M.Ed. Full Text (Project Reports)

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An exploration of adolescent self-concept at a rural co-ed secondary school in eastern Trinidad
(2012-03-26) Ramtahal-Metivier, Tricia
This extended literature review explored adolescent self-concept at a rural secondary school in East Trinidad. The findings suggest that a lack of self-esteem, self-efficacy, and self-control contribute to poor self-concept, which resulted in the retardation of adolescent development.
Mathematics anxiety and the primary school teacher: An exploratory study of the relationship between mathematics anxiety, mathematics teacher efficacy, and mathematics avoidance
(2012-03-28) Jaggernauth, Sharon Jacqueline
This study sought to clarify the relationship between mathematics anxiety, mathematics teacher efficacy, and mathematics avoidance among primary school teachers in Trinidad and Tobago. Data were collected through a self-reporting questionnaire administered to 68 primary school teachers. Findings revealed that: 1) while mathematics anxiety and mathematics avoidance were not evident among the teachers in the sample, female teachers reported higher levels of mathematics anxiety and mathematics avoidance than males; 2) teachers reported that they believed that they taught mathematics effectively and that they were comfortable teaching mathematics; and 3) there was no significant relationship between three constructs - mathematics anxiety, mathematics teacher efficacy, and mathematics avoidance - and teacher variables of highest level of educational achievement, type of school, the number of years teaching, and current programme in which they were enrolled.
Students' perceptions of indiscipline at three primary schools in one educational district in Central Trinidad
(2012-03-29) Lochan, Deaukee
This qualitative case study sought to explore students' perceptions of indiscipline in three primary schools in Trinidad and Tobago. Data were collected through interviews held with 36 students from Standards 3 and 4. The findings revealed that: 1) some students from all three schools try to justify their negative behaviours by placing a large percentage of the blame on the actions and influence of their peers; 2) students from all three schools recognized the influence of the home environment, and the role models presented there, upon their own attitudes and behaviours; 3) most students of one school and some from another felt that the community played a part in influencing their behaviour; 4) students of two schools indicated that the media, in the form of television shows, video games, and the Internet, contribute to shaping their behaviour; 5) students of two schools suggested that teachers play a part in perpetuating misbehaviour in students; and 6) students of one school did not consider the media or teachers as being perpetuators of student indiscipline.
An investigation into the use of the problem solving method by technology education teachers including the barriers faced in the delivery of the curriculum to Form two students of two secondary schools
(2012-03-29) Mohammed, Aphzal
This study sought to determine whether teachers in Trinidad and Tobago are adopting a change in practice or facilitating the problem-solving process during the implementation of the Technology Education curriculum. Data were collected, through purposive sampling, from Form 2 students and teachers from two secondary schools in central Trinidad. Among the findings were that: 1) the teachers' concerns, such as lack of resources in implementing the technology education curriculum, were not addressed by the school administration and the Ministry of Education; and 2) some teachers expressed concerns about resistance by older peers and a lack of organizational structures to support the programme and, consequently, decided to temporarily disband the delivery of the curriculum, except in its adaptation to their previous subject areas.
Teacher perceptions on [sic] the relationship between pupil discipline and corporal punishment in four primary schools in an Educational District in Trinidad and Tobago
(2012-04-03) Charles, Leroy
This study sought to discover, identify, describe, and analyse four primary school teachers' perceptions of the relationship between student discipline and corporal punishment. Data were collected through interviews held with four teachers from two semi-urban and two rural co-educational primary schools in an education district in Trinidad and Tobago. The findings revealed that: 1) both alternative discipline strategies and corporal punishment tend to cause changes in student behaviour; 2) teaching attitude and training, along with professional support services provided by the Ministry of Education or other sources, can greatly contribute to the effective implementation and administration of alternative discipline strategies; 3) there is psychological validity in the application of alternative discipline strategies in the management of positive student discipline; 4) the culture of corporal punishment in schools is not generally appreciated by all teachers; 5) there can be gender bias by teachers in the way corporal punishment is administered among students; 6) teachers believe that factors such as teacher beliefs, experiences, and constraints by law and bureaucracy play a significant role in their decision to apply alternative discipline strategies; and 7) teachers possess a pool of strategies from which they can draw in their effort to shift from corporal punishment
An exploration of the degree of congruence, of the perspectives held by teachers and their adolescent students, regarding their roles and relationships
(2012-04-04) Brooks, Kathy
