Factorsthat Influence Academic Performanceof Studentsinthe Caribbean APreliminary Report

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Factors that Inﬂuence Academic Performance of Students in the Caribbean: An

Empirical Study: Report on Preliminary Analysis of Data [Brief]
Preprint · September 2020

DOI: 10.13140/RG.2.2.10093.51683
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Factors that Influence Academic Performance of
Students in the Caribbean: An Empirical Study
REPORT ON PRELIMINARY ANALYSIS OF DATA

DRAFT
S. Joel Warrican
Coreen J. Leacock
Benita Thompson
Melissa Alleyne
Patriann Smith
Andrea Burnett
Karen Thomas
Desire Collins
02 September 2020
This research is planned and executed by a team. Team members are:
- Professor S. Joel Warrican, Director, School of Education, UWI Cave Hill

- Dr. Coreen J. Leacock, Senior Lecturer, School of Education, UWI Cave Hill
- Dr Benita Thompson, Senior Research Officer, UWI Open Campus
- Ms Melissa Alleyne, Planning Officer, UWI Open Campus
- Dr Patriann Smith, Assistant Professor, College of Education, University of South Florida
- Mrs Andrea Burnett, Programme Coordinator, UWI Open Campus
- Dr. Karen Thomas, Deputy Director, SVG Community College
- Ms. Desire Collins, Head of Teacher Education TA Marryshow Community College
TABLE OF CONTENTS
Page
Introduction…………………………………………………………………………………………………………….. 1
Theoretical Framework…………………………………………………………………………………………..... 2
Methodology…………………………………………………………………………………………………………..... 3
Research Design…………………………………………………………………………………………… 3
Participants………………………………………………………………………………………………….. 4
Data Collection……………………………………………………………………………………………... 7
Data Analysis……………………………………………………………………………………………….. 8
Some Preliminary Findings………………………………………………………………………………………. 10
Primary Schools………………………………………………………………………………………………………. 10
Profile of Teachers in the Primary School Sample………………………………………….. 10
Classroom Practices……………………………………………………………………………………... 13
School Leadership………………………………………………………………………………………... 16
Views on School and Other Education-Related Issues…………………………………….. 18
Secondary Schools…………………………………………………………………………………………………… 22
Profile of Teachers in the Primary School Sample………………………………………….. 22
Classroom Practices……………………………………………………………………………………... 24
School Leadership………………………………………………………………………………………... 27
Views on School and Other Education-Related Issues…………………………………….. 29
Perception of Schools: Voices of Students…………………………………………………………………. 33
School Facilities……………………………………………………………………………………………………….. 37
Conclusion……………………………………………………………………………………………………………….. 38
INTRODUCTION
Over the years, education in the region has been and continues to be a topic that has been much
discussed and debated. Among the many bones of contention are practices that have been in place
from the times when the countries of the region were colonies of one or the other European nation.
Issues such as curriculum content and methods, practices relating to transferring from primary to
secondary education, hierarchical arrangement of schools, and teacher recruitment activities have
been dissected in the media, in Parliamentary debates and other fora across the region. Based on
these discussions and debates, policies are often formulated and implemented. Important decisions
about the way forward in education often appear to be made based on hunches, adherence to the
status quo, and personal philosophies and anecdotes. Buzz words, agendas of external agencies,
and musings of experts who often have no research evidence to support their views are currently
also influential in informing how educational policies are created and implemented. However, in
more recent times, there have been calls for evidence-based policy making and practices. It is
recognised that, with the ever-shrinking financial resources, decisions made relating to education,
which is still highly prized in the region, must be based on empirical evidence, rigorously gathered
and analysed.
To this end, the current study is part of the new normal: seeking evidence to inform practice. This
study therefore should add to the knowledge of the conditions that facilitate or impede students’
academic progress in the region. It seeks to achieve the following objectives:
1. To determine the relationship/impact of certain characteristics on student academic

performance at the primary and secondary school levels in the region
2. To determine characteristics that best predict student academic performance at the primary
and secondary school levels in the region
3. To determine the characteristics of schools (primary and secondary) at which students

consistently produce high or low performances
4. To determine the association between student performance and students’ engagement on

