towards an analysis of errors made by university students ... - DSpace

Table 2 shows the number of non-specific texts and the
specific ones, the total number of errors (the wbt/i rg ones plus
the other types of errors
in ngps) the number of wb t and- i rg
errors, the number of other
types of errors, separately, and the
chi-square test 25 applied to the total number of errors, the
total number of wbt/i rg errors and the total of other types of
errors in each text.
The test of proportion was applied to the
results
obtained from the total of wbt and i rg errors in confrontation
with the total number of all errors in ngps, in each type of
text and in each group of students. 2 ' 7 The hypothesis which
says that the proportion of wbt and i rg errors is equal to or
higher than the ratio of the total number of all errors to the
total number wbt and i rg errors, in all the texts, has been
accepted in the non-specific texts translated by the
Physics
and the Nursing students; 25
however, in the specific texts, the
hypothesis mentioned above has been accepted only in the
results
obtained from the Physics students. 55 As to the Nursing Group's
results the number of wbt and i rg errors was not
significant,
for their proportion was not equal
to or higher than the
proportion established by the test, that is, in three
errors
one is of the wbt, or i rg
type. s¿)
This result shows that the sequence of
structural
elements of ngps has not constituted a statistically
significant
difficulty for those Nursing students, in the specific texts; we
assume that some familiarity with the subjects discussed in the
texts may have facilitated their interpretation of ngps. However,
in the non-specific texts, the number of wbt and i_r£ errors made
by the same group of students was statistically
significant;