M.Ed. Full Text (Project Reports)

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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.
Addressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education District
(2015-05-21) Grant, June Elizabeth
This qualitative case study investigated the concerns of three early childhood care and education (ECCE) teachers regarding inclusive practices in their mainstream classrooms within the Victoria Education District in Trinidad. Data were collected through interviews, observations, and field notes. The findings indicated that: 1) there was a need for stronger teacher collaboration and 2) the teachers had a propensity to underestimate their professional training as a prerequisite for successful inclusion.
The attitude of teachers towards teaching reading in the content areas
(2013-01-02) Karr, Colin
This study sought to determine the attitude of secondary school teachers towards teaching reading in the content areas, and to investigate whether a significant difference exists in their attitude towards content literacy instruction with respect to variables such as pedagogical training, gender, experience, and subject areas. Data were collected through a survey of the teacher population of a school in South Trinidad. The results revealed that the teachers possessed an average attitude towards teaching reading in the content areas. Additionally, it was discovered that there was no significant difference in the attitude of teachers towards teaching of reading in the content areas with respect to the four variables.
Authentic and Relevant Science Education at Train Line School through the Use of Science, Technology and Society (STS) Education?
(2014-01-23) Joseph, Verona
This study sought to determine the probable impact of a relevance-based approach to the teaching of primary science, through the employment of Science, Technology and Society (STS) education, on students’ perceptions of the relevance of science and their learning of scientific concepts and ideas. The students, who perceived science as irrelevant to their daily lives and performed below the level of proficiency on science tests, were exposed to a three-month course of STS education that focused on the relevance of science through purposeful infusion of STS content into the science curriculum. Data were collected, through surveys, from two Standard 4 classes comprising 30 students. The results showed that students exposed to STS education had an improved perception of the relevance of science, and scored higher on the post-test, than those who were not exposed to the unit
Career Development: Factors Influencing the Vocational Interests of Secondary School Students at the Prestige High School
(2015-02-06) Bastien, Ruthlyn
This study investigated the vocational/work-related interests of 158 fourth- and fifth-form students (90 males and 68 females) at a secondary school in Trinidad and Tobago. It used a census approach to evaluate the cross-cultural applicability of Holland’s (1997) RIASEC model and the impact of personality traits and demographic factors on students’ work-related interests. Data were collected through self-administered questionnaires. Analysis of the data revealed the usefulness of Holland’s RIASEC model, as five of the six clusters were found. It was also found that 1) some personality traits and demographic factors had considerable effects on the students’ work-related interests; 2) their realistic interests were dependent on their gender, form, and subject cluster; 3) interests in realistic areas of work were more common among males, Form 5 students, and those enrolled in vocational subject areas; 4) the investigative and conventional interests of the students were determined solely by their having emotionally stable traits, while their artistic interests were influenced primarily by gender, being more popular among females; 5) social work found greater favour among female students than it did among males; and 6) subject cluster, emotional stability, and social status, determined by the highest level of education attained by the female parent as well as gender, were all significant predictors of the enterprising students’ interests.
A case study of curriculum implementation at a multigrade school in the North Eastern Education District of Trinidad
(2012-04-11) Zoe, Gerard Montgomery Charles
This study sought to explore four teachers' perceptions of curriculum implementation at a small rural multi-grade school in the North Eastern District of Trinidad. It was designed to address the following questions: 1) What knowledge do teachers at the multigrade school have in curriculum implementation? 2) What strategies do teachers at this school use in curriculum implementation and 3) What problems are encountered by teachers at this school in curriculum implementation? Data were collected through interviews and observations. The findings revealed that in multi-grade schools, much emphasis must be placed on the training of teachers, the equipping of schools with resources, and the exposure of teachers to a wide range of strategies and pedagogy that is suitable for curriculum implementation at multigrade schools
A case study of how two teachers epistemologies [sic]: Their beliefs about science and science teaching and learning, are enhanced or changed by exposure to explicit reflective activities and a series of lessons which include a consideration of the Nature of Science
(2013-04-02) Mohammed, Larrisa
This study examined two teachers' beliefs about the nature of science and about teaching and learning science at a secondary school in Trinidad and Tobago. It further sought to assess the influence of explicit reflective activities on their beliefs about the nature of science, and how a consideration of the nature of science in lessons changed their beliefs about what makes a good science lesson. Data were collected through a questionnaire and interviews held with two physics teachers, as well as through observations and document analysis. It was concluded that teachers have positivistic beliefs about the nature of science and that they believe firmly in the traditional method of teaching. However, after the intervention one teacher changed her beliefs about most aspects of the nature of science, while the other changed her beliefs with regards to the tentative nature of scientific knowledge. Both teachers' beliefs about what makes a good science lesson remained unchanged, except that after the intervention they were willing to include the history of science in their science lessons.
