Analysis of High School Students’ Errors in Translating Algebra Word Problems into Mathematical Statements Using Newman’s Error Analysis Model

This study investigated senior high school (SHS) students’ errors in translating algebra word problems into mathematical statements, employing Newman’s Error Analysis (NEA) framework to categorize and diagnose these errors systematically. A descriptive quantitative research design was utilized, with convenience sampling applied to select 66 SHS 2 students from two mixed-gender schools in Ghana (School A: Category A, n=32; School B: Category D, n=34). The primary instrument was a pre-test achievement whose validity was established through expert reviews and alignment with NEA stages, while reliability was confirmed via pilot testing and consistent scoring using a NEA-based rubric. Analysis of pre-test responses revealed errors across all five NEA categories: reading, comprehension, transformation, process skills, and encoding. In School A, errors included 21 (6.6%) reading, 206 (64.4%) comprehension, 246 (76.9%) transformation, 32 (10.0%) process skills, and 39 (12.2%) encoding. School B recorded 15 (4.4%) reading, 202 (59.4%) comprehension, 258 (75.9%) transformation, 34 (10.0%) process skills, and 35 (10.3%) encoding errors. Comprehension and transformation errors predominated, indicating challenges in interpreting problem contexts and converting verbal descriptions into algebraic forms, while reading errors were minimal. The findings underscore NEA’s utility in diagnosing cognitive breakdowns and recommend its integration into classroom practices for targeted remediation. Hence, advocates for curriculum enhancements to foster algebraic reasoning.