extra- or co-curricular activities
5. To develop/propose a model for education in the region that takes into consideration the
factors that facilitate high academic performance in the region
This report presents a summary of some preliminary findings based on data already collected. The
summary consists primarily of descriptive statistics, but in future reports, more sophisticated
analyses (e.g. comparisons by various characteristics, correlational and predictive analyses) will be
employed to interrogate the data collected.
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THEORETICAL FRAMEWORK
Whether approached from a psychological, sociological or economic perspective, it has long been
recognised that there are many factors that influence how children perform and achieve in
academics in their school lives. In larger countries with greater resources for investigating these
phenomena, there are large bodies of research data that are subjected to various kinds of analyses
to investigate the impact of a wide range of factors on students’ academic achievement. However, in
the Caribbean, it is often not always clear which factors are most influential, how they interact to
produce the outcomes that we see, and what are the best ways of maximising the positive
influences while at the same time, minimising the impact of negative factors. This often means that
policy and planning in education in the region are based at best on incomplete information. This
situation may contribute to ineffective use of resources and funds, which can have devastating
effects on small countries such as those in the Caribbean where financial and other resources are
limited. It is therefore important to seek to determine factors that have an impact on academic
achievement in the region, bearing in mind that solutions coming from other countries may not be
applicable in this context.
To date, achievement indicators from the region reflect marked improvment in certain areas of
curriculum accompanied by stagnation and a decline in others. For instance, statistics from 2009
indicated that 21% of the candidates administered the Caribbean Secondary Education Certification
(CSEC) examinations achieved passing grades in five or more subjects with 52% of these students
failing to pass any subject or received passing grades in just one subject area (Jules, 2010). A decade
later, statistics from 2019 reflect that from a total of 2,515 candidates registered to write CXC
(CSEC) examinations in May/June 2019, 1,530 of which were female and 985 of which were males,
the CSEC pass rate in 2019 was 74.54%, reflecting an improvement of 5.04% in comparison to the
pass rate of 70.50% in 2018 and the pass rate was 67.36% in 2017 (Press Release, 2019). In
subjects such as Music, Theatre Arts , Physical Education and Sport, Technical Drawing, Food,
Nutrition and Health, Industrial Technology Electrcal, Principles of Business, Information
Technology, Industrial Technology Building, Agricultural Science, and Electronic Documentation
Preparation and Management, the Caribbean region saw its highest number of passes. However, in
subjects such as Mathematics (38.59%), French (45.21%), Spanish (52.47%) and Additional
Mathematics (54.54%), the percentage pass remained low and relatively stangnant, such that there
was a 38.57% pass rate in 2018 and 38.59% in 2019. Interestingly, the region saw a signfiicantly
increased performance in English A from a 66.98% pass rate in 2018 to a 78.28% pass rate in 2019.
In countries such as the United States where a perceived 'achievement gap' largely signals
distinction in performance between White youth and students of color, opportunity gaps have been
identified as crucial to explaining achievement for students from diverse backgrounds. Richard
Milner (2012), in presenting the opportunity gap explanatory framework as an analytical tool for
describing gaps experienced in opportunity within highly diverse and ubran social contexts in the
United States, highlighted a key tenet: the myth of meritocracy. The myth of meritoracy, together
with other constructs of the framework (i.e., color blindness, cultural conflicts, low expectations
and deficit mindsets, context-neutral mundsets), provides a basis for "explain[ing] both positive
and negative aspects and realities of people, places, and policies in educational practice" and also,
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functions a premise for researchers to "explain and systematically name what they observe and
come to know inductively" (Milner, 2012, p. 699). While the educational context in the Caribbean is
considered to be markedly different from that of contexts such as the U.S. in many regards, the
myth of meritocracy is a construct that presents a relevant heuristic for considering the ways in
which oppoortunities may be obstructed for students in the Caribbean context.
Specifically, the myth of meritocracy suggests that when explaining educational outcomes,
educators may be apt to embrace the idea that "their own, their parents, and their students’ success
and status have all been earned" such that any failure on the part of an individual in relation to
educational outcomes "is solely a result of making bad choices and decisions" (Milner, 2012, p.
704). In doing so and while identifying achievement gaps, educators may misunderstand how
factors such as socioconomics interact with education even while they "appear to be more at ease,
confident, and comfortable reflecting about, reading, and discussing how socioeconomics,
particularly, resources related to wealth and poverty, influence educational disparities, inequities,
outcomes, and opportunities" (Milner, 2012, p. 704). Individuals operating under the myth of
meritoracy, for instance, might forget that they may have succeeded because of economic privilege,
whether earned or unearned, and may presuppose that all individuals are presented with
educational practices and opportunities that privide equal or equitable chances for success. Such a
myth can function as a mechanism to explain how opportunities through teacher quality, teacher
training, currciulum, the digital divide, wealth and income, health care, nutrition, and quality
childcare all interact to affect achievement (Irvine, 2010).
In our examination of academic achievement through the current initiative, we acknowledge the
ways in which the myth of meritocracy can potentially function in Caribbean contexts to obscure
and overlook opportunities that affect the achievement outcomes of youth. As Smith (2020) has
recently shown, Eurocentric mechanisms operate in the Caribbean educational context, implicitly
undergirding about literacy and how it functions in student performance. Our explorations,
therefore, consider opportunities in the form of factors such as school resources, technology,
teacher quality, and curriculum to better identify and explore underlying patterns in achievement
visible in the Caribbean contexts. In doing so, we hope to ultimately develop frameworks that
explain achievement and opportunity which are steeped in the Caribbean educational experience
and unique to the Caribbean region.
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METHODOLOGY
In this section, a synopsis of the research methods used is presented.
Research Designs
In order to investigate the factors that influence academic achievement in the Eastern Caribbean
and Barbados, a multi-method design was adopted. This approach was selected to ensure that
different types of data, quantitative and qualitative, are obtained. Several small studies were
planned to be executed over time. Since the idea is to collected data from as many of the countries
in the region as possible, it was felt that this would be the best design over time. Hence, a series of
separate but related studies were planned. These include survey studies, observation studies,
interview studies and correlational/predictive studies.
Survey Studies
Survey studies are very useful for investigating beliefs, attitudes, practices and characteristics
found among an identified population. They allow for the collection of large quantities of data from
a relatively large sample over a short period. With the use of well-crafted questionnaires, delivered
by hand, by mail, or via an electronic facility, large quantities of standardised data can be obtained.
Another strength of survey designs is that when an electronic distribution facility is used, the data
can be downloaded in a database that eliminates the need for manual data entry, which can be time
consuming and subject to human error. In addition, data obtained from survey studies are often
easier to compile and analyse. While not necessarily the case, surveys tend to yield quantitative
data that can be used for measuring constructs. The survey study was conducted among students,
teachers and principals selected from primary and secondary schools in the countries involved in
the study.
Observation Studies
Observation studies are used when researchers want a first-hand view of practices and behaviours.
They allow researchers to note practices and behaviours in real time, that is, as they occur, rather
than having to rely on reports. For this study, it is important to get a good sense of interaction
between students and students; between teachers and students; and between teachers and school
administrators. Therefore, observations studies were chosen as a means of collecting data, both
quantitative and qualitative data. These data will be used in conjunction with the data collected
from the other types of studies to obtain a clearer picture of the factors that are at play and that
may be influencing the academic achievement of students on Caribbean schools. For this study, a
sample of classrooms, both primary and secondary, will be observed in the countries involved in
the research.
Interview Studies
Interview studies are useful when multiple perspectives and in-depth information are needed. With
these types of studies, researchers can seek explanations of people’s perspectives, delve into not
only the “what”, but also the “why”. Interview studies allow for individuals from different groups or
Page | 4
categories to explain findings from survey and observation studies. The researcher can use probes
and prompts to ask interviewees. For this study, interview studies were chosen so that researchers
can do in-depth follow-up with students, teachers, parents, administrators, and other education
stakeholders. Interviews will be conducted with individuals or in focus groups and will provide
opportunities for the researchers, for example, to seek clarity where necessary; to dig deeper to
understand phenomena; and obtain specific details from the perspectives of the different groups of
participants on issues relevant to the investigation.
Correlational/Predictive Studies
Correlational/predictive studies are used to investigate relationship between variables that are
measurable. These relationships can then be analysed to predict outcomes. Predictive studies can
help education stakeholders determine which factors have the greatest impact on outcomes such as
student achievement, so that limited resources can be assigned to areas that would ensure
maximum returns on investments. Such studies also help education authorities to identify crucial
areas of need to foster academic success among students with different characteristics. This design
is particularly valuable for the current study, where one of the goals is to identify factors that are
correlated with academic achievement, and hence can be used to predict this outcome.
Participants
Literature and previously conducted research suggest that broadly, the factors that influence
academic achievement can be placed in categories such as school factors, personal characteristics of
students, and home/community factors. To obtain data relating to as many of these categories as
possible, a range of sources of data should be consulted. In this section, the sources of data (human
and otherwise) for the research are presented.
Countries
All the English-speaking countries in the Caribbean were eligible for the research. However, owing
to limited available personnel, it was decided that only a sample of countries would be included. A
list of criteria for inclusion was created to ensure that the diversity in the region was represented.
These criteria included:
• Countries in the Eastern Caribbean [EC] (geographical -

