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This study examined frequent errors in graduate Iranian EFL students' academic writing to find the strategies and techniques which would help them overcome such errors. Employing a descriptive, non-experimental research design, the researchers analyzed 40 term papers collected from 40 graduate students studying TEFL at IAU, Isfahan Branch. To determine to what extent the participants were familiar with the identified errors in their academic writings, the researchers also conducted semi-structured interview sessions with volunteer candidates. The findings showed various problems in content, format, and mechanics of their writing. Lack of attention, careless manuscript preparation, vagueness, imperfect and untidy literature, lack of clarity, sloppy presentation, and weak recommendations were the most frequent errors. It was concluded that through careful attention to the errors identified, writing instructors could help graduate students to maximize their chances of getting published by avoiding these errors. [ABSTRACT FROM AUTHOR]

This study implemented a data-driven approach to identify Chinese high school students' common errors in a Java-based introductory programming course using the data in an automated assessment tool called the Mulberry. Students' error-related behaviors were also analyzed, and their relationships to success in introductory programming were investigated. This study identified 15 common compilation errors and 6 common test errors. The results showed that these common errors accounted for a large proportion of all errors, so identifying the common errors is important to help students succeed in introductory programming courses. Based on these common errors, five underlying student difficulties were identified and are discussed. In addition, after analyzing existing measures of students' error-related behaviors, we developed a measure called improvement rate to quantify students' success in fixing errors. The results of our study suggest that students' competence of improving code is important to their success in introductory programming. We recommend researchers design and develop automated assessment tools that provide feedback messages for common student errors and instructors who explicitly teach knowledge and skills of improving code in class. [ABSTRACT FROM AUTHOR]

Statistics are a quintessential part of scientific manuscripts. Few journals are free of statistics-related errors. Errors can occur in data reporting and presentation, choosing the appropriate or the most powerful statistical test, misinterpretation or overinterpretations of statistics, and ignoring tests of normality. Statistical software used, one-tailed versus two-tailed tests, and exclusion or inclusion of outliers can all influence outcomes and should be explicitly mentioned. This review presents the corresponding nonparametric tests for common parametric tests, popular misinterpretations of the P value, and usual nuances in data reporting. The importance of distinguishing clinical significance from statistical significance using confidence intervals, number needed to treat, and minimal clinically important difference is highlighted. The problem of multiple comparisons may lead to false interpretations, especially in p-hacking when nonsignificant comparisons are concealed. The review also touches upon a few advanced topics such as heteroscedasticity and multicollinearity in multivariate analyses. Journals have various strategies to minimize inaccuracies, but it is invaluable for authors and reviewers to have good concepts of statistics. Furthermore, it is imperative for the reader to understand these concepts to properly interpret studies and judge the validity of the conclusions independently. [ABSTRACT FROM AUTHOR]

Language is human speech, either spoken or written and is the most common system of communication. The purpose of the study was to identify the ability of English reading skill of class five students at Government primary schools in District Kech. It also intended to identify the common errors committed by the students and the English teachers’ thinking about teaching their students’ reading skills. To achieve these purposes 125 students and 20 teachers were chosen from 5 Government primary schools at District Kech. A test containing a single subject paragraph was taken from the English course of Balochistan Textbook Board Quetta and a questionnaire was developed to find out the teachers’ thinking about teaching reading skills. While reading comprehension a key score list containing reading errors was applied to check students reading ability. The test score of student and item-wise score, as well as responses to the questionnaire, were analyzed using statistical devices like percentage and frequency. The students’ average score of marks is 8.95%. In the reading test, only 1 student got the full marks, 1 student made a single error and 1 student made two errors. The situation of independent reading is satisfactory, but the overall amount of errors indicates the students’ inefficiency of reading skills in English. Not known word errors occupied the highest position which is 73.88%. In this circumstance, the teachers are putting their effort into improving students’ reading skills, but they have barriers in most of the cases. Though the teachers are trying to develop their students’ reading skills but they are developing very slowly. [ABSTRACT FROM AUTHOR]

This study aimed to reveal the common errors in fractions, the associated thinking strategies among 5th graders, and the persistence of these errors. A quantitative method was applied in this study through calculating the percentages of every type of error the students made in the diagnostic test, The qualitative part was performed through individual interviews and analyzing them to probe the thinking strategies used by the students that lie behind their common errors, The test was conducted for 240 students and 30 students were interviewed. The results showed a variety of common mistakes the students made, and that the rates of these mistakes were as follows: the highest was due to dealing with the fractions as integers, followed by errors about the basic concepts of the fractions. The results further showed a diversification in the students' thinking and the associated mistakes. One of the most noticeable mistakes was expressing the fraction without attention to the equal parts. The rates of other common errors were as follows: considering that the fractional number is always higher than the figure A/B, and that figure A/B is always less than one; treating the fractions as integers; misinterpretation of the relation between the numerator and the denominator with the actual value of the fraction, and ignoring the integer in the fractional number. The results also showed that more than 50% of the students made errors associated with solution strategies in the fractions issue. [ABSTRACT FROM AUTHOR]

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The modern conflict between myth and logos began with the "new philosophy" of the seventeenth century. Rationalist philosophers, such as Descartes, Malebranche and Spinoza, and humanist thinkers, such as Thomas Browne and Robert Burton, made a distinction between senses, imagination and reason, considering that only the first and the third faculties are reliable, while fantasy is the source of all errors. This is how imagination became, metaphorically, the "madwoman in the house". Excluded from the "method" of correct thinking, it was considered responsible for the superstitions, heresies, fantasies and other fallacies of common sense and collective representations. [ABSTRACT FROM AUTHOR]