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

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 N...

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Main Author: Reyes, Ronald Christopher S.
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Language:English
Published: Animo Repository 2019
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/6295
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-133792023-02-16T06:51:29Z Addressing learner errors through the S.E.R.O. model wrong answer note system Reyes, Ronald Christopher S. 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. 2019-11-01T07:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_masteral/6295 Master's Theses English Animo Repository Feedback (Psychology) Learning, Psychology of Metacognition Science and Mathematics Education
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Feedback (Psychology)
Learning, Psychology of
Metacognition
Science and Mathematics Education
spellingShingle Feedback (Psychology)
Learning, Psychology of
Metacognition
Science and Mathematics Education
Reyes, Ronald Christopher S.
Addressing learner errors through the S.E.R.O. model wrong answer note system
description 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.
format text
author Reyes, Ronald Christopher S.
author_facet Reyes, Ronald Christopher S.
author_sort Reyes, Ronald Christopher S.
title Addressing learner errors through the S.E.R.O. model wrong answer note system
title_short Addressing learner errors through the S.E.R.O. model wrong answer note system
title_full Addressing learner errors through the S.E.R.O. model wrong answer note system
title_fullStr Addressing learner errors through the S.E.R.O. model wrong answer note system
title_full_unstemmed Addressing learner errors through the S.E.R.O. model wrong answer note system
title_sort addressing learner errors through the s.e.r.o. model wrong answer note system
publisher Animo Repository
publishDate 2019
url https://animorepository.dlsu.edu.ph/etd_masteral/6295
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