Students' Errors in Learning Algebra at Basic Level

Abstract

This is a study on "Student's Error in Learning Algebra at Basic Level". The main objective of the study was to identify the students in learning algebra at basic level and to explore the strategies that reduces student's errors in learning algebra at basic level. The research questions were how do students perceive learning algebra? What are the reasons behind students’ weak in learning algebra? What are the factors behind students’ error in learning algebra at basic level? This research was qualitative research which was based on phenomenology research design. Research site was Shree Durga Secondary School, Shailung-4, Dolakha. As respondent of this study was from only class 6,7, and 8.The major tools used for the study were achievement test , interview and focus group discussion which were clearly mentioned in appendix. To collect the data with respect to meet objective and research question the researcher used interview guidelines for head teacher and mathematics teacher, achievement test and focus group discussion were conducted with students. The researcher was selected as sampling procedure with purposively sampling procedures. Newman's theory was used for Error Analysis in whole study. When the researcher was took the achievement test then the researcher was found variety of errors of participate students in that test which were categorized six types of errors: Reading error, Comprehension error, Transformation error, Process skill error, Careless. Then the researcher conducted Focus Group Discussion with ten students. By the FGD, the researcher found there were many reasons behind the errors. The researcher categorized every reasons contained three factor which were School related factor, Student related factor, and Family related factors. The researcher found the students did error with dealing word problem, error with dealing with comprehending variables, error with dealing with solving equation, error with dealing algebraic expression, error with dealing transition from arithmetic to algebra to arithmetic. Finally, the researcher concluded that instead of all the blame to the stakeholder we can handled it by the deep analyzed those factors and reduces that students’ error in learning algebra at basic level.