Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations

Abstract

Background: This study explored the impact and effectiveness of using erroneous examples for teaching Grade 9 algebraic linear equations.
Aim: The strategy was designed to allow learners to learn from their own mistakes and, therefore, help them close the gap(s) between their prior knowledge and the new knowledge.
Setting: This study was conducted with two Grade 9 classes from two secondary schools in the Gauteng Central district of South Africa.
Methods: A quasi-experimental design in the form of a pre-test–intervention–post-test was used with the experimental group (n = 31 in the pre-test and n = 22 in the post-test), while the pre-test and post-test with regular teaching were administered with the control group (n = 28 and n = 24). Both schools are public schools. The experimental school is in the former disadvantaged African township and the control school is in the semi-urban Indian township.
Results: The results revealed a significant difference between the pre-test and the posttest. The control group performed better than the experimental group, with the mean scores of x = 23.00000 and x = 18.83333, respectively. However, the experimental group’s mean scores have improved significantly in the post-test, from x = 1.12903 to x = 18.83333.
Conclusion: The findings revealed that the experimental group’s mean score increased better than the control group’s after the intervention.
Contribution: The study suggests that using erroneous examples effectively improves learners’ performance in solving algebraic linear equations.