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Abstract
The use of error analysis is an effective instructional strategy that holds promise to help students in retaining their learning. This study determined the influence of using error analysis as a formative assessment activity in the performance of junior high school students in geometry. It specifically aimed to determine the level of performance of students, significant difference in the performance of students in control and experimental groups before and after the intervention, significant difference in the performance of the students in the two groups after controlling the pretest scores, and the strengths and weaknesses of using error analysis as formative assessment. Quasi-experimental design was used in this quantitative and descriptive-comparative research. The result of the mean scores of the students taught with or without error analysis before and after the intervention was “did not meet expectation” and “fairly satisfactory”, respectively. There is no significant difference found in the performance of the students in the control and experimental groups after controlling the pretest scores. Thus, the use of error analysis as a formative assessment can be an innovative teaching technique in improving the performance of the students.
