The Impact of Error-Free and Guided Errors Learning on Depth of Knowledge and Academic Self-Efficacy among High School female students

Abstract

The current study aims to identify the effect of using error-free learning and error-guided learning on depth of knowledge and academic self-efficacy. To achieve the aim of the study, the researcher designed a depth of knowledge test in the lesson “Slope of a Line” from the mathematics curriculum for the first year of secondary school. The researcher also designed an academic self-efficacy scale, and prepared a guide for the teacher to teach the lesson “Slope of a Line.” The female teachers who cooperated with the researcher applied the tools to 380 first-year secondary school female students in a number of cities and governorates in the Qassim region (Buraydah, Unayzah, Bukayriyah, and Al-Badayea) in the first semester of the school year 1445 AH. The results revealed that there are differences between error-free learning and error-guided learning in both depth of knowledge and academic self-efficacy, in favor of error-guided learning.