Hari Prasad UpadhayayGhimire, Salikram2026-02-022026-02-022013https://hdl.handle.net/20.500.14540/25572This study was carried out to answer the research questions what type of errors do students commit in solving problems of mensuration? And what are the causes of errors in solving problems? The design of research is mixed method using and Newman's criteria for error analysis as a theoretical basis of study. All secondary schools students of Kavre district studying in academic year 2070 constituted population of study. One government school and one private school were selected randomly. One hundred students of these two schools were taken to constitute sample for written test. A mini-sample of 20 students was selected for interview. Written test and interview schedule were used for the tools. Written test consists 10 questions of mensuration section from grade X textbook. Reliability of test was evaluated by piloting upon 40 students in New Rising School, Rayale of grade X and was found to be 0.91. Validity was constructed by critical judgment of supervisor. The data collected from answer sheets were analyzed by comparing frequency of students (with percentages) under different errors and on the whole. Data obtained from interview were analyzed qualitatively by interpreting causes of errors made on answer sheets of written test. Of all the students on the average one fifth made either process skill or transformation errors. One tenth students made reading errors. Comprehension errors were made because of lack of proper understanding of geometric terminologies and less skill to use formula of mensuration. Transformation errors were made because of insufficient knowledge of definitions and less skill to transform sentences into mathematical form. Students made careless errors because they want to work too quickly, they felt bored and fatigue. Students made many other errors because of their week foundation.en-USSolving problemsError analysisThesis