Windwards/Leewards; political – OECS/Non-OECS)
• Single islands / Multi-island nation
• British dependencies
• Diversity (ethnic/language)
• Countries with Universal Secondary Education [USE] (recent/long standing)
Based on these criteria, a sample of countries was selected. This original sample included Antigua &
Barbuda, Barbados, Belize, British Virgin Islands, Dominica, St. Kitts & Nevis, St. Vincent & the
Grenadines, Trinidad & Tobago. How these countries met the criteria, thus capturing the diverse
characteristics of the region, is shown in the table below.
Page | 5
Country Context
– Leeward Islands
Antigua & Barbuda – Recent USE
– Multi-Island nation
– EC, but outside OECS
Barbados
– Long standing USE
Belize – Ethnic/language situation
– British dependency
– National Secondary school exit examinations
British Virgin Islands
– New policy on writing CSEC exams
– Windward Is
Dominica
– Language (French Creole)
– USE before other countries in the region
St Kitts/Nevis
– Windward Islands
St. Vincent & the Grenadines
– Ethnic
Trinidad & Tobago
This sample was deemed adequate as most of the countries selected exemplified more than one of
the characteristics required. But this sample had to be adjusted, reduced to only five countries,
because there was not sufficient funding to cover data collection in all eight of them. Efforts were
made however, to maintain as much as possible, the diversity. In addition, at the time of data
collection, Dominica had just been affected by Hurricane Maria and it was not possible to collect
data in that country. Consequently, Grenada was included as a replacement for Dominica.
Thus, the sample of countries included in this first data collection phase consists of Antigua and
Barbuda, Barbados, Grenada, St. Kitts and Nevis, and St. Vincent and the Grenadines. This sample
was manageable in terms of available manpower and funding. It was decided that in each country,
data would be collected at the school level (students, teachers, principals, and if possible, parents),
and from other stakeholder groups (e.g. Ministries of Education (MOEs), teacher education
institutions).
Schools
In each country in the sample, there are many schools and for research supported by limited
resources, it is not possible to include them all. Consequently, a plan for selecting a sample of
schools was devised. A general sampling guide (presented below) was created to inform the
selection of schools in each country. In addition, since it is often challenging to gain access to
private schools, a decision was taken to restrict the schools selected to public schools or schools
that are government-assisted.
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General Sampling Guide
PRIMARY SECONDARY
1. From each district, select 4 schools 1. Two schools from each district
2. If schools are small, may select more 2. Sample should include former
grammar school(s)
3. Sample should include single-sex
schools (at least one girls’ and one 3. Sample should include single-sex
boys’), where possible schools (one girls’ and one boys’),
where possible
4. Where there is great diversity (e.g.
language, ethnicity), efforts will be 4. Only students in the second and
made to ensure that different groups fourth form levels will be included.
are represented in the sample.
5. Where there is great diversity (e.g.
5. Only students in the grade level prior language, ethnicity), efforts will be
to the level at which primary exit made to ensure that different groups
examinations are normally written are represented in the sample.
will be included.
6. This guide is provisional and can be
6. This guide is provisional and can be adjusted when information on the
adjusted when information on the number of students in each school is
number of students in each school is obtained.
obtained.
To select the schools, information was sought from the Ministries of Education in each country. A
list of schools by region was acquired. Then schools were randomly selected, and the selection sent
back to the MOEs for feedback. For example, most countries sent the names of all schools, including
private schools. If there were any private schools in the sample, these were identified by the MOEs
and these were replaced in the sample. In addition, information about the number of students in the
required grades and teachers at the schools selected was also obtained so that adequate numbers of
questionnaires could be provided. The number of schools from each country included in the sample
is shown below.
COUNTRY No. of Prim Schools No. of Sec Schools