This study provides a narrative of the perspectives and beliefs of a group of teachers and adolescent students regarding their roles and relationships, with specific reference to the classroom. Data were collected through interviews and self inventories from four teachers and four students of a secondary school in Trinidad and Tobago. Among the findings were that: 1) both students and teachers felt that the curriculum was too extensive, resulting in duplication of effort; 2) one student wanted more collaboration among teachers with a view to recognizing and reducing the workload placed upon the students by teachers of the various subject areas; 3) one teacher expressed the view that the magnitude of the curriculum had negated the possibility of a pleasant classroom experience for the students; and 4) issues relating to class control, teacher-centredness, or student-centredness seemed to be related to the age of the students, who seemed to share the teachers' perspective on what their role was
A narrative inquiry into the experiences of a gifted secondary school student with Asperger Syndrome (AS)
(2012-04-04) Mohammed, Michele
This narrative enquiry sought to investigate the scholastic experiences of a student diagnosed with a dual exceptionality of Asperger Syndrome (AS) and giftedness at a secondary school in Trinidad and Tobago. Data were collected through interviews, observations, and document analysis. Four themes that impacted on the quality of the student's experiences were: 1) support mechanisms, 2) peer relations, 3) need for coping mechanism (sensory domain), and 4) need for autonomy. Findings show that as a result of the enabling support mechanisms in his life, namely therapeutic and parental, the student was able to function to a great degree in his academic setting
A study of students' attitude towards teachers' assessment strategies in mathematics
(2012-04-10) Ramdath, Patrick
This pilot study sought to investigate students' attitudes towards teachers' assessment strategies in mathematics. The study addressed the following research questions: 1) Are Form 3 students exposed to a variety of assessment strategies? 2) Do Form 3 students differ in their attitudes towards assessment strategies? and 3) Do students prefer alternative assessment strategies to traditional tests in mathematics? Data were collected from 37 Form 3 students of one class at a girls' secondary school in Trinidad and Tobago, through a checklist, a Likert rating scale, and interviews. The study revealed that a limited variety of assessment strategies is employed in the class and that students differ in their attitudes to these strategies
Stigma and discrimination: Investigating final year student nurses [sic] attitudes and perceptions of people living with HIV in Guyana
(2012-04-10) Thomas, Melanie Penelope
Employing both quantitative and qualitative approaches, this study sought to determine whether stigma and discrimination exist among health care professionals in Guyana. Data were collected through a questionnaire administered to, and interviews with, 54 nursing students from four nursing schools. Findings revealed that while the participants were comfortable providing care for persons living with HIV/AIDS (PLHA), they were fearful of contagion
A case study of curriculum implementation at a multigrade school in the North Eastern Education District of Trinidad
(2012-04-11) Zoe, Gerard Montgomery Charles
This study sought to explore four teachers' perceptions of curriculum implementation at a small rural multi-grade school in the North Eastern District of Trinidad. It was designed to address the following questions: 1) What knowledge do teachers at the multigrade school have in curriculum implementation? 2) What strategies do teachers at this school use in curriculum implementation and 3) What problems are encountered by teachers at this school in curriculum implementation? Data were collected through interviews and observations. The findings revealed that in multi-grade schools, much emphasis must be placed on the training of teachers, the equipping of schools with resources, and the exposure of teachers to a wide range of strategies and pedagogy that is suitable for curriculum implementation at multigrade schools
Implementing health and family life education (HFLE) at a primary school in the North Eastern Education District in Trinidad and Tobago: Teachers' concerns
(2012-04-17) Rigaud, Phyllis
This study sought to investigate primary school teachers' concerns about the implementation of the Health and Family Life Education (HFLE) programme at a primary school in Trinidad and Tobago. It specifically sought to explore the reasons why the teachers were not implementing the HFLE curriculum with fidelity. Data were collected through interviews held with three purposively selected teachers from each level of the school. The findings of the study revealed that the teachers had concerns about 1) obtaining information regarding the content matter of the HFLE curriculum, 2) gaining parental support for specific aspects of the curriculum, 3) heavy workload, 4) time constraints resulting from the demands of the national assessment tests, 5) the physical infrastructure of the school, 6) the lack of support from the school's principal, and 7) the lack of collegial relationships among staff
Scientific literacy and nature of science as it impacts on boys' achievement in South Trinidad
(2012-04-17) Mahatoo, Judy
This study sought to examine the impact of a unit of lessons infused with the "Nature of Science" on students' scientific literacy and achievement. Data were collected from the Nature of Science and literacy surveys administered to 34 mixed-ability students of an all-boys' school in South Trinidad. The findings revealed that students' initial, moderate understanding of the Nature of Science became more non-traditional after the intervention of the unit. It was also observed that their scientific literacy and achievement improved after participating in the unit of lessons designed to alter their views on the Nature of Science
Teachers' experiences in the implementation of the technology education curriculum in one secondary school in the St. George East District in Trinidad
(2012-04-23) Davis, Eleanor
This study sought to examine the facilitating and inhibiting factors that affected teachers during the implementation of the technology education curriculum at a secondary school in Trinidad and Tobago. It also sought to determine the strategies used in coping with the innovation. Data were collected through interviews held with three teachers, as well as through observations and document analysis. The findings revealed that the Ministry of Education, represented by Curriculum Officers, facilitated the implementation process, which was fraught with challenges of disparity in subject content knowledge, content purported by two different training bodies, and management of limited resources
