The Red Ink: Japanese Way of Strength-Based Correction in Ghanaian Schools
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| Title: | The Red Ink: Japanese Way of Strength-Based Correction in Ghanaian Schools |
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| Language: | English |
| Authors: | Vivian Maanu, Ebenezer Bonyah, Seth Amoako Atta, Lauren Jeneva Clark |
| Source: | African Educational Research Journal. 2024 12(4):262-268. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Teacher Attitudes, Scoring, Feedback (Response), Error Correction, Color, Visual Perception, Student Attitudes, Emotional Response |
| Geographic Terms: | Ghana |
| ISSN: | 2354-2160 |
| Abstract: | The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed qualitatively using thematic analysis. Four themes emerged from the analysis: emotional response, impact on motivation and learning, perceived effectiveness, and teacher's intent. These thematic findings relate to students' perceptions of using red ink as a Japanese method of strength-based correction in Ghanaian schools. The use of red ink can affect students' emotions both positively and negatively and may serve as either a motivator or a demotivator, depending on the teacher's intent. Therefore, teachers should consider the individual needs and preferences of students when choosing the colour of the pen for providing feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456601 |
| Database: | ERIC |
| Abstract: | The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed qualitatively using thematic analysis. Four themes emerged from the analysis: emotional response, impact on motivation and learning, perceived effectiveness, and teacher's intent. These thematic findings relate to students' perceptions of using red ink as a Japanese method of strength-based correction in Ghanaian schools. The use of red ink can affect students' emotions both positively and negatively and may serve as either a motivator or a demotivator, depending on the teacher's intent. Therefore, teachers should consider the individual needs and preferences of students when choosing the colour of the pen for providing feedback. |
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| ISSN: | 2354-2160 |
