Process Errors Committed By Senior Secondary School Students In Solving Problems In Geometry In Cross River State, Nigeria

Abstract

This study aimed to identify the process errors made by senior secondary school students in geometry in Cross River State, Nigeria. A sample of 300 students, selected using a proportionate sampling technique, participated in the study. The Geometry Diagnostic Test (GDT) was used to collect data upon validation by mathematics education and psychometrics experts. The instrument was tested for reliability using the Kendal coefficient of concordance (W), with a coefficient of 0.89 providing sufficient evidence of good inter-rater reliability. The data collected were analysed using frequency counts, percentages, and the Chi-square test. The results showed that most students make errors in transformation, process skills, and encoding when solving geometry problems in mathematics. In contrast, the number of students who made reading and comprehension errors was relatively small. The study also revealed that the process errors made by students did not significantly depend on their gender and school location. The findings of this study have implications for teaching and learning mathematics, particularly geometry, in secondary schools. It underscores the need for teachers to focus on the process of arriving at the correct answer rather than just obtaining the right answer, which is a critical component of problem-solving in mathematics. The results also provide a basis for curriculum developers and designers to design appropriate instructional strategies and learning materials to help students overcome the identified process errors.