Viswanathan, K S. (1997). Effect of Diagnostic Error Learning Strategy on the Achievement of Slow Learners of Standard IX in Mathematics. Unpublished. Ph.D., Education. University of Calicut.

The objectives were: (1) To find out the effect of Diagnostic Error Learning Strategy on the achievement of Slow Learners in learning Mathematics. (2) To identify the level of seriousness of errors committed by pupils in select topics of IX standard Mathematics textbook. (3) To find out the effect of Diagnostic Error Learning Strategy on the achievement of Slow Learners in the total sample and sub samples. (4) To find out the impact of Diagnostic Error Learning Strategy on the retention of Slow Learners in the total sample and sub samples. (5) To study the relationship between the intelligence of Slow Learners treated using Diagnostic Error Learning Strategy and their achievement in Mathematics. (6) To find out the attitude of Slow Learners treated with Diagnostic Error Learning Strategy towards problem solving. (8) To compare the effect of Diagnostic Error Learning Strategy upon the achievement of Slow Learners of schools with different types of management. (7) To compare the achievement of Slow Learners of both sexes treated with Diagnostic Error Learning Strategy. (9) To compare the local differences, if any, in the achievement of Slow Learners treated with Diagnostic Error Learning Strategy. (10) To explicit the relationship between the achievements of Slow Learners treated with Diagnostic Error Learning Strategy and the educational status of their parents.

The experimental and the controlled group, consisted of 150 subjects each.

The tools used were: A Diagnostic test in Mathematics for standard IX pupils, Achievement test in Mathematics for standard IX by C.P.Sreekantan Nair and Viswanathan K.S., Raven s Progressive Matrices for measuring intelligence of Slow Learners of IX standard, and Attitude scale towards problem solving.

 

Experimental method with equated group design was adopted for the study. Observations were made before the treatment, immediately after the treatment and after a period of one month.

 

The data were analyzed with the help of t-test.

 

The findings were: (1) There are differences in the level and seriousness of errors committed by pupils of the sub-samples and total sample in the different topics. (2) There is positive significant difference in the achievement of Slow Learners treated with Diagnostic Error Learning Strategy when compared with those taught using conventional method. (3) Slow Learners of experimental group performed better in retention than those in the control group. (4)  There exists positive relationship between the scores in post-test and retention test in both groups. (5) Retention of Slow Learners in the experimental group is far better than those in the control group. (6) Achievement of Slow Learners consequent on Diagnostic Error Learning Strategy is independent of their intelligence. (7) There exists positive relationship between attitude tests and post-test scores in both groups. (8) The achievement of Slow Learners consequent on Diagnostic Error Learning Strategy is independent of their attitude towards problem solving. (9) There exists sex- wise difference in the achievement and retention of Slow Learners treated with Diagnostic Error Learning Strategy. (10) There is difference when treated with Diagnostic Error Learning Strategy in the achievement of Slow Learners of schools under different types of management. (11) There exists no significant locale difference in the achievement of Slow Learners treated with Diagnostic Error Learning Strategy. (12) The monthly family income has impact on achievement of Slow Learners treated with Diagnostic Error Learning Strategy. (13) The parents educational Status has impact on the achievement of Slow Learners with Diagnostic Error Learning Strategy.

Keyword(s): Diagnostic Error Learning Strategy, Slow Learners