The Intervention of Learning Mathematics by Using Identifying Errors Technique on Demographic Behaviours and Cognitive Abilities

The probability of students to make a mathematical error in problem solving is high. Problem solving skills in mathematics are important. The purpose of this study is to explore to what extent the intervention of learning methods by using identifying errors technique to reduce mathematical errors in learning mathematics. Previous studies show that lack of comprehension of mathematical concepts among students leads to numerous mathematical errors. For this study, the participants are 134 Mengubah Destini Anak Bangsa (MDAB) students from Pre-Commerce programme in Universiti Teknologi MARA Cawangan Melaka (UiTMCM), for semester September 2017 – January 2018. The data collected for this study is from the pre-quiz, post-quiz and identifying errors exercises (IEE) scores. Pre-quiz was issued to students during the first meeting of Intensive Mathematics I (MAT037) class. Thereafter, sessions of mathematics class with emphasis on mathematical errors took place. The post-quiz was given to participants on the last day of the fourteenth week. To emphasize the study two groups were made. IEE_1 is a group of students who did all IEE while IEE_2 is a group who did only parts of IEE. The findings show no significant difference between gender, resided location and socio-economic status of the students. However, it was shown that Modern Mathematics SPM results have a significant impact on the scores of IEE. In addition, results also show no significant difference in the mean scores between students in IEE_1 and IEE_2 for pre-quiz. However, after the intervention of identifying errors techniques, it was revealed that the mean scores for post-quiz differ significantly higher for IEE_1 group compared to IEE_2 group.