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Length Research Paper  \nThe red ink: Japanese way of strength-based correction in Ghanaian schools  \nVivian Maanu1, Ebenezer Bonyah1, Seth Amoako Atta1* and Lauren Jeneva Clark2  \n1 Department of Mathematics Education, Akenten Appiah Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana.  \n2 Department of Mathematics, University of Tennessee, Knoxville, USA.  \nAccepted 18 September, 2024  \n\n| ABSTRACT\u003Cbr>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.\u003Cbr>Keywords: Correction, strength-based, perception, emotion, effectiveness. |\n| --- |\n| *Corresponding author. E-mail: [amoakosuzie@gmail.com](amoakosuzie@gmail.com). |\n\nINTRODUCTION  \nThe use of red ink for correcting student's work, also known as \"akai kara shasin\" or the \"Japanese way of strength-based correction,\" has gained attention globally. Red ink suggests that you enjoy being the centre of attention. You are vivacious, emotionally driven, and adore the spotlight. Your creativity can take you to new experiences. You have no problem expressing your feelings, and you like the physical aspects of life (Dukesand Albanesi, 2013) . Historically, teachers have used red markers when grading papers, ostensibly to make their comments and grades stand out against the original work. Recent research, however, indicates that the use of a crimson pen may unintentionally communicate negative emotions. For instance, Brierley and Fryer (2018) conducted a study on undergraduate students'  \nperceptions of feedback and found that those who received red ink feedback perceived it to be more negative than those who received green ink feedback.  \nA traditional Korean superstition states that if a person's name is printed in crimson, they will shortly meet with mortality or misfortune. There are a number of reasons why people believe this horrifying urban legend. In many Asian cultures, the colour crimson is commonly associated with mortality, just as black is in Western cultures. Sociologists Richard Dukes and Heather Albanesi from the University of Colorado state in a 2013 article published in The Social Science Journal that when professors add comments to student papers with a red pen, students view them more negatively than when they are added with a different colour pen (Dukes and Albanesi, 2013) .  \nMaanu et al. 263  \nIn Ghana, for example, in addition to educational institutions, other institutions such as the Health Service, Birth and Registry, and Banks, among others, use the Red Pen for a variety of reasons that are generally unpleasant. In Ghana's pre-tertiary institutions, a system has been implemented to monitor teacher attendance. There is atimebook in which employees record their identities and reporting times. After some time, the superintendent rules a line in the book with red ink to signify that those who sign below it are considered to have arrived late for work. In addition, some institutions include a red line within the list of ","cbCaiplpaujd9oWT","https://ap.wps.com/l/cbCaiplpaujd9oWT","pdf",71926,"English","# Abstract\n# Introduction\n## Background of red ink correction\n## Perceived emotional and motivational effects\n## Japan’s strength-based corrective approach\n## Research gap and purpose of the study","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"To explore pre-service teachers’ perceptions regarding the use of the red pen for corrections in Ghanaian schools using the Japanese strength-based correction perspective.\"},{\"question\":\"How were the interview data analyzed?\",\"answer\":\"Data were analyzed qualitatively using thematic analysis, resulting in four themes.\"},{\"question\":\"What factors influence whether red ink motivates or demotivates students?\",\"answer\":\"The teacher’s intent and the need for considering students’ individual preferences, because red ink can produce both positive and negative emotional responses.\"}]","The red ink - Japanese way of strength-based correction in Ghanaian schools | PDF",1792071620,18]