Antigua and Barbuda 16 5
Barbados 12 6
Grenada 14 11
St. Kitts and Nevis 10 5
St. Vincent and the Grenadines 22 12
TOTAL 74 39
Case studies: Schools
To obtain insights into school factors that may facilitate or impede student successful achievement,
a decision was taken to select FOUR (4) schools (two at the primary level and two at the secondary
level) for in-depth study. At each level, one with a history of high student achievement and one that
is less successful, will be selected. Features such as school leadership, teacher quality, curriculum,
school environment, classroom instructional practices, parental involvement, extra- and co-
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curricular activities, and available resources will be taken into consideration. This aspect of the
research will be executed in a later phase, when more is known about the schools in the sample.
Other Sources of Data
Apart from human sources of data, other sources will be included. For example, results for primary
school exit assessments and for Caribbean Secondary Education Certificate (CSEC) examinations
will be sought from MOEs. These will inform the predictive studies that will be executed in a later
phase of the research.
Data Collection
As mentioned earlier, the research is being conducted in several different types of studies: survey
studies, observation studies, interview studies and correlational/predictive studies. Each different
type of study relies of different data collection approaches. Below is a synopsis of the various data
collection methods involved, linking them to the various research designs.
Surveying
Surveying generally involved the distribution of a data collection tool, usually a questionnaire, to
participants. For the current research, surveying was used in the first data collection phase to
collect data from students, teachers and principals in the sample of schools. Using surveying, data
were collected from:
• students to gauge characteristics such as attitudes (e.g. to school, to learning, to teachers);

motivation to learn; and academic history;
• teachers to gauge characteristics such as professional and academic background; attitudes

to teaching and learning; classroom practices;
• principals to gauge their leadership style; qualifications; perceptions of teachers; to learn

about school characteristics (e.g. school and class size; school environment, curriculum);
school policies.
The surveying was done by traditional (face-to-face) means and using the online facility,
SurveyMonkey. For the students, all questionnaires were administered face-to-face in their
classrooms by trained researchers. It was felt that this was the best way to maximise the quality of
data obtained. For example, some of the items on the questionnaire asked for the students’ opinions
on school features, including the quality of teaching. During the administration of the instruments
in the first schools, it was noticed that some students were uncomfortable completing the
questionnaire in the presence of their teachers, especially since some of the teachers walked
around the classroom attempting to help the students who had challenges with reading. Based on
this, the decision was taken to have the tools administered without the presence of teacher.
Wherever possible, especially in the primary schools, two researchers visited each classroom, and
one of them assisted students with reading difficulties. Where there was only on researcher in the
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class, if necessary, the researcher read the items aloud to the entire class to assist weak readers.
The questionnaires were administered and collected in the same day.
The questionnaire for the teachers and principals were administered in paper format where
possible. In many cases, the questionnaires had to be left at the schools and collected at an arranged
time since teachers were usually busy. In other cases, email addresses were obtained for the
teachers and the questionnaire was administered via SurveyMonkey. Ideally, it would be cost
effective and efficient to administer the student questionnaire online. If possible, a link could be set
up and students could go to the school’s computer labs to respond to the items. If this is not
possible, paper versions will be used.
Interviewing: Interviews (individual and group) will be conducted:
• with teachers for in depth look at issues related to teaching and learning
• with students to learn more about their school experiences and their
interpretation of these experiences
• with MOE officials for information on policies relating to assessment, teacher

recruitment and retention, professional development
Use of existing data from standardised tests: For the schools in the sample, data from past
exit and other available assessments at the primary level, and Caribbean Certificate
of Secondary Level Competence (CCSLC) and Caribbean Secondary Education
Certificate (CSEC) at the secondary level.
School Observation: In cases where it is deemed appropriate, school observation will be

carried out. For example, for schools reputed to obtain excellent results (academic
and otherwise) among their students, school observation (e.g. of facilities; of
practices; of relationships) may be carried out to determine factors that contribute
to their success to establish best practices.
Data Analysis
Both quantitative and qualitative data analysis techniques will be applied.
Quantitative: Numerical data will be summarised using descriptive statistics;
Inferential statistics will be used to make comparisons of performance across

groups of students (e.g. by sex; by SES; by exposure to ECE), and across schools (e.g.
by school size – Small/Medium/Large; by school type – public/private, student-
friendly/other)
Predictive analysis will be run to determine predictors of performance at the

student level (e.g. sex, SES, exposure to ECE, attitudes, motivation) and at the school
level (e.g. intake, school size, school type, teacher quality).
Page | 9
Academic performance at the primary student level will be measured by
performance on the primary school exit assessments, whereas at the secondary
level, it will be measured by the number of subject written and passed at the CSEC
level.
Qualitative: Data from interviews with students and school personnel (principals/teachers)
will be explored for common themes in an effort to identify factors that facilitate or
impede academic performance. Data from interviews with MOE personnel will be
analysed to identify policies and other factors at the macro level that may have an
impact on the operations of and consequently, the academic performances in
schools.
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SOME PRELIMINARY FINDINGS
In this section, some preliminary findings mined from the quantitative data collected will be
presented. The statistics presented are descriptive in nature and serve to summarise data collected
from the principals, teachers and students who participated in this phase of the research.
PRIMARY SCHOOL TEACHERS
Data were collected from 257 primary school teachers across the five countries involved in the
research. The breakdown by country is shown below.
Distribution of the Sample of Primary School Teachers over the Countries involved in the Survey
Country N %
Antigua & Barbuda 32 12
Barbados 73 28
Grenada 89 35
St. Kitts & Nevis 8 3
St. Vincent & the Grenadines 55 21
Total 257 100
Profile of Teachers in the Primary Schools Sample
The data were compiled and analysed using descriptive statistics to create a profile of the teachers
in the primary school sample.
Sex of the Teachers
Distribution of the Sample by SEX

