An error analysis of matriculation students' permutations and combinations

Abstract

Background/Objectives: This study aims to identify errors in Permutations and Combinations topic among matriculation college students. Methods/Statistical Analysis: A total of 83 students consisting of 46 module I's students, 23 module II's students, and 14 module III's students of a Two-Year Program participated in this study. A diagnostic test on Permutations and Combinations was used as an instrument to gather types of errors students made. The errors were classified based on Carmen Batanero's classification. Data were analysed descriptively using frequency and percentage to diagnose the types of errors. Findings: The findings show that students made five major errors: 1. Wrong question interpretation. 2. Wrong identification of the type of object used either identical or different, especially letters, numbers and non-living things. 3. Wrong arithmetic operations used in finding solution. 4. Incorrect use of formulas and 5. Wrong or meaningless answers given. Applications/Improvements: The results of this study can help educators to plan more effective teaching and learning strategies in making the classroom activities for Permutations and Combinations meaningful.