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Browsing Project Reports by Subject "Academic achievement"
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Item A case study of a high performing school: A principal's perspective(2012-03-13) Mulcare, BrendaItem A case study of a rural primary school which consistently produces students who obtain 0-30 percent on SEA(2012-03-16) James-Mc Hardy, CathyItem A case study of the lived experiences of teachers of underachievers in a secondary school in the North Eastern District in Trinidad(2012-04-10) Celestine-Howe, KarenItem A case study of two students who performed at Level One in the 2007 National Test for Standard One students in school X(2012-03-15) Weekes, Abi-GailItem Co-curricular intelligences and academic performance (with emphasis on sports and physical education)(2012-03-28) Mc Cree, Nedd AdrianItem The effect of teacher morale on student acheivement in an urban denominational elementary school(2012-03-16) Phillip-Regis, Lou AnneItem The Effect of Teacher Morale on Student Achievement in an Urban Denominational Elementary School(2013-05-10) Phillip-Regis, Lou AnneThis study sought to determine whether teacher morale affected the standard of academic achievement at an urban denominational primary school in Trinidad and Tobago. Data were collected from 10 teachers through a questionnaire, as well as from the Secondary Entrance Assessment (SEA) examination scores at both the school and national level. Findings indicated that: 1) there was a low level of achievement at the school, 2) teacher morale was moderately positive, and 3) there was a weak positive correlation between teacher morale and student achievement, suggesting that high teacher morale would lead to high student achievement and vice versa.Item An Evaluation of the Levels of Parental Involvement in Activities That Support Student Learning and How It Impacts on Student Performance(2014-01-17) Dookie, Sharlene S.This mixed methods case study investigated and evaluated the levels of parental involvement, both at home and at school, which resulted in improved student performance. It also sought to determine whether a correlation existed between levels of parental involvement and academic achievement. Data were collected through a survey administered to the parents or guardians of 17 students of a Standard 5 class at a primary school in Trinidad and Tobago. Other data were obtained through interviews and observations. Among the findings were that: 1) parental involvement was generally found to be high, or of an acceptable level, even in instances where parents reported several barriers to their involvement; 2) the parents/guardians who reported lower levels of involvement in their children’s academic development did not display characteristics suggestive of any particular stereotype, but, rather, a combination of several factors contributed to their being less than optimally involved; 2) generally, parental involvement was paralleled by students’ test scores ; and 3) the greatest barriers to parental involvement emanated from the school as a result of lack of information and communication.Item Item An exploration into teachers’ perceptions about catering to the needs of struggling students in a primary school located in Trinidad and Tobago(2013-01-14) Dolland-Neptune, TrudieItem The impact of Nature of Science on Form Four biology students’ situational interest and academic achievement(2013-01-15) Maharaj, Ambika MadhoItem The Impact of Performance Assessment on Students’ Interest and Academic Performance in Science(2014-12-05) Benjamin, AvisThis 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.Item The Impact of Performance Assessment on Students’ Interest and Academic Performance in Science(2014-12-05) Benjamin, AvisItem The impact of PowerPoint on student interest and performance at Central Secondary School(2014-01-20) Hosein, NeeshaItem The Impact of Teacher Gender and Teachers’ Teaching Style on Male Form Four and Form Five Biology Students’ Achievement Motivation and Academic Achievement at a Secondary School in Trinidad and Tobago(2017) Thomas, ReinnieThis mixed-method study examined the effect of teacher gender and teacher instructional style on male Form 4 and Form 5 Biology students at a secondary school in Trinidad and Tobago. Data were obtained through interviews and the administration of a questionnaire. The participants were four Biology teachers (two males and two females) and 15 male Biology students of the school under study. The findings indicated that teacher gender and teacher instructional style impacted the academic achievement of the male Biology students, but not their achievement motivation. The male students preferred to be taught by female Biology teachers and achieved higher test scores in comparison to students taught by male Biology teachers.
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