Addressing learner errors through the S.E.R.O. model wrong answer note system
Date of Publication
11-2019
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Mathematics
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Minie Rose C. Lapinid
Defense Panel Chair
Auxencia A. Limjap
Defense Panel Member
Levi E. Elipane
Celina P. Sarmiento
Abstract/Summary
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.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG007376
Keywords
Feedback (Psychology); Learning, Psychology of; Metacognition
Upload Full Text
wf_yes
Recommended Citation
Reyes, R. S. (2019). Addressing learner errors through the S.E.R.O. model wrong answer note system. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/6295
Embargo Period
11-2025