The red ink: Japanese way of strength-based correction in Ghanaian schools

Vivian Maanu, Ebenezer Bonyah, Seth Amoako Atta and Lauren Jeneva Clark

African Educational Research Journal
Published: October 18 2024
Volume 12, Issue 4
Pages 262-268
DOI: https://doi.org/10.30918/AERJ.124.24.045

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.

Keywords: Correction, strength-based, perception, emotion, effectiveness.

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