NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1456601
Record Type: Journal
Publication Date: 2024
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2354-2160
EISSN: N/A
Available Date: N/A
The Red Ink: Japanese Way of Strength-Based Correction in Ghanaian Schools
Vivian Maanu; Ebenezer Bonyah; Seth Amoako Atta; Lauren Jeneva Clark
African Educational Research Journal, v12 n4 p262-268 2024
The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed qualitatively using thematic analysis. Four themes emerged from the analysis: emotional response, impact on motivation and learning, perceived effectiveness, and teacher's intent. These thematic findings relate to students' perceptions of using red ink as a Japanese method of strength-based correction in Ghanaian schools. The use of red ink can affect students' emotions both positively and negatively and may serve as either a motivator or a demotivator, depending on the teacher's intent. Therefore, teachers should consider the individual needs and preferences of students when choosing the colour of the pen for providing feedback.
Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A
Author Affiliations: N/A