The E-Learning High School Project in Jamaica and its effects on Students’ Attainment at the end of Compulsory Schooling

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dc.contributor.authorPitter, Granville William
dc.date.accessioned2025-01-30T19:11:16Z
dc.date.available2025-01-30T19:11:16Z
dc.date.issued2022
dc.description.abstractIntegrating ICTs into schools is important in educational reform worldwide. Several studies have been published about e-learning and ICTs' effectiveness in the classroom and by extension on high stakes school leaving examinations. Despite the implementation of e-learning projects in developing countries such as Jamaica, a significant number of projects used different measures to determine goal achievement. This study evaluated the effects of the E-Learning High School Project Pilot (e-LHSPP) on students’ attainment at the end of compulsory schooling. A total of 68 schools, 26 pilots, and 42 other schools were included in the study. Administrative archival quantitative indirect data and documents were collected from the Caribbean Examination Council (CXC), Caribbean Secondary Examination Certificate (CSEC), the Ministry of Education, and other government agencies in the piloted subjects of English language, Mathematics, Chemistry, Biology, and Information Technology. An evaluative research design using a quantitative approach with indirect data and pre-existing administrative archival documents as data was used in the document analysis. The quantitative analysis results revealed that the e-LHSPP showed very small increases in students’ performance of less than 1 average GPA point in mathematics, chemistry, and Information Technology in 2009 and chemistry and Information Technology in the spillover year 2010. The results for both years were not statistically significant and the effect sizes for each of the subjects were small. The document analysis produced five themes which are (1) Technological support for success, (2) Key stakeholders' involvement and outcome, (3) Institutions' contribution to the eLHSPP, (4) Supervision of the project, and (5)The resources available to the eLHSPP. The supervision of the e-LHSPP at all levels needed improvement, the ICT equipment, for the most part, was adequate but there were shortcomings in student preparation, administrative inefficiencies between agencies, ICT integration training for teachers, and online access to educational databases.
dc.identifier.urihttps://discovery.ucl.ac.uk/id/eprint/10171290/1/Pitter_10171290_Thesis_sig-removed.pdf
dc.identifier.urihttps://hdl.handle.net/2139/57166
dc.language.isoen_US
dc.subjecte-learning
dc.subjectICT
dc.subjectDifference in Difference (DiD)
dc.subjectAdministrative Archival Indirect Data
dc.subjectevaluation
dc.titleThe E-Learning High School Project in Jamaica and its effects on Students’ Attainment at the end of Compulsory Schooling
dc.typeOther

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