M.Ed. Full Text (Project Reports)

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Browsing M.Ed. Full Text (Project Reports) by Subject "Action research"

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    An Action Research Study Aimed at Designing and Implementing an Innovative Unit of Instruction Within the Context of Developing Innovative Thinking Skills Among Primary School Students
    (2015-11-02) Dalrymple, Karen
    Employing an action research approach, this study investigated the effectiveness of the implementation of a unit of instruction that combined the design thinking approach and the new primary curriculum at a primary school in Trinidad and Tobago. Data were collected through the researcher’s journal, student-generated work, and observations of nine Infant-level students during the implementation of the unit. Analysis of the data revealed 10 factors that posed challenges to the implementation of innovative thinking in the classroom, including: 1) teacher training, 2) teacher confidence, 3) teacher’s belief about students’ ability, 4) postcolonial philosophy, 5) learners’ traits and 6) teacher’s misconceptions.
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    The Effect of a Multi-User Virtual Environment on Student Causal Reasoning Ability, Ecological Worldview and Conceptual Change
    (2014-01-17) Coker, Kester Kurt Ruthven
    This study sought to determine the effect of a multi-user virtual environment (EcoMUVE) on the ecological worldviews and reasoning abilities of students at a secondary school in Trinidad and Tobago. Data were collected through a survey administered to 15 male Form 3 students, whose pre- and post-scores were analysed. Supplementary data were obtained through an anonymous questionnaire. Analysis of the data revealed that: 1) not only was the EcoMUVE strategy an effective teaching tool for enhancing student causal reasoning ability, but it was also effective in teaching the concept of changes over time; 2) the strategy had little impact on the students’ ecological worldview; and 3) the strategy was effective in improving student learning and facilitating border crossing.
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    The Impact of Performance Assessment on Students’ Interest and Academic Performance in Science
    (2014-12-05) Benjamin, Avis
    This study employed action research to assess and evaluate the use of performance assessment as an intervention tool to increase student interest and achievement in a Form 3 integrated science class in a secondary school in Trinidad and Tobago. Data were collected through the administration of a pre- and post-unit test, a Science Attitude Scale (SAS), a Science Motivation questionnaire (SMQ II), and an evaluation form. Results showed that the students in the treatment group performed significantly better than their peers in the control group. There was a statistically significant impact on students’ pre-test and post-test (SAS), and a statistically significant difference in students SMQ II. There was a moderately positive correlation between academic performance and science attitude scale, which was not significant. It was found that the students had generally positive attitudes about their performance in science. The acquired knowledge, and the students’ own experiences, increased their self-confidence and self-esteem. Moreover, performance assessment as a teaching strategy created an atmosphere in which the students felt at ease to express their ideas with their peers, and boredom was eliminated.