WRITING THE

CHAPTER 1
THE PROBLEM AND ITS
RELATED LITERATURE
INTRODUCTION & REVIEW
OF RELATED LITERATURE
AND STUDIES
INTRODUCTION
• The Introduction provides a brief overview of the
study as it relates to the needs of the literature
(blank spots/ blind spots) and its intended goals
and contributions.
• One manner of organizing the Introduction is by
using the TIOC format: Trends, Issues, Objectives,
and Contributions.
THE “TIOC” APPROACH
T – TRENDS
I – ISSUES
O – OBJECTIVES
C – TRENDS
THE “TIOC” APPROACH
T – TRENDS
• In the Trends portion, relate the present
study to the ones previously reported or
conducted in the research literature.
THE “TIOC” APPROACH
T – TRENDS
• A brief background about the topic
• A brief historical background about the topic
• How the topic has been studied or has been
developed as research area; look for journals
and other reference materials that have
been published in the last 5 years.
THE “TIOC” APPROACH
I – ISSUES
• In the Issues portion, state the necessity of
the research problem, including its theoretical
or practical implications.
THE “TIOC” APPROACH
I – ISSUES
• Specific issue that underlies the trends;
current issues that need to be studied or
addressed
• Identify the RESEARCH GAP
THE “TIOC” APPROACH
O – OBJECTIVES
• In the Objectives portion, provide an
overview of the analyses to be conducted in
the study. Provide the main problems of the
study, but also provide other analytical
information such as theoretical constructs to
be verified, methodological considerations, or
statistical techniques.
THE “TIOC” APPROACH
O – OBJECTIVES
• State the OBJECTIVE
THE “TIOC” APPROACH
C – CONTRIBUTION
• In the Contributions portion, emphasize the present
study’s uniqueness and/or importance. Juxtapose
the study in contrast with the prevailing studies in
the literature.

• Point out the potential CONTRIBUTION of your study

to the body of knowledge or literature
 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

Mathematics education system for the past decades has depended greatly on

teachers representing correct worked example exercises as illustrations for students to

TRENDS
follow while working on their own exercises (Rushton, 2018). In order to enhance better A BRIEF
HISTORICAL
mathematics performance, mathematics educators are searching for educational reforms BACKGROUND
ABOUT THE
to uphold the learning, achieve the knowledge and acquire the skills in mathematics TOPIC

(Shimizu & Kaur, 2013). In these modern years, introducing incorrect exercises and

erroneous examples has been conducted and it is known as error analysis (McLaren,

Adams, & Mayer, 2015).

 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

Error analysis in mathematics primarily concern is to improve students’

learning, solving mathematics problem and computations (Priyani & Ekawati, 2018). In
TRENDS
support, error analysis is a beneficial strategy in the learning development in A BRIEF
BACKGROUND
mathematics. This educational strategy can determine what kind of errors a student is ABOUT THE
TOPIC
doing, and serves as an indicator to report students’ fallacy and to patch-up correct

concept, plan and steps (Brown, Skow, & the IRIS Center, 2016). Furthermore, error

analysis outcomes will also benefit the teachers in recognizing the reasons made by the

students (Novitasari, Lukito, & Ekawati, 2018). The utilization of error analysis is

advantageous in the teaching and learning process and an effective instructional strategy

that embraces aptitude of helping students to enhance their learning (Rushton, 2018).
 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

However, the usage of error analysis and showing erroneous examples for

learning was became controversial, some teachers are afraid that introducing errors to students
ISSUES
will lead them and incline to make more mistakes. This idea is supported by behaviorist theory SPECIFIC ISSUES
THAT
of Skinner in 1938 and 1961; a classic behaviorist’s anticipation is that incorrect examples must UNDERLIES THE
TRENDS;
CURRENT ISSUES
not be presented to learners in order to protect them from adopting erroneous answers. Ideas
THAT NEED TO
BE STUDIED OR
and tactics can get mixed up and will cause to flawed performance (Tsamir & Tirosh, 2003 as ADDRESED

cited by McLaren et.al, 2012). If the new problem will be reconstructing with existing ideas and

strategies and when reconstruction doesn’t take place effectively an error may occur (Duit &

Treagust, 2003 as cited by Heemsoth & Heinze, 2013). Correspondingly, if working is fully

loaded by the essential processing loads of the task, erroneous examples may not promote

deeper processing (Isotani et al., 2011).

 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

Through providing erroneous examples, instead of concentrating on the

mathematical content, students may have focused too much of their cognitive processing in the
ISSUES
correct and incorrect segment (Adams et al., 2014). Additional reason behind the hesitancy of SPECIFIC ISSUES
THAT
utilizing error analysis is because some teachers are unclear about showing errors to their UNDERLIES THE
TRENDS;
CURRENT ISSUES
students, there is a fear that the strategy of error analysis could result that their students will
THAT NEED TO
BE STUDIED OR
make same errors and get wrong solution. Some teachers are not in favor in the context of error ADDRESED

analysis in their classroom, because of the reason that creating incorrect examples and

highlighting errors for students to evaluate is too time wasting (Rushton, 2018). Despite the

findings in support to the error analysis enhances learners’ performance; the results regarding IDENTIFY THE
RESEARCH
beneficial conditions for learning through error reflection are inconsistent (Duit &
GAP
Treagust, 2003 as cited by Heemsoth & Heinze, 2013).
 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

