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Updated: Sep 20, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

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Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school

Menaga Suseelan¹, Cheng Meng Chew¹, Huan Chin¹

¹School of Educational Studies, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia.

Current Psychology (New Brunswick, N.J.)

|June 7, 2022

Summary

Low-performing Malaysian elementary students exhibit achievement gaps due to differing instruction mediums. National Primary School (NPS) and National-Type Tamil Primary School (NTTPS) students made more process and encoding errors than National-Type Chinese Primary School (NTCPS) students.

Keywords:

Higher-order thinking skills Low-performing Newman’s error analysis School type Word problem

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Area of Science:

Education
Cognitive Psychology
Educational Psychology

Background:

Achievement gaps persist among Malaysian elementary schools with varied instruction mediums.
Understanding error patterns in higher-order thinking skills is crucial for addressing these disparities.

Purpose of the Study:

To compare error types made by low-performing students in National Primary Schools (NPS), National-Type Chinese Primary Schools (NTCPS), and National-Type Tamil Primary Schools (NTTPS).
To investigate errors in solving word problems requiring higher-order thinking skills.

Main Methods:

A multiple case study design involving 18 low-performing students from three school types.
Qualitative error identification using diagnostic interviews and Newman's Error Analysis.
Cross-case analysis of student errors in eight word problems.

Main Results:

Students across all school types made reading, comprehension, transformation, process skills, and encoding errors.
NPS and NTTPS students demonstrated a higher frequency of process skills and encoding errors compared to NTCPS students.

Conclusions:

The findings highlight the need to improve procedural fluency among NPS and NTTPS low-performing students.
Targeted interventions are necessary to reduce achievement gaps between different Malaysian primary school types.