A case study of sixth form secondary school students’ perceptions on participation in school-based extra-curricular activities at a co-educational, government secondary school in the Victoria Education District
(2017) Elcock, Tracey Georgiana
This qualitative case study investigated sixth-form secondary school students’ perceptions regarding participation in school-based extra-curricular activities at a co-educational, government secondary school in Trinidad and Tobago. It sought to gain a deeper understanding of the types, advantages, challenges and opportunities for improvement of school-based extra-curricular activities. Purposive sampling was used to select seven students who participated and did not participate in these activities. Data were collected through interviews. The students identified several advantages of participation such as skill development. Among the challenges enumerated were time management and finance.
A case study of teacher and student perceptions of the factors contributing to the de-motivation of Form 5 students who selected Spanish at the Caribbean Secondary Education Certificate (CSEC) level at an urban secondary school in North Trinidad
(2013-01-07) Ali, Marsha Antoinette
This study examined teachers’ and students’ perceptions of the factors that contributed to demotivation among Form 5 students who selected Spanish at the Caribbean Secondary Education Certificate (CSEC) level at an urban secondary school in North Trinidad. Data were collected through interviews. The results showed that extrinsic factors—involvement of the school administration, choice of subject constraints, and the historical and cultural context of Spanish influence in Trinidad and Tobago—heavily influenced the choice of Spanish. The students’ selection of Spanish did not appear to be in accordance with their desires, preferences, or performance. Consequently, the students became demotivated within a system that, despite its eagerness to register them for CSEC Spanish, did not pay attention to their needs and interests in conjunction with the delivery of the Spanish curriculum.
Case Study: We Have a Voice. Experiences of Students With Special Needs and Typical Students in a Model Primary School in the St. George East District
(2015-01-27) Bridgemohan-Akal, Sherry
This qualitative study examined the experiences of inclusion, within a model primary school in Trinidad and Tobago, of both special needs students and their peers in the general education classroom. Data were collected through individual interviews and focus groups with nine students (eight typical and one special needs student), as well as through classroom observations. Four themes emerged from the study: 1) physical inclusion, 2) academic inclusion, 3) social inclusion, and 4) social justice.
Challenges Faced by Form Three Students at a Coeducational Denominational Secondary School, Regarding Their Access to Accurate Information About Topics as Outlined in the Sexuality and Sexual Health Component of the Health and Family Life Education Curriculum
(2015-01-05) Gajadhar, Alana Nalini
This study investigated the challenges faced by three Form 3 students as they sought to access accurate information on topics outlined in the Sexuality and Sexual Health (SSH) component of the Health and Family Life Education curriculum at a coeducational denominational secondary school in Trinidad and Tobago. Data were collected through interviews. The findings revealed that, among other challenges, the students’ access to information was hampered by inadequate parental communication and insufficient information provided at school. Other barriers to access were: 1) their personal embarrassment, 2) their fear of being judged by others, 3) inaccurate sources of information, 4) superficial discussion of SSH topics, and 5) the lack of trust that their enquiries would be held in confidence.
Concerns of Teachers and Administrators Regarding the Methodology of the Thematic Integrated Curriculum at the Standard One Level at a Primary School in Trinidad and Tobago
(2015-11-02) Mohammed, Shazaad
This study explored the concerns of three Standard 1 teachers and three administrators regarding the methodology of the new Thematic Integrated primary curriculum at a primary school in Trinidad and Tobago. Data were collected through semi-structured interviews, observations, and document analysis. The findings revealed that the teachers and administrators shared the same concerns regarding time, availability of resources, structure of the school, confidence in content areas, collaboration, and training and support.
