Investigating Misconceptions in Linear Equations and its Impact on Students’ Achievement at Middle Secondary Schools of Bhutan

Aims: The objective of this study was to investigate and address ninth-grade students’ misconceptions in learning linear equations with the use of three-tier diagnostic test.

Study Design: The present study is built upon an explanatory sequential mixed approach, in which the researcher first does quantitative research, evaluates the results, and then uses the results to create a more in-depth qualitative analysis. The qualitative data is viewed as explanatory because it helps to explain the initial quantitative results.

Methodology: This study used a mixed-method approach, gathering, analyzing, and interpreting both quantitative and qualitative research in a single study. This strategy was chosen since the study's objective was to thoroughly analyze students' misconceptions about learning linear equations using both a quantitative and a qualitative approach.

Results: The conceptual knowledge examined in the test items were balancing equation, equation with brackets, fractions and negative signs, finding the table of values, finding slope and y-intercept, and graphing the equations. The diagnostic test was administered to 29 ninth grade students. It was revealed that majority (58.6%) of the students possessed misconceptions. The sources of misconceptions were attributed to inadequate mastery of subject knowledge of teachers, wrong information in the textbooks, prior knowledge and imprecise use of terminology.

Conclusion: Mobile apps were used to rectify the misconceptions held by the students to prevent the propagation of those misconceptions in students. Thus, a teacher can successfully read the cognitive conflict of his or her pupils and increase the likelihood of conceptual change by identifying, interpreting, and controlling it. A teacher can also successfully assist and lead students to engage in meaningful mathematics learning experiences.