Students’ Errors in Solving Proportionality Problems in Secondary School Mathematics

Abstract

This study investigated the errors committed by students in solving problems on proportion in secondary school mathematics. The design of the study was descriptive.  The study was conducted in Bamenda central in the North West region, Cameroon. Ten schools were randomly selected by stratified sampling technique for the study, three male schools, four female schools and three co- educational schools. Data was collected by administering a test on proportion to Form four students. The scripts were marked and errors identified and classified. Chi square was used in analysing the data and testing of the hypotheses. The results revealed that students commit errors in semantic, calculation and substitution. Other errors include confusing proportionality sign to equality sign, incomplete solution, wrong procedure, wrong use of units, wrong answers. It also revealed that girls committed more errors than boys with 64.9% of the total errors and boys 35,1% of the total errors, wrong answer is mostly committed by boys with 29.5% of the total errors committed by boys. Wrong procedure is the error committed mostly by girls with 36.8% of the total errors committed by girls. Based on the findings of the study, therefore, it was recommended among others that teachers should use varying examples in their teaching for more clarification of concepts.