A Descriptive Case Study Investigation into Teacher’s [sic] Levels of Use of the E Connect and Learn Laptop Programme at a Secondary School in the South Eastern Educational District
(2015-01-26) Phillip, Roberta
This descriptive case study investigated how the eConnect and Learn (eCAL) Laptop Programme was being implemented at a secondary school in Trinidad and Tobago. Data were collected through levels of use focused interviews with three teachers of Forms 1, 2, and 3, as well as through classroom observations and document analysis. The findings revealed that the Form 1 and Form 2 teachers experienced “routine use” with the programme in the classroom, whereas the Form 3 teacher experienced “mechanical use.” It was also found that four factors contributed to variations in the levels of use among the teachers: 1) logistical and infrastructural problems related to the availability of laptops, multimedia equipment, the Internet, networking facilities, and space within the school; 2) lack of external collaboration with other teachers using the programme; 3) lack of technical support within the school; and 4) warranty limitations that impacted timely repairs.
The Dynamics of Student Violence against Teachers at a Co-Educational Secondary School in the St. George East Education District of Trinidad and Tobago: Teachers’ Perceptions
(2016) Millington, Celina Rhona
Through interviews with four teachers, this qualitative case study investigated the dynamics and repercussions of student violence against teachers at a secondary school in Trinidad and Tobago. The findings revealed that the teachers experienced various acts of violence that were verbal, physical, sexual, social, and technological in nature. This type of student violence was attributable to: a) school-related influences identified as: 1) unproductive climate, 2) weak administration, 3) negative teacher behaviours, and 4) the inability to meet the needs and interests of students; b) students’ family background; and c) individual traits. Negative repercussions of student violence toward teachers were identified as: 1) an adverse effect on teachers’ psycho-emotional wellbeing, 2) changes in career, 3) avoidance behaviours, and 4) teachers’ weakened capacity to discipline delinquent students.
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.
The Effect of Teacher Morale on Student Achievement in an Urban Denominational Elementary School
(2013-05-10) Phillip-Regis, Lou Anne
This 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.
English Literature Texts Chosen for In-School Study: How Congruent Are Teachers’ Text Choices and Adolescent Students’ Reading Interests?
(2014-01-17) Ramkessoon, Alana S.
This study explored the congruence between teachers’ English Literature text choices and students’ reading interests at five secondary schools in the St. George East Educational District in Trinidad and Tobago. Data were collected through interviews with 45 students (20 boys and 25 girls) from Forms 1 to 3, and the heads of the English department at each school. The findings revealed that there was a large gap between what students chose to read and the reading materials selected by teachers at the lower secondary level. It was also found that lack of motivation, resulting from a disconnect between teacher choice and student interest, was the main factor in the students’ resistance to teacher-selected resources.
An evaluation of the implementation of the technology education curriculum at two secondary schools in Central Trinidad
(2012-04-24) Kidney, Babsy
This case study sought to investigate the implementation of the technology education curriculum at two secondary schools in Central Trinidad. Data were collected through interviews held with a purposeful sample of six participants comprising two principals and four technical/vocational teachers, as well as through document analysis. Inhibitors to the programme, as identified by the participants, include lack of resources and proper training of teachers. Findings revealed that little progress has been made in the implementation process at these two schools, despite efforts to ensure a smooth and successful implementation by the Ministry of Education
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.
Experiences of Remedial Tutors in a High-Risk Government Secondary School in Trinidad
(2015-11-02) Mills, Alana I.
This study explored the experiences of two remedial tutors working with students in a high-risk government secondary school in Trinidad. Data were collected through interviews with the young tutors who had been exposed to a single week of training before being sent to the school. The findings revealed that the tutors had challenges pertaining to 1) gaining access to resources, 2) dealing with student indiscipline and short attention spans, and 3) lesson preparation and classroom management. It was also found that they employed a variety of personal and professional coping mechanisms to deal with their classes, and gained some support from teaching and administrative staff in carrying out their duties.

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