Sex of Teachers N %
Female 204 79.4
Male 41 16.0
No Response 12 4.7
TOTAL 257 100.0
In relation to sex of the teachers, the sample reflected the trend in primary schools in the region,
where the proportion of female teachers is much greater than that for males (5:1).
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Years of Teaching Experience
Of the sample, 241 (94%) of the teachers reported the number of years that they were in the
teaching service.
Descriptives for No. of Years in Teaching for the Primary School Teachers
N Min Max Mean SD
No. of Years in Teaching Profession 241 0 41 14 11
Though some of the teachers who responded indicated that they were in the service for over 40
years, the mean number of years for the sample was just under 15 years. In fact, 65 percent of the
teachers reported being in the service for 15 or fewer years.
Years at the Current School
Two hundred and thirty-eight (93%) of the teachers responded to the item asking the number of
years they were teaching at their current school.
Descriptives for No. of Years in Teaching at their Current for the Primary School Teachers
N Min Max Mean SD

No. of Years at CURRENT School 238 0 40 9.56 9.350
Three percent of the respondents reported being at their current school for over 30 years and 69
percent reported 10 or fewer years. The mean number of years reported reflects the time reported
by most of the sample.
Qualification Held
The teachers were asked to indicate the qualifications that they held at the time of data collection.
They could select all the qualifications held.
Number and Percentage of Primary School Teachers who Reported Holding Various Qualifications
Qualification (N=257) n %
Associate degree 113 44
Bachelor’s degree 88 34
Master’s degree 16 6
Doctorate (EdD) 0 0
Doctorate (PhD) 0 0
Other Qual (e.g. CSEC) 66 26
Less than half of the teachers reported having an associate degree and about one-third, a bachelor’s
degree. Thirteen (5%) of the teachers reported having CSEC or CAPE as their only qualifications.
Page | 12
Education-Related Qualifications
Not only were the teachers asked to indicate the qualification they held, they were also asked to
indicate the area of the qualification. These areas were categorised as being education-related and
not. Education-related include areas such as primary education, primary education core areas
English, Mathematics, Science and Social Sciences. The percentages of respondents holding their
qualification in an education-related area are shown below.
Proportion of Primary School Teachers with Qualifications in Education-Relates Areas.

Qual Education-Related
Qualification
n %
Associate degree (N=113) 59 52
Bachelor’s degree (N=88) 27 31
Master’s degree (N=16) 10 63
Doctorate (EdD) 0 0
Doctorate (PhD) 0 0
Other Qual (N=66) 44 67
Teachers whose qualifications were in non-education-related areas held their degrees in areas such
as accounting, architectural design and engineering, building technology, business and business
administration, computer science, economics, fashion design, human resource management,
international management, mass communication, and political science.
Professional Status
The teachers indicated their status as to whether they were trained or held at least a first degree.
Proportion of Primary School Teachers in Various Professional Status Categories

Professional Status N %
Trained Graduate 85 33.0
Trained Non-Graduate 85 33.0
Untrained Graduate 9 4.0
Untrained Non-Graduate 45 18.0
Other Professional Status 10 4.0
No Response 23 9.0
Total 257 100.00
Two-thirds of the primary school teachers were trained; just over one-third of them held at least a
first degree. As seen earlier, most of those holding degrees held them in areas that were not related
to education or what they would be expected to teach at the primary level.
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Areas Taught by the Teachers
The teachers were asked to indicate the subject areas that they normally taught at their particular
grade level.
Subject Areas Teachers Normally Teach (N=257)

