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A COMPARATIVE STUDY ON STUDENTS’ ERRORS ON WORD PROBLEM BETWEEN UBAN SCHOOL AND RURAL T.Mukunthan Dept. Early Childhood and Primary Education, Open University of Sri Lanka 1
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Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Oct 29, 2014

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Paper presented on National Conference on regional Development 2011 at South Eastern University of Sri Lanka 10th & 11th December 2011
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Page 1: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

A COMPARATIVE STUDY ON STUDENTS’ ERRORS ON

WORD PROBLEM BETWEEN UBAN SCHOOL AND RURAL

T.MukunthanDept. Early Childhood and Primary Education,

Open University of Sri Lanka 1

Page 2: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

OUTLINE OF THE PRESENTATION

• Introduction

• Newman Error Analysis Model

• Literature Review

• Research Problem

• Objectives

• Research Design

• Findings and Discussion

• Conclusions and Recommendations2

Page 3: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

INTRODUCTION

Word problem is defined as:

‘A Mathematical problem that is stated in words rather than in symbols or as an equation’

(Mathematics Thesaurus).

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Page 4: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Mathematics syllabi consist of six main topics –

• Numbers,

• Mathematical Operations

• Measurement,

• Money,

• Space and Shapes,

• Data Handling.

All the above topics contain word problems

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Page 5: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

INTRODUCTION (Cont.)

• These word problems are introduced to the students from the primary level.

• Most of the students find word problems challenging.

• There are several points at which students fail to solve the problem correctly.

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Page 6: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

• Newman (1977) analysed the errors made by the students when solving word problems.

• She developed a model to classify errors. She identified a sequence of steps in the error analysis model.

• This model is called as ‘Newman’s Error Analysis Model’ (NEA model).

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Page 7: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

• The sequence of steps the model postulate is:

Reading→

→Comprehension→

→Transformation→

→Process→

→ Encoding.7

Page 8: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

1.Reading abilities:

Can the student actually decode the question? Does the child recognize the words or symbols within the question?

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Page 9: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

2.Comprehension: once the student has decoded the words or symbols, can he or she understand the question

(a) In terms of general understanding related to mathematical topic and

(b) In terms of specific mathematical expressions and symbols?

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Page 10: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

• Transformation: Can the student choose an appropriate process or algorithm to solve the problem?

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Page 11: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA Model

• Process Skills: Can the student accurately do the operation(s) he or she has selected at the transformation stage?

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Page 12: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

NEA ModelEncoding: Can the student relate his or her answer

back to original question to record the answer in appropriate form?

(Adapted from Dickson, Brown and Gibson, 1984)

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Page 13: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Literature Review

• Clements (1980) conducted a research using the Newman’s Error Analysis Model (NEA) to analysis the data.

• He found that 66.67% of the errors made when solving the word problems occur at the Reading, Comprehension and Transformation stages (first three stages).

• That means before students perform any calculations. 13

Page 14: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Literature Review• Nanayakkara (1993) conducted a study in Sri

Lanka with Sinhala medium Grade 3 and 5 students.

• He also used NEA model to analyse the data and noted that 60.4% of the errors made when solving the problems are also related to the first three stages of NEA model.

• The results of these two studies indicated that more than 60% of the students made errors in performing any calculations.

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Page 15: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Research Problem• National Institute of Education (NIE) carried a

study in 394 schools in eight districts thought the country to examine the performance of Grade 5 students in Literacy and Numeracy- after five years of implementing educational reforms in 1998.

• This finding of this study indicated that, ‘ the most important sub skill Problem Solving in numeracy have not shown the expected improvement (Suranimala, Fernando 2004).

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Page 16: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Research Problem• Although National Education Research

and Evaluation Center (NEREC) of the Faculty of Education, University of Colombo carried out a study throughout the Island and noted that, students are very weak in solving Word problems.

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Page 17: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Research Problem

• Basic Education Sector Unit of the Provincial Education Departments of the Northern and Eastern Provinces carried out a study to identify the errors made by the Primary school children in all the districts in Northern and Eastern Provinces in Sri Lanka.

• The findings of this study noted that, students performance in mathematical Word Problem is very poor (Sibli, 2009)

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Page 18: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Objectives

• to identifies the reasons for students’ weakness in Word Problems

• to find the differences between the urban students and Rural students types of errors made when solving Word Problems by Urban school students in types of errors.

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Page 19: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Research Design

• This is a descriptive study.

• Data collection in this study was mainly based on several students in two grade levels and at least a single measurement of performance for each individual within each grade level.

• Therefore this is a cross-sectional study design.

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Sample GradeGende

r

Urban School

Rural

Grade 4

Grade 5

TotalGrade

4Grade

5Total

Boys16 06 22

20 13 33

Girls08 07 15

15 12 37

Total24 13 37

35 25 70

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Research Instruments

• A question paper containing 5 word problems covering all four mathematical operations was used for collection of data.

• This question paper was designed by the researcher.

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Page 22: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Data collection

• After marking the answer scripts, the students who have made errors were interviewed to identify the reasons for making such errors.

• The data collected from the interview were further analysed to categorise the errors.

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Page 23: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Finding and Discussions

QuestionsError Type

Q.1 Q.2 Q.3 Q.4 Q.5

U R U R U R U R U R

Reading 50 47.5 23.1 20.2 29.1 33.4 33.3 30.2 40.9 38.4

Comprehension

30 24 53.8 49.6 48.4 51.3 43.3 44.7 31.8 28.5

Transformation

0 2.3 7.7 8.3 0 2.1 13.3 10.3 13.6 16.5

Process 20 20.3 15.4 21.9 22.6 13.2 10 14.8 9.1 16.6

Encoding

0 3.9 0 0 0 0 0 0 4.5 0

Total

20 100 26 100 31 100 30 100 22 10023

Page 24: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

RESULTS

• The statical test indicate that there is no significant difference between errors on Unban and Rural Students

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Page 25: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Categorising of Errors according to NEA Model

School Error Type

Urban Rural

No. %No %

Reading 35 27.13 85 26.40Comprehension 55 42.64 149 46.27Transformation 10 7.75 33 10.25Process 18 13.95 43 13.35Encoding 01 0.78 4 1.24Total 129 100 322 100

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Results

• The above table indicates that, a high percentage of the students in Uban and Rural schools were unable to comprehend the word problems.

• A considerable number of students made errors on reading.

• 77.52% of the students made errors in the first three stages.

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Results

• This means that more than three quarter of the students had made errors before performing any calculations.

• This finding indicates that, students’ lack of skills in their first language (Tamil Language) affected their mathematics learning.

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Recommendation

• Mathematics and First language are the compulsory subjects in GCE (OL) in Sri Lanka.

• Most of the sums in GCE (OL) paper are in the word problem format. Therefore students have to acquire necessary competencies to solve the word problems.

• The primary mathematics is the foundation for the secondary level mathematics. But the studies highlighted that, students performance in Word problems are very weak. 28

Page 29: Comparativ Study on Students' Errors on Word Problem between Urban School and Rural School

Recommendation

• Most of the students made errors on the preliminary stages such as Reading, Comprehension, and transformation.

• Reading and Comprehensions are related to language.

• Same teacher is teaching the Language and Mathematics at the Primary Schools.

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Recommendation

• Therefore the teacher has to prepare the students to learn mathematics through during the language lessons.

• Therefore teachers have to identify these error patterns and take remedial measures.

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Thank You

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