Browsing by Author "Bissessar, Charmaine"

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    Gender, Age Differences and Emotional Intelligences: Implications for Workforce Development
    (2011-01-25) Bissessar, Charmaine
    This research project involved an investigation into the relationship between college students’ use of emotional intelligence and age and gender Bermuda and Trinidad. The study included the implementation of the Emotional Quotient Inventory (BarOn, 2002) administered online to 80 Bermudian Community College students and 88 ROYTEC Trinidadian student. A descriptive correlation quantitative analysis determined that a correlation of .28 exists between Bermudian and Trinidadian college students’ use of EI. Significant correlation of .19 exists between EI and gender and a significant correlation of .00 exists between EI and age. Bermudian students and male students scored higher in EI overall. The implications of the findings indicate a need for inculcating EI training into the curriculum so that future leaders and the future workforce will be more equipped to deal with exponential changes.
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    Narrative Review of Experimental Research Studies on Improving Students’ Experience in Online and Distance Learning: Implications for Praxis
    (2011-05-28) Bissessar, Charmaine; Bissessar, Charmaine
    A narrative review of 10 peer-reviewed articles from 2002 to 2009 was conducted based on effective strategies for online and distance education classrooms. The proceeding points were made based on the researchers’ summation: (a) there is a need for increased emphasis collaboration, (b) e-tivities should be geared toward authenticity through synthesizing information, personal and professional relevance, (c) course design is imperative in spawning increased collaboration, authenticity, and levels of comfort with technology, (d) e-tutors should foster high levels of interaction, innovation, creativity, and out of the box thinking through creation of projected geometrical e-tivities, (e) above all e-tutors should show concern, support, caring, and give feedback as soon as is possible to remove any feelings of isolation.
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    The effects of covid-19 on rural school communities in Guyana: New directions or old methods retooled
    (2022-07) Bissessar, Charmaine
    The true effect of the pandemic will not be felt for many years. However, the present effect of the pandemic has resulted in a digital canyon between the haves and have nots concerning accessibility to devices and Internet connectivity. Rural school communities are feeling the effects of the pandemic. This qualitative methodology, based on the descriptive phenomenology approach, examined the views of a purposive sampling of 12 secondary school teachers who are teaching in rural Guyana (hinterland) regions, in order to understand some of the issues they and their students are facing. The issues were learning loss, the COVID slide, and digital divide. In order to mitigate these effects the teachers have been using first- and second-generation media (community boards, radio, and supermarket distribution sites). Their resilience and grit are evidenced as they continue the education process. Rural communities have galvanized into action to provide spaces for sharing worksheets and to ensure that no child is left behind.
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    The effects of covid-19 on rural school communities in Guyana: New directions or old methods retooled
    (2022-07) Bissessar, Charmaine
    The true effect of the pandemic will not be felt for many years. However, the present effect of the pandemic has resulted in a digital canyon between the haves and have nots concerning accessibility to devices and Internet connectivity. Rural school communities are feeling the effects of the pandemic. This qualitative methodology, based on the descriptive phenomenology approach, examined the views of a purposive sampling of 12 secondary school teachers who are teaching in rural Guyana (hinterland) regions, in order to understand some of the issues they and their students are facing. The issues were learning loss, the COVID slide, and digital divide. In order to mitigate these effects the teachers have been using first- and second-generation media (community boards, radio, and supermarket distribution sites). Their resilience and grit are evidenced as they continue the education process. Rural communities have galvanized into action to provide spaces for sharing worksheets and to ensure that no child is left behind.