Subject Areas n %
Language Arts 200 77.8
Mathematics 191 74.3
Science 172 66.9
Social Studies 180 70.0
Other Subjects 66 25.7
Other subject that teachers reported teaching include Agricultural Science, Art and Craft, Bible
Knowledge, Computer, Dancing, General Knowledge, Health and Family Life, Information
Technology, Library Skills, Mental Ability, Music, Physical Education, Religious Knowledge and
Spanish.
Summary
The profile of the teachers in the primary school sample seems to reflect what is seen across the
region: largely female, more trained teachers than graduates, graduates with degrees in areas that
are not education-related, and few teachers with postgraduate degrees. Generally teachers in
primary schools teach the four core subject areas, but may also be asked to teach other areas that
are included in the curriculum for primary grades.
Classroom Practices
One section of the questionnaire that was administered addressed teachers’ classroom practices.
With the focus on integrating technology into classroom practice, the teachers were asked about
their practices relating to the use of technology. In addition, since student-sensitive practices that
promote student engagement and that reflect the principles of democracy are currently being
promoted in education, the teachers were also asked about their students’ engagement in certain
practices related to these ideals.
Frequency of Using Technology for Various Purposes
The questionnaire contained a list of activities for which technology may be used in teaching and
learning. The teachers were asked to reflect on their practices over the past academic year and
indicate the frequency with which they used technology for those purposes. The percentages of the
teachers in the sample reporting frequency of use of technology for each activity is presented
below.
Page | 14
Percentages of Teachers Reporting Frequency of Using Technology for Various Purposes (N = 257)
Frequency of Use in the Academic year (%)
Purpose No TOTAL
Often Sometimes Seldom Never
(8+ times) (3-7 times) (1-2 times) Response
- Get information from the Internet for use in
66.9 17.1 1.2 0.8 14.0 100.0
lessons
- Formulate tests for students 47.5 21.4 12.1 5.8 13.2 100.0
- Create instructional materials 44.0 28.8 8.9 3.5 14.8 100.0
- Record student grades 42.8 16.7 10.9 13.6 16.0 100.0
- Produce handouts for students 39.7 27.2 9.7 9.3 14.0 100.0
- Prepare homework assignments 36.2 23.0 13.2 13.2 14.4 100.0
- Use videos or DVDs to teach concepts 29.2 29.6 17.1 10.5 13.6 100.0
- Share material, ideas and/or information
27.6 29.6 21.8 7.8 13.2 100.0
with other teachers
- Use skill games to reinforce concepts taught 24.5 32.3 19.5 9.7 14.0 100.0
- Access lesson plans from the Internet 23.3 20.6 19.5 22.2 14.4 100.0
- Use LCD projectors to present lessons 19.8 18.7 19.1 28.0 14.4 100.0
- Design multimedia presentations (e.g. Power
15.6 25.7 21.0 22.2 15.6 100.0
Point)
- Have the students use the Internet for
14.8 24.5 20.2 26.1 14.4 100.0
researching subject content
- Use software to teach concepts 14.4 25.3 21.4 24.9 14.0 100.0
- Use software for remediation of basic skills 10.9 18.7 22.2 33.5 14.8 100.0
- Use scanners to prepare for lessons 10.1 18.3 18.7 38.5 14.4 100.0
- Use digital cameras to enhance lessons 3.9 10.9 21.0 49.0 15.2 100.0
- Engage students in online discussion through
for example, blogs, chat rooms and social 2.3 2.7 6.6 73.9 14.4 100.0
networking sites (e.g. Facebook, Twitter)
- Post homework assignments online 1.2 2.3 1.6 80.2 14.8 100.0
- Send lesson information, assignments and
1.2 1.6 4.7 77.8 14.8 100.0
other communication to students by email
It is apparent that the teachers in the sample used electronic technology to some extent in their
practice. However, they tend to use it for traditional activities such as finding information and
creating instructional resources and handouts for their students.
The teachers were given a list of factors that are shown to influence frequency of use of technology
in teaching and learning. They were asked to indicate the extent to which each factor affected their
use of technology in their practice. The percentages of the teachers in the sample who indicated
different levels of influence are shown below.
Page | 15
Factors Affecting Use of Technology
Extent of Influence (% of Sample)
Factors To a Great To a Moderate No TOTAL
A Little Bit Not at all
Extent Extent Response
- Not enough computers available 39.7 13.2 10.9 20.6 15.6 100.0
- Internet not easily accessible 35.4 18.7 16.3 15.2 14.4 100.0
- Unreliable computers 31.1 15.6 15.2 20.2 17.9 100.0
- Lack of good instructional software 29.2 19.8 21.8 12.5 16.7 100.0
- Inadequate amount of computer
24.9 22.2 21.4 16.3 15.2 100.0
peripherals
- Inadequate training opportunities 16.0 24.1 19.8 24.5 15.6 100.0
- Use of technology not integrated into
16.0 14.8 24.9 28.0 16.3 100.0
curriculum documents
- Lack of technical support or advice 14.8 19.5 24.5 26.5 14.8 100.0
- Lack of support regarding ways to
11.3 20.6 22.2 31.1 14.8 100.0
integrate technology into the curriculum
- Lack of administrative support 9.7 16.0 20.2 38.9 15.2 100.0
- Lack of relevant computer skills 6.2 16.3 21.4 41.2 14.8 100.0
- Lack of knowledge in ways to integrate
5.4 17.1 22.2 40.9 14.4 100.0
technology to enhance the curriculum
The factors identified most often as having a great effect on the teachers’ use of technology tend to
be the ones that tend to be named as inhibiting use of the technology. These include insufficient or
unreliable computers and poor internet connectivity.
Students Engagement in the Classroom
An indication of student-centred instruction is the extent to which teachers use activities that
involve high levels of student engagement. The teachers were presented with a list of activities
(reflecting both traditional approaches and approaches that conform to democratic principles and
student-centredness) and asked to indicate the frequency with which students engaged in these
various activities in their classes during the term. The percentages of teachers indicating the
different frequencies of engagement are presented below.
Frequency with Which Students Engaged in Various Activities in Class During the Term (N = 257))
Frequency of Engagement (%)
Practice Often Sometimes Seldom No TOTAL
Never
- Engaged in whole class activities 74.3 7.4 1.6 0.8 16.0 100.0
- Worked on their own assignment at their own
62.6 15.2 5.1 1.9 15.2 100.0
desks.
- Worked individually answering questions in
60.3 17.9 4.3 2.3 15.2 100.0
textbooks or worksheets
- Participated in interactive / hands-on
51.8 23.0 7.8 1.9 15.6 100.0
classroom activities
- Demonstrated their work to others
38.5 31.1 11.3 3.9 15.2 100.0
(teachers/students)
- Worked in small groups to complete an
26.8 35.4 16.0 5.8 16.0 100.0
assignment
- Worked in small groups to come up with
21.4 36.2 23.0 3.9 15.6 100.0
solutions or approaches to problems.
Page | 16
- Worked on individual tasks for portfolios 21.0 23.3 17.9 21.8 16.0 100.0
- Led discussions 17.5 31.9 25.7 9.3 15.6 100.0
- Engaged in a writing activity in which they
were expected to explain their thinking or 15.2 31.9 23.3 12.8 16.7 100.0
reasoning at some length
- Gave presentations 15.2 31.1 29.6 8.6 15.6 100.0
- Suggested or helped plan classroom activities 12.1 28.0 31.9 12.1 16.0 100.0
- Wrote in a journal 11.7 16.3 21.8 33.5 16.7 100.0
- Conducted research for projects via the
11.3 19.8 20.2 31.9 16.7 100.0
Internet
- Worked on projects that took a week or longer 7.4 26.1 32.3 17.9 16.3 100.0
Based on the responses, the activities in which the students are likely to engage in the classroom
are traditional in nature, particularly working on their own to complete exercises assigned by the
teacher.
Summary
There is evidence that some teachers are making use of technology and other innovative activities
in ways that promote student engagement. However, this is not widespread and classroom
activities largely remain traditional in nature, with students receiving content information from
their teachers and completing exercises.
School Leadership
One of the sections on the questionnaire was designed to gather from the teachers, their views on
the behaviours of their school leaders. An instrument, the Teacher Short Form of the Principal
Instructional Management Rating Scale (PIMRS) created by Professor Philip Hallinger1, was
presented. This instrument consists of 22 behaviour associated with school leadership. The
respondents were asked to indicate the extent to which they observed the school principal
engaging in these behaviours in the past school year, using a scale from 1 (Almost Never) to 5
(Almost Always). The instrument can be scored and analysed as a full scale, on three dimensions of
school leadership or on 10 functions/jobs od school principals. For the purpose of these
preliminary findings, the proportion of the teachers selecting the various options will be presented.
Scoring and exploring the teachers’ perceptions of the principals’ leadership in greater depth will
be done in the larger report.
The teachers in the primary school sample completed the Teacher Short Form of the PIMRS. The
descriptive statistics summarising their responses are presented below.
1 See Chapter 6 in Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the Principal
Instructional Management Rating Scale. Dordrecht, Netherlands: Springer.
Page | 17
Descriptive Statistics Summarising Primary School Teachers’ Responses on the PIMRS Short Form
Percentage of Respondents (N=257) Item
Item
Std.
1. To what extent does your principal . . . ? Almost Some- Freque Almost
No Mean
Dev.
Seldom Respon
Never Times ntly Always
se
Develop a focused set of annual school-wide goals 1.6 5.4 19.5 29.6 22.6 21.4 3.84 0.985
Use data on student performance when developing the
4.3 7.8 17.9 29.6 17.5 23.0 3.63 1.109
school's academic goals
Develop goals that are easily understood and used by

