An Error Analysis of Students’ Algebraic Problem-Solving among Senior High School Students in Ghana

Abstract

This study examined the types and causes of errors students commit in solving algebraic word problems. The study adopted a descriptive qualitative case study design with 97 senior high school students in Ghana. Data were collected through an Algebra Achievement Test (AAT) and interviews with students. Quantitative data were analysed using descriptive statistics, and qualitative data were thematically analysed employing a deductive approach to provide in-depth insight. The results revealed five categories of errors: reading, comprehension, transformation, processing skills, and encoding errors, as proposed by Newman’s Error Hierarchy. Transformation errors were the most frequent, followed by processing skills errors, whereas encoding errors were the least common. The causes of errors included carelessness, misinterpretation of mathematical terms, rote memorisation, inadequate practice, and ineffective teaching approaches. The study concluded that students’ errors in algebra are systematic and influenced by both learner-related and instructional factors. It was recommended that teachers focus more on conceptual understanding and problem-solving strategies than on allowing students to memorise concepts.