Addressing learner errors through the S.E.R.O. model wrong answer note system

• Main Author: Reyes, Ronald Christopher S.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Feedback (Psychology); Learning, Psychology of; Metacognition; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6295
• Institution: De La Salle University

This study investigated how twenty-nine (29) students taking up the Science, Technology, Engineering, and Mathematics (STEM) strand in a private exclusive all girls high school in Quezon City address the learner errors in their quizzes through an intervention called the S.E.R.O. Model Wrong Answer Note System (Ha, 2013; Ha & Kim, 2015). As the teacher-researcher graded the papers, the correct answers were categorized as either S (Strength) or E (Emergency) while incorrect answers were categorized as either R (Risk) or O (Opportunity). Those categorized as R and O were asked to utilize the Wrong Answer Note (WAN). The study used a concurrent triangulation mixed methods research design. Quantitative data consisted of scores in the written assessments and other information that required statistical treatment and qualitative data consisted of student’s reflection in the WAN. The data were corroborated to yield meaningful interpretations. Results show large significant difference between any paired up written assessments – diagnostic test, quizzes, and summative assessment. Thus, indicating that the use of WAN is an effective tool in addressing learner errors. Moreover, the total number of students who obtained R and O in the summative assessment (post-test instrument) was evidently lower in comparison with the diagnostic test (pre-test instrument). Some student responses which were initially classified as O in their diagnostic test manifested understanding of related concepts and acquisition of necessary skills and attained S or at least R.