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.
Descriptors: Foreign Countries, Preservice Teachers, Teacher Attitudes, Scoring, Feedback (Response), Error Correction, Color, Visual Perception, Student Attitudes, Emotional Response
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