An evaluation of the implementation of the technology education curriculum at two secondary schools in Central Trinidad
(2012-04-24) Kidney, Babsy
This case study sought to investigate the implementation of the technology education curriculum at two secondary schools in Central Trinidad. Data were collected through interviews held with a purposeful sample of six participants comprising two principals and four technical/vocational teachers, as well as through document analysis. Inhibitors to the programme, as identified by the participants, include lack of resources and proper training of teachers. Findings revealed that little progress has been made in the implementation process at these two schools, despite efforts to ensure a smooth and successful implementation by the Ministry of Education
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad
(2012-04-25) Henry-Legall, Lisa-Marcella
This ethnographic study sought to explore and evaluate the alternative pedagogical practice of educational therapy. It further sought to determine its feasibility as a strategy for academic recovery in the Trinidad and Tobago context. Data were collected through interviews and through the administration of a questionnaire to 23 teachers and 3 principals of three coeducational schools where students had a history of academic underachievement, and where violence and student aggression were becoming the norm. Findings revealed that the teachers needed assistance to effectively manage, teach, and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice, since they had no knowledge of how to deal with students who had underlying cognitive deficits that became manifest in social, emotional, and behavioural problems
Teacher perceptions on the implementation of the national Continuous Assessment Programme in a primary school in the St. George East Education District in Trinidad and Tobago
(2012-05-03) Dowrich, Marva
This study sought to report the views of primary school teachers as implementers of an innovative National Continuous Assessment Programme (CAP), a reform initiated by the Ministry of Education of Trinidad and Tobago. A qualitative case study was employed to explore the research question, "What specific concerns do teachers have about the implementation of the National Continuous Assessment Programme?" Data were collected, via the semi-structured interview, from seven teachers chosen through purposive sampling. Member checking and peer-debriefing were employed to ensure validity. Findings revealed that the success of the innovation depended, to a large extent, on training, leadership, collegial relationships, administrative support, parental involvement, and resources
Teachers' perceptions of the contribution of information and communication technology to the teaching of modern studies, using an integrated system, in an urban secondary school
(2012-05-04) Rampersad, Caty-Ann
This qualitative study sought to explore teachers' perceptions of the contribution of information and communication technology (ICT) integration to the teaching and learning of Modern Studies at a single-sex urban secondary school in Trinidad and Tobago. Data were collected through interviews held with four teachers. The results of the data analysis showed that the teachers generally perceived the integration of ICT as having a positive effect on the delivery of the Modern Studies curriculum. The teachers also reported increased levels of confidence as ICT use added dynamism to their teaching and aroused greater enthusiasm and excitement
A study of the factors which contribute to effective classroom practice in secondary school mathematics
(2012-05-22) Ramsawak-Jodha, Nalini
This study sought to identify the factors that contribute to effective classroom practice in secondary school mathematics. The focus of this report was on development of the data collection instrument of the study. It explored the process of developing, pilot testing, analysing and revising the instrument, and presents the final instrument that will be used in the data collection process
Teachers' perceptions of affective education in a secondary school in Trinidad and Tobago: A case study
(2012-06-26) Dennis, Margaret
This study sought to explore the perceptions of four secondary school teachers on affect and affective education in Trinidad and Tobago. It further sought to investigate the teachers' knowledge and understanding of affective education, and to ascertain its importance to them. Data were collected through interviews. Among the findings were that: 1) three of the teachers thought that affect operated internally in persons, thus it was seen an integral part of human nature related to emotions and feelings in the brain; 2) two of the teachers seemed to understand that affect had external aspects visible in persons' conduct or behaviour; and 3) each of the teachers had a unique conceptual understanding of the content or subject matter of affective education
An investigation into the experiences of two reading specialists connected to the Caribbean Centre for Excellence in Teacher Training (CETT) in enhancing student reading achievement in underperforming primary schools in Trinidad and Tobago
(2013-01-02) Charles, Janice
This study focused on the experiences of two reading specialists connected to the Caribbean Centre for Excellence in Teacher Training (CETT) as they sought to enhance student reading performance in underperforming primary schools in Trinidad and Tobago. Data were collected through interviews with the specialists. The findings indicated that the participants had mostly favourable experiences. Additionally, they shared the view that teachers received insufficient training at the various institutions with respect to the teaching of reading. It was also recognized that teachers and administrators misunderstood the role of the reading specialist, and there was a need for increased support from administrators.

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