Errors made by ordinary level learners when calculating magnitude of vectors at a school in Makonde district

Author

Nheta, Simbarashe

Title

Errors made by ordinary level learners when calculating magnitude of vectors at a school in Makonde district

Abstract

This research investigates the errors made by ordinary level learners when calculating magnitude of vectors at one secondary school in Makonde District in Mashonaland west, with a particular focus on identifying the types of errors encountered. The sample had sixteen learners drawn from a population of forty-five learners. Three teachers were also interviewed. The method used to select learners and teachers was unbiased. Through a mixed- methods approach, data were collected from general exercises, test and interviews with teachers and students to analyze their problem-solving processes. The findings reveal three primary categories of errors: computational, procedural and conceptual. Computational errors often stem from arithmetic mistakes during calculations, while procedural errors arise from misunderstandings of steps required to calculate vector magnitude. Conceptual errors are characterized by lack of understanding of the fundamental properties of vectors and their magnitudes. This study highlights the need for targeted instructional strategies that address these specific error types, thereby enhancing learners’ comprehension and skills in vector calculations. The study recommends that teachers use a variety of methods, provide additional support to learners and learners should use online resources to supplement their learning.

Date

December 2024

Publisher

BUSE

Keywords

Errors

Ordinary level

Calculating magnitude

Vectors

Supervisor

Mr. Gwizangwe