| Summary: | 碩士 === 國立中興大學 === 應用數學系所 === 104 === The intention of this paper is to survey students’ performance among monthly test based on how they correct their own mistakes—precisely or vaguely. Taking a private high school in Taichung as an example, the study lies in the corrections students make after quizzes or tests to see if they can really understand the main ideas of the questions and thus they can improve their mathematic ability.
The experiment used consists of two different level pupils—basic and advanced. Students are divided into two groups according to their entrance exam scores. At first, I did nothing to interfere in students’ learning habits. But after two monthly tests in the 7th grade, students are asked to correct their mathematic mistakes on their test paper each time after every test. While it goes to the second year of their junior high, students are “informed” to correct their own mistakes by themselves. I, as a teacher, would check their correction from time to time. Based on this pattern—inform and check—the research conducted suggests that accurate error-correction absolutely affect students’ learning performance.
The findings of the six researches have led to the conclusion that accurate error-correction do raise students’ scores by comparing these following two numbers—how many students achieve the average score and how many students achieve the top 25 percent of test-takers’ score.
The more accurate error-corrections students make, the higher monthly test scores they will get.
Key Words: mathematic 、correction、learning performance、
High standard
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