3.1 5.1 21.8 27.2 20.6 22.2 3.74 1.049
teachers in the school
Communicate the school's mission effectively to
3.9 13.2 18.7 23.7 18.7 21.8 3.51 1.171
members of the school community
Refer to the school's academic goals when making
4.7 7.4 16.7 29.6 17.1 24.5 3.62 1.123
curricular decisions with teachers
Ensure that the classroom priorities of teachers are
2.3 7.4 18.3 32.7 16.3 23.0 3.69 1.008
consistent with the goals and direction of the school
Review student work products when evaluating
5.1 7.0 26.5 27.6 10.9 23.0 3.62 3.062
classroom instruction
Make clear who is responsible for coordinating the
curriculum across grade levels (e.g., the principal, vice 4.3 6.2 16.7 26.8 23.7 22.2 3.77 1.134
principal, or teacher-leaders)
Draw upon the results of school-wide testing when

3.9 6.6 22.2 28.4 15.6 23.3 3.59 1.064
making curricular decisions
Participate actively in the review of curricular
4.7 8.2 24.9 24.5 13.6 24.1 3.45 1.094
materials
Meet individually with teachers to discuss student
3.9 13.2 24.9 22.6 12.5 23.0 3.34 1.096
progress
Use tests and other performance measure to assess
1.9 10.9 19.8 23.7 20.2 23.3 3.85 3.069
progress toward school goals
Encourage teachers to use instructional time for
1.2 2.3 17.9 23.7 32.3 22.6 4.08 0.950
teaching and practicing new skills and concepts
Take time to talk informally with students and
4.3 7.0 18.3 27.2 20.6 22.6 3.67 1.153
teachers during recess and breaks
Attend/participate in extra- and co-curricular
3.5 5.8 19.1 26.1 22.6 23.0 3.76 1.095
activities
Compliment teachers privately for their efforts or
5.4 6.2 23.7 20.2 21.8 22.6 3.60 1.180
performance
Percentage of Respondents (N=257)

Item
Item
2. To what extent does your principal . . . ? Almost Some- Freque Almost
No
Mean
Std.
Seldom Respon Dev.
Never Times ntly Always
se
Acknowledge teachers' exceptional performance by

16.3 14.0 19.1 10.5 8.9 31.1 2.73 1.328
writing memos for their personnel files
Create professional growth opportunities for teachers

10.5 16.0 21.8 17.9 7.0 26.8 2.93 1.193
as a reward for special contributions to the school
Lead or attend teacher in-service activities concerned

3.5 14.0 23.3 24.5 10.5 24.1 3.32 1.071
with instruction
Set aside time at faculty meetings for teachers to share

