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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The purpose of this study is to examine the effect of the four identified process errors (arbitrary, structural, executive and clerical errors) in mathematics on students' academic achievement in Senior Secondary Certificate Examination (SSCE). The instrument used for this study was the students' scripts and redesigned marking scheme for those scripts in mathematics. Four hundred SS3 students were used as the sample. The data generated were analyzed using simple proportion, frequency count, chi-square test and Analysis of variance (ANOVA). The result of the analyses showed that students committed more of structural error which is the most serious error that has to do with the conceptual knowledge of the basic concepts in mathematics. Also girls were found committing more of the identified process errors than their male counterparts. The mean achievement score of students classified as committing more of structural and arbitrary errors differed significantly from the other two errors. Structural and arbitrary errors had more negative effects on students academic achievement than executive and clerical errors. On the basis of this finding it was recommended that students should be made to play down on the quest for right answer and highlight the importance of the steps involved in arriving at the right answers. |
| Keywords: process errors, academic achievement, senior certificate examination |
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