Student Research
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Browsing Student Research by Subject "Action research"
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Item 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, KarenEmploying 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.Item The Effect of a Multi-User Virtual Environment on Student Causal Reasoning Ability, Ecological Worldview and Conceptual Change(2014-01-17) Coker, Kester Kurt RuthvenThis 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.Item The effect of a multi-user virtual environment on student causal reasoning ability, ecological worldview and conceptual change(2014-01-16) Coker, Kester Kurt RuthvenItem Guiding science pedagogical reform: Using action research(2012-03-16) Ramsaran, Edwin A.Item 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 Institutionalizing Best Practices in Formative Assessment in an Urban Co-Educational Primary School in Tobago(2017) Rochford, PhillipThrough a school improvement project, this study investigated how professional development on formative assessment could be implemented to enhance student learning at an urban coeducational primary school in Tobago. The participants in the study were seven teachers - three from Infant level, one each from Standards 1, 2, and 3. Data were collected through interviews, observations, and document analysis. The findings indicated that: 1) most of the participants felt that the formative assessment strategies contributed to marked improvements in student learning in their classrooms; 2) despite the requirement for more planning, which they saw as increased workload for them, the teachers felt that the professional development sessions provided them with support; 3) teachers would require additional time for planning; and 4) the participants felt that administrative support was essential to continued improvement at the school.Item An investigation into the use of computers to change the negative attitude of boys to reading and reading related activities(2012-04-10) Dowridge, SiobhanItem Mentoring as a model for the development of the pedagogical content of novice science teachers(2012-03-15) Samai, Arnold MarkItem Mentoring the 21st Century Science Teacher(2015-03-10) Cooper, Cecilia SharonItem Mentorship: Towards sustaining trained teacher's [sic] professional growth(2012-04-04) Ramroopsingh, MitraItem A Positive School Climate: School, Home and Community Partnership(2017) Robinson, DawnielleThis study investigated the effect of the intersectional relationship of the home, the school and the community on a selected primary school in Trinidad and Tobago. The participants in the study were the principal, 8 teachers, 7 parents, and 12 students of the school under study. Data were collected through interviews, observations, the administration of questionnaires, through a series of workshops aimed at developing capacity building among teachers and parents. After the interventions it was found that: 1) the principal believed that there was an improvement in the general school climate, which emanated from greater camaraderie among staff, increased school visits by parents, and a willingness to cooperate by stakeholders; 2) the parents felt generally encouraged by the school’s efforts to have them more involved in their children’s education; 3) the students expressed mixed feelings and indicated that negative feelings surfaced when parental involvement was low; and 4) the teachers lamented the lack of time, especially for the planning of activities.Item The role of critical thinking in cultivating conceptual understanding among Form 4 physics students in Trinidad(2014-01-17) Maharaj, Sanjeev AndrewItem School improvement and action research: Tapping into the potential of a focus group(2012-03-21) McConney, Donnella