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Showing 1 to 15 of 27 results Save | Export
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Annalisa Soncini; Maria Cristina Matteucci; Carlo Tomasetto; Fabrizio Butera – British Journal of Educational Psychology, 2025
Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes…
Descriptors: Error Patterns, Feedback (Response), Student Reaction, Intervention
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Rahel Schmid; Robbert Smit; Nicolas Robin; Alexander Strahl – British Journal of Educational Psychology, 2025
Background: Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities. Aims: This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of…
Descriptors: Psychological Patterns, Emotional Response, Learning Processes, Error Patterns
Conrad Borchers; Paulo F. Carvalho; Meng Xia; Pinyang Liu; Kenneth R. Koedinger; Vincent Aleven – Grantee Submission, 2023
In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of…
Descriptors: Problem Solving, Intelligent Tutoring Systems, Mathematics Education, Learning Processes
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Hai Li; Wanli Xing; Chenglu Li; Wangda Zhu; Simon Woodhead – Journal of Learning Analytics, 2025
Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…
Descriptors: Mathematics Tests, Multiple Choice Tests, Computer Assisted Testing, Problem Solving
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Stein Dankert Kolstø; Matthias G. Stadler – Science Education, 2025
This study contributes to discussions on facilitating students' sense-making in science by analyzing the utterances of high-achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway.…
Descriptors: Science Education, Classroom Communication, Language Usage, Dialogs (Language)
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Qian Huangfu; Zhouying Luo; Ying Cao; Weijia Wu – Chemistry Education Research and Practice, 2023
Errors are natural elements of the learning process and provide a high potential to promote students' learning outcomes. In recent years, there has been much research about learning from errors. However, we know little about the relationship between students' error beliefs in chemistry and chemistry learning outcomes at present. Thus, the aim of…
Descriptors: Error Patterns, Learning Processes, Chemistry, Science Instruction
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Christina Areizaga Barbieri; Elena M. Silla – Journal of Experimental Education, 2024
Prior research highlights a positive effect of incorrect worked examples on mathematics learning. Yet the mechanisms underlying these benefits are unclear. To investigate potential mechanisms of the benefits of various worked example types, we examined process data from a previously published classroom-based experiment. More specifically, we…
Descriptors: Middle School Students, Ethnic Diversity, Racial Relations, Public Schools
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Loehr, Abbey M.; Fazio, Lisa K.; Rittle-Johnson, Bethany – British Journal of Educational Psychology, 2020
Background: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. Aims: We examined children's ability to recall their past errors and tested whether recalling an error aids…
Descriptors: Middle School Students, Recall (Psychology), Error Patterns, Error Correction
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Samuel Kenney; Forster D. Ntow – SAGE Open, 2024
This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of…
Descriptors: Problem Solving, Algebra, Mathematics Instruction, Low Achievement
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Jeffrey Dawala Wilang; Jebamani Anthoney; Alvina Kullu Sulankey – Journal of English Teaching, 2025
This study examines high school students' beliefs about studying English, particularly their perceptions of language intelligence, aptitude, and age sensitivity in language learning. A total of 87 Year 12 students from a boys' school in Northeastern Thailand voluntarily participated in a pre-and post-intervention online language mindset…
Descriptors: High School Students, Error Patterns, Learning Processes, English (Second Language)
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Barbieri, Christina Areizaga; Booth, Julie L.; Begolli, Kreshnik N.; McCann, Nicholas – Instructional Science: An International Journal of the Learning Sciences, 2021
The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with textbooks either containing the original practice problems or in which a portion of those problems were converted into a combination…
Descriptors: Algebra, Learning Processes, Mathematics Instruction, Middle School Students
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Wakhata, Robert; Balimuttajjo, Sudi; Mutarutinya, Védaste – Mathematics Teaching Research Journal, 2023
The present study explored 285 11th-grade students' preconceptions, misconceptions, and errors in solving mathematics tasks by graphical method. A descriptive-explorative study design was adopted. Cluster sampling was used to select students from sampled secondary schools in eastern and central Uganda. Students' paper and pen solution sketches…
Descriptors: Foreign Countries, Secondary School Mathematics, High School Students, Grade 11
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Burfitt, Joan – Australian Journal of Education, 2021
The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial…
Descriptors: Mathematics Tests, Test Items, Concept Formation, Mathematical Concepts
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Jin Hua Liu; Man Jiang; Jian Hong Ye – International Society for Technology, Education, and Science, 2023
The purpose of this study was to investigate the sources of Chinese learning anxiety among Chinese learners in Vietnam and the strategies and methods used to cope with anxiety. Based on the findings, we suggest effective strategies to relieve learners' learning anxiety caused by different anxiety-inducing situations. The results of this study…
Descriptors: Anxiety, Second Language Learning, Second Language Instruction, Chinese
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Saifurrisal, Ahmad Hasan – International Society for Technology, Education, and Science, 2022
Problem-solving is one of the 21st-century skills. However, students still have difficulty solving sequences and series word problems. The purpose of this research is to analyze students' errors in solving sequences and series word problems based on problem-solving steps of Polya. The research method is descriptive qualitative. The research…
Descriptors: Error Patterns, Word Problems (Mathematics), Mathematics Tests, Student Attitudes
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