-
Author
-
Chidimu, Tendai
-
Title
-
Investigating errors and misconceptions in learners when solving simultaneous linear equations at ordinary level : a case study of a secondary school in Mount Darwin district
-
Abstract
-
This research investigates the pervasive errors and misconceptions that learners encounter when solving simultaneous linear equations at Ordinary Level, with a specific focus on students at Kapiripiri Secondary School in Mount Darwin District of Mashonaland Central Province in Zimbabwe. The research employs a mixed-methods approach for data collection, utilizing pre-tests and post-tests to measure learning outcomes, alongside questionnaires and focus group discussions to gather qualitative insights. A sample of ten (10) participants was selected through simple random sampling, while purposive sampling was utilized to engage eleven (11) mathematics teachers selected from five secondary schools in the same cluster in questionnaire responses. Through a detailed analysis of students' responses in the pre-test, the researcher identified common pitfalls such as incorrect application of elimination and substitution methods, misinterpretation of variables, failing to make variables subject of formula and incorrect sign handling among others. Additionally, misconceptions of thinking that simultaneous linear equations have only one unknown variable have been highlighted. The research proposed several strategies to mitigate these errors, such as the use of learner-centered approaches, the use of Cognitive Load Theory, Constructivism theory and Error analysis theory and the implementation of peer tutoring systems that encourage collaborative problem-solving. Data presentation is meticulously structured, utilizing tables, graphs, pictures, and bar graphs to enhance clarity and visual comprehension of findings. Analysis of the data employs both descriptive statistics and qualitative techniques, revealing significant trends and patterns in learners' understanding. The results indicate that traditional teaching methods negatively impact learner performance. Notably, there was a significant improvement in learner outcomes as evidenced by post-test results, confirmed through hypothesis testing during data analysis. The study concludes that teacher-centered methods are more effective for facilitating learners' grasp of mathematical concepts, while traditional pedagogical approaches often exacerbate misconceptions and hinder performance. Considering these findings, the research advocates for educators to adopt learner-centered approaches, which have demonstrated potential in reducing errors and enhancing comprehension. Further studies are recommended to explore similar issues within other mathematical concepts, aiming to broaden the understanding of errors and improve educational strategies in mathematics education.
-
Date
-
December 2024
-
Publisher
-
BUSE
-
Keywords
-
O-Level Mathematics
-
Learner Misconceptions
-
Error Analysis
-
Supervisor
-
Dr. Mutambara , L.
Chidimu Tendai.pdf