An Analysis of Senior High School Students’ Errors in Circle Theorems Using Newman’s Error Analysis: Evidence from Ghana

Source abstract

Senior High school students are faced with difficulties in solving circle theorem problems. This study examined the errors Ghanaian high school students commit when solving circle theorems problems, utilising Newman’s Error Analysis to categorise student failures in comprehension, transformation, processing, and encoding. Error analysis is a significant concept that helps educators adjust their teaching practices and assist students in growing beyond their incorrect understandings. Data was collected from 258 Senior High School students in the Kasena-Nankana district of Ghana. A mixed-method research approach through an explanatory sequential research design was used, and the data collected were analysed using deductive content and inductive thematic analysis. The findings of the study indicated that comprehension, transformation, processing skill, and encoding were the errors commonly exhibited by students when solving circle theorem problems. The results further showed that the errors that students commit emanated from students' related factors, teacher-related factors, and students’ challenges (misconceptions) of the circle theorem. The findings from this study have implications for teacher professional development in teaching circle theorem concepts in mathematics. It is therefore recommended that teachers should teach circle theorems using appropriate materials to represent and mathematise circle theorem concepts to correct learners’ errors and misconceptions in learning the topic.