Exploring the newman modified error hierachical model as a diagnostic approach in the teaching and learning of quadratic equation at the senior secondary school level in Zaria, Nigeria

Abstract

The study explored the Newman’s modified error hierachical model as a diagnostic approach in the teaching and learning of quadratic equation at the senior secondary school level in Zaria, Nigeria. A total of 120 Senior Secondary 2 mathematics students randomly selected from two private schools in Zaria with a mean age of 17 constituted the sample size for the study. The Mathematics achievement tests (MAT) and Quadratic diagnostic test (QDT) were used as the instruments of this study that included three components: the use of factorization, completing the square and formulae. Diagnostic interview in the form of semi-structured questionnaire were also used to identify at which level students’ errors occur in solving problems and the perception of students towards quadratic equation was that success can be achieved in problem solving with a good grasp of the subject. The type of error is based on Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, and encoding error. Data was analyzed using mean, percentage, frequency, Duncan’s (Multiple-Range) and Wilcoxon test at P