symbols posed a significant challenge.
The study also highlighted that mathematics teachers were aware of the errors made by students. Recommendations were given for teachers and learners. Implications were given for assessment and evaluation and curriculum development. - Date
- August 2025
- Publisher
- BUSE
- Keywords
- Linear Inequalities
- Learner Errors and Misconceptions
- Supervisor
- Dr. L.H.N. Mutambara
