An analysis of errors in arithmetic and their relation to performance of two-year college students in a remedial algebra course

This study was designed to determine if errors in a remedial algebra course are related to errors in arithmetic through (1) the use of error analysis of diagnostic tests and the algebra final examination, and (2) correlation of diagnostic, final examination, and chapter tests scores. The first results are based on an error analysis of the arithmetic diagnostic test and the algebra final examination, correlation of the diagnostic test and the algebra tests, and a comparison of the frequency of errors by type in arithmetic and algebra.

The chi-square statistic indicated a significant difference in the distribution of errors for wholes, fractions, and decimals on the diagnostic test. The predictive value of the diagnostic test was evaluated by computing Pearson's Product-Moment Correlations. It was determined that the diagnostic test scores are poor predictors of final examination scores, r = .384. Finally, the chi-square statistic indicated a significant difference in the frequency of types of errors on the diagnostic test and the algebra final examination.