There is then a need for furthermore studies on how error analysis effects

the mathematical achievement of the students. In this concern, looking to the performance

of the students in this study are essential in more exploring the benefits of error analysis

in terms of teaching and learning mathematics. In accordance, there is a necessity to be done STATE THE
OBJECTIVE
in identifying the error of students in knowing the students’ comprehension in mathematics

(Riastuti, Mardiyana & Pramudya, 2017). In additional, the study of Rushton (2018) suggest for

the future researchers to have a separate use of conceptual and procedural questions on the

assessments. It is significant for mathematics teachers to comprehend and explain these errors if

they are aiming to help students to deal with some of the errors in mathematics (Chauraya &

Mashingaidze, 2017).
 RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
T.I.O.C APPROACH
ACHIEVEMENT OF SENIOR HIGHSCHOOL

This study is therefore aims to contribute to the present works on the POINT OUT THE
POTENTIAL
qualitative and quantitative evaluation of error analysis in mathematics, in which is vital CONTRIBUTION
OF YOUR STUDY
TO THE BODY OF
in developing and identifying mathematical errors, also, by improving mathematical KNOWLEDGE OR
LITERATUE
achievement through conceptual and procedural knowledge.
REVIEW OF RELATED LITERATURE
AND STUDIES
• The literature review serves to discuss the
developments in the field relevant to the
development of the present study. Scholarship
builds itself on continuous inquiry, and the
literature review situates the present study at the
edge of this inquiry.
REVIEW OF RELATED LITERATURE
AND STUDIES
• For the Thesis paper, researchers are expected to
peruse 40-50 related studies that are dated 5-10
years from the student’s date of writing. Any
mention of a critical paper (e.g., the dissertation of
Lawrence Kohlberg in 1972 that explored his Moral
Development theory) must be cited from a more
recent paper.
REVIEW OF RELATED LITERATURE
AND STUDIES
• The organization of the literature review must give
precedence to the discussion of the study’s
prominent variables (i.e., Independent/ Dependent
Variables) and a Synthesis of concepts at the end.
REVIEW OF RELATED LITERATURE
AND STUDIES
1. Provide a general introduction.
2. Introduce the research problem.
3. Explain the design of the study.
4. State the major findings and conclusions.
5. Provide a critical evaluation of the studies.
6. Identify what research still needs to be done.
 REVIEW OF THE RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
RELATED LITERATURE ACHIEVEMENT OF SENIOR HIGHSCHOOL
AND STUDIES

This framework deals with the relevant studies and review of literature

which guided the researcher in the formulation of the conceptual framework for the
PROVIDE A
research on error analysis and the mathematical achievement of senior high school. The GENERAL
INTRODUCTION
collected foreign and local studies provide related information to the study of the

researchers with the literature and showed similarities with other system which is

generally used.
 REVIEW OF THE RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
RELATED LITERATURE ACHIEVEMENT OF SENIOR HIGHSCHOOL
AND STUDIES

The effectiveness of teaching and learning mathematics through error analysis

explored by Rushton (2018) whether or not the seventh-grade mathematics students might learn
PROVIDE A
additional from the practice of both correct worked examples and error analysis, instead of GENERAL
INTRODUCTION
traditional instructional approach of solving exercises wherein the students are taught with the

usage of correctly worked examples only. The study widened previous research on the area of

learning from the use of both correctly worked examples and error analysis and also it studies

the feedbacks and comments from the teacher’s as well as students’ experiences through the use

of error analysis in teaching and in learning mathematics.

 REVIEW OF THE RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
RELATED LITERATURE ACHIEVEMENT OF SENIOR HIGHSCHOOL
AND STUDIES

A mixed method design was utilized to inspect the two seventh-grade mathematics

classes unit on equations and inequalities through the use error analysis. The class has 26 students
EXPLAIN THE
for the control group and a class has 27 students for the treatment group. The overall participants
DESIGN OF THE
STUDY
are 29 males and 24 females. The statistical insinuation of the effects of using error analysis was

present using Qualitative data and to understand participants’ and teacher’s expertise with error

analysis were present using qualitative methods. The same teacher taught the both groups, therefore

a comparison can be made from the viewpoint of the teacher on how the students learned and

participated in two different groups A pre-test and post-test were created to contain question that

would test for mathematical understanding on equations and equalities, a delayed post-test was also

given 6 weeks after the post-test that would examine the retention of knowledge.
 REVIEW OF THE RESEARCH TITLE: EFFECTS OF ERROR ANALYSIS IN MATHEMATICAL
RELATED LITERATURE ACHIEVEMENT OF SENIOR HIGHSCHOOL
AND STUDIES

The result of the study showed that the teacher and students found out that the

usage of error analysis is beneficial in the process of learning and in the process of teaching.
STATE THE
The majority (86 %) of the participants from the treatment group specified that the practice of MAJOR
FINDINGS AND
erroneous example combined into their lessons was advantageous in supporting them correct CONCLUSIONS

those mistakes they need to identify their own errors and understanding. Also, the implications

show that the treatment of teaching students mathematics through the use of error analysis can

fostered students’ learning and could retain the knowledge longer.

RELATE THE STUDIES WITH ONE ANOTHER

REPEAT! REPEAT! REPEAT!
THE END