Browsing by Author "Anderson, John O."

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    Factors impacting on student learning: A preliminary look at the National Test of Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2009) Anderson, John O.; George, June M.; Herbert, Susan M.
    National assessments of student achievement in the basic skills or curricular domains of reading, writing, mathematics, and science are conducted in many countries with the aim of improving the quality of education. This paper presents an overview of the findings from a study conducted by a consortium of research staff from the Ministry of Education in Trinidad and Tobago, and university researchers from The University of the West Indies in Trinidad and Tobago and the University of Victoria in Canada on data from such a national assessment programme in Trinidad and Tobago. Preliminary statistical analyses were conducted on data generated by the 2006 administration of the National Test, which included not only the administration of achievement tests in Language Arts and Mathematics, but also the administration of questionnaires to students, parents, teachers, and principals. The findings from this preliminary study suggest that student and parent traits and perceptions are substantially related to student achievement in the foundational skills of language arts and mathematics as measured by the National Test
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    Students’ achievement, students’ perceptions and predictors of success: A further look at the National Test of Trinidad and Tobago: [Unpublished] Research report
    (2014-12-16) George, June M.; Broomes, Orlena; Smith, Peter; Anderson, John O.
    This research report is based on the 2009 National Test results in Trinidad and Tobago in the subject areas of Language Arts and Mathematics. It is the sequel to an earlier study by Anderson, George, and Herbert (2009), which analysed the 2006 National Test results, also in Language Arts and Mathematics. Both studies sought to analyse educational indicator data comprising results from the National Test for Standard 3 students (aged 9-10 years) in ways that identify relationships of student achievement to factors involving students, schools, and the home. The study was conducted during 2009-2010 and used the results of the 2009 administration of the National Test in Language Arts and Mathematics, as well as questionnaire responses obtained during that period. Statistical analyses included multiple regression analysis. The results indicate that in the 2009 administration of the National Test, girls scored higher than boys in both Language Arts and Mathematics. Generally, both boys and girls in all school types were satisfied with the care and attention they received from both teachers and parents as they engaged in their educational pursuits. The regression analysis results indicate that achievement in Language Arts is positively related to the extent to which students see themselves as competent readers, have a positive attitude towards school and school work, and perceive their teachers as caring about their performance in school work. The predictors for Mathematics achievement were similar to those described above for Language Arts; however, there was a fifth predictor in the model for mathematics—students’ view of mathematics. The results suggest that policymakers need to consider planning for the development of students’ level of satisfaction with their school environment, as well as teachers’ ability to be supportive of and encouraging to their students as possible means of enhancing student performance, at least at the Standard 3 level.