Analysis of Errors Encountered by Grade 7 Students in the Study of Integers: Basis for Proposed Action Plan

Abstract

INTRODUCTION

This study used Error Analysis to determine the consistent errors of students in performing basic computations. By using this assessment approach, the teacher may find ways to solve these problems. Since there is an enormous body of literature about error analysis in general, but there are only a few errors of students in solving integers which are considered as one of the basic foundations of Mathematics. The researcher aimed to identify and analyze the most common errors committed by Grade 7 students in the study of integers. In lieu, the result of this analysis was used to design an action plan that would improve students' performance in this particular topic.

METHODS

The respondents of this study was an intact class of seventy-four (74) Grade 7 students who were selected from a group of 19 sections. The study used descriptive and qualitative methods of research. A validated teacher-made 40-item test about integers was administered to the respondents. The test consisted of two categories designed to determine the respondents' Conceptual Understanding and Procedural Skills in the study of Integers.

RESULTS

The study revealed that under Conceptual Understanding, students had difficulties in Comparing Integers (52.25%). Students were confused when they are comparing two negative integers and opposite integers. They tend to forget the negative sign. They always thought that negative numbers have the same value or equivalent to positive numbers. Under Procedural Skills, it was revealed that the students had difficulties in Multiplying Integers with unlike signs (87.16%). Students tend to add or subtract the integers because they were not familiar with the operation of multiplication by using parentheses only. Aside from that error, the students also copied the sign of the integer with the higher absolute value. While other students were just guessing the answers and had a little knowledge of basic multiplication. In addition to this, students were found out that they could not perform well in the procedural skills category because of lack of understanding in terms of comparing integers.

DISCUSSIONS

The salient findings of this study are as follows: The most common errors of the students are: (a) negative numbers have the same value with positive numbers, (b) students disregarded negative sign when performing an operation, and (c) students always affix, as the sign of the answer, the sign of the integer with the higher absolute value in the given.