CVTLIB - Full-text Database

Permanent URI for this collection

https://uwispace.sta.uwi.edu/handle/2139/49765

Browse

Browsing CVTLIB - Full-text Database by Subject "academic performance"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The effects of traditional bullying on the academic performance of learners at the primary level in Guyana
    (2018) Fraser, Sherwin; Edwards, Dale; Williams, Roslyn
    This paper examines the effects of traditional bullying on the academic performance of students at the Grade Six levels in primary schools in Guyana and highlights the dynamics of gender involvement. This randomized study was conducted on 33 students (ages 9-11 years) with maladaptive behaviour at Diamond Primary School. The participants in this study were bullies, victims and bystanders, who were all students. The results indicated a significant relationship between bullying and academic performance. The study concluded that traditional bullying has been and continues to be a major problem in schools. The study recommended that school wide bully prevention programmes be conducted to mitigate this dastardly act.
  • Thumbnail Image
    Item
    Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success
    (Taylor and Francis, 2024-06-26) Keshinro, Khummit; Tissot, Cathy; Foley, Catherine
    The Caribbean Examinations Council data from 2011 to 2021 for the Caribbean Secondary Examination Certificate (CSEC) Council (2011–2021) shows many Jamaican secondary students failing to pass the Mathematics and English examinations. Discussions on the failings have focused on adults’ views, excluding student’s voices. This study sampled twelve 15–16-year-old rural Jamaican secondary students to hear their understanding and interpretation of academic performance and success and how these terms should be defined. A convenience sample and an interpretivist paradigm within a social constructionism framework were applied. Data was collected using photovoice, audio journaling, one-on-one interviews, and focus group discussion; a focus coding technique was used to find themes and present the findings. The data showed participants understood the definitions of the terms but interpreted them as stereotyping labels that adversely impacted many students’ performance and post-secondary success. The findings underscore the importance of hearing students’ voices to better understand academic outcomes.