Abstract

• This study investigated the error patterns committed by students in high school Physics learning. it was intended to analyze the error patterns committed by Grade 10 students in Physics learning. This study aimed to find out the type of error patterns most committed by male and female students. Quantitative approach and descriptive survey method was used in this study. There were altogether six schools in this study. By using simple random sampling technique, 500 male students and 500 female students were selected from Pyinnmana Township. So, altogether 1000 Grade 10 students participated in this study. In this study, the instrument used was Physics Diagnostic Test including fifty multiple-choice questions associated with the targeted topics. It was found that the students demonstrated with highest percentage of the conceptual errors (25.55%), followed by the communication errors (22.95%), errors by insufficient information (17.21%), operational errors (12.21%), mathematical errors (11.60%), and algorithmic errors (10.48%). Thus, in this study, the type of error patterns most committed by the students was found conceptual error. Male students committed the conceptual errors most. Female students committed the conceptual errors most. The results pointed out that by analyzing and identifying the errors, teachers can provide students constructive feedback immediately. This study can be used as an effective approach when performing classroom instructional assessment.