4.3 7.8 19.8 24.1 19.8 24.1 3.63 1.143
ideas or information from in-service activities
Page | 18
Recognize superior student achievement or
improvement by seeing in the office the students with 10.1 17.5 20.6 16.0 9.7 26.1 2.97 1.238
their work
Contact parents to communicate improved or
6.6 12.1 26.5 14.4 12.8 27.6 3.20 1.186
exemplary student performance or contributions
For each behaviour, the percentage of the teachers selecting each option is given. The option with
the largest proportion of the sample is in bold font. For all the behaviours except Encourage
teachers to use instructional time for teaching and practicing new skills and concepts, the largest
proportion selected “sometimes” or “frequently”. Of note is that this behaviour is the only one for
which the largest proportion of the sample selected “almost always” and the only one for which the
largest proportion exceeds 30 percent. In addition, on a scale from 1 to 5, the mean score for all but
three behaviours (Acknowledge teachers' exceptional performance by writing memos for their
personnel files, Create professional growth opportunities for teachers as a reward for special
contributions to the school and Recognize superior student achievement or improvement by seeing in
the office the students with their work) have a mean of 3 or higher. The relatively low means for the
three behaviours may be an indication that the teachers generally may perceive that school
principals do not do sufficient to reward achievement at their schools.
Views on School and Other Education-Related Issues
There are several education-related issues that are current in the region and items on the
questionnaire sought to learn about the teachers’ views on these matters. The responses of the
teachers in the primary school sample are presented next.
Feelings about Teaching
The teachers in the sample were asked to indicate their feelings about teaching in general. Their
responses are summarised below.
Proportion of Primary School Teachers Who Expressed Different Feelings about Teaching
I like teaching in general. n %
Sometimes True 41 16.0
Always True 165 64.2
No Response 51 19.8
Total 257 100.0
The largest proportion (almost two-thirds) of the teachers in the primary school sample reported
positive feeling about teaching, while almost one-fifth reported ambivalent feelings.
Page | 19
Feelings about their School
The teachers were asked if they liked their school at which they were teaching. Their responses are
presented below.
Proportion of Primary School Teachers Who Expressed Different Feelings about Their School
I like teaching at this school. n %
Never True 6 2.3
No Response 51 19.8
Total 257 100.0
Almost half of the teachers in the sample indicated that they liked the school at which they were
teaching, but a substantial proportion (almost one-third) appeared to be somewhat ambivalent. A
small proportion admitted not liking their school.
Out-of-School Lessons
The issue of teachers providing instruction outside of regular school hours is one that raises
concern. Three items on the questionnaire addressed this issue. The responses of the teachers in
the primary school sample are presented next.
Proportion of Primary School Teachers Who Reported Providing Extra Lesson Outside of School Time
I provide extra lessons for students in my class outside of school hours. n %
Never True 90 35.0
Always True 47 18.3
No Response 55 21.4
Total 257 100.0
Almost one-fifth of the teachers in the sample indicated that they always provide extra tuition for
students outside of regular class time, while one-quarter reported doing so on occasion. Of note is
that over one-third of the teacher reported that they never engaged in this practice.
Proportion of Primary School Teachers Various Opinions on Parents’ Willingness to Pay for Lessons
Parents at this school are willing to pay for extra lessons for their children. n %
Never True 65 25.3
Always True 21 8.2
No Response 65 25.3
Total 257 100.0
Page | 20
A substantial proportion of the teachers in the primary school sample (about two-fifths) perceived
that parents were not always willing to pay for extra tuition for their children. A quarter of the
teachers felt that parents were never will to pay for this service.
Proportion of Teachers Expressing Different Views as to Whether Teachers should be Paid for Providing
Extra Tuition (lessons) to Students in Class Out of Regular School Time
Teachers Should be Paid for Extra Lessons n %
Yes 167 65.0
No 32 12.5
No Response 58 22.6
Total 257 100.0
Almost two-thirds of the teachers in the primary school sample indicated that they felt that
teachers who provided extra tuition outside of regular school time should be paid
Common Entrance Examination
The teachers in the sample were asked to indicate their support for certain practices that are part of
education systems in the region. One such practice is the use of the results of the primary school
exit examinations2 to place students at secondary schools. The teachers’ responses are presented
below.
Proportion of Primary Teachers Expressing Support for Use of Results of Primary Exit Assessments
Using the common entrance examination for secondary school placement n %
I support this 150 58.4
I DO NOT support this 29 11.3
Not Applicable/ No Opinion 21 8.2
No Response 57 22.2
Total 257 100.0
Over half of the teachers in the sample reported that they supported the practice of placing
students in secondary schools based on the results of the primary school exit assessments.
Streaming and Grade Retention
The teachers in the sample were asked to indicate their support for the practices of streaming
students according to academic ability and grade retention. Their responses are presented below.
2 These examinations have different names: e.g. 11-plus; common entrance; Caribbean Primary Exit
Assessment
Page | 21
Proportions of Primary School Teachers Expressing Support for Streaming Classes According to Ability
Streaming According to Ability n %
No Response 56 21.8
Total 257 100.0
Proportions of Primary School Teachers Expressing Support for Grade Retention

Grade Retention n %
No Response 55 21.4
Total 257 100.0
Almost half of the primary school teacher sample reported that they support streaming students
according to academic ability and about two-fifths indicated that they support grade retention.
Summary
The responses of the teachers in the sample for these items suggest that there may deep-seated
issues among teachers at this level that need further, more in depth exploration. This will be done
during the qualitative interviews in the next phase of the research.
Page | 22
SECONDARY SCHOOLS
Data were collected from 247 secondary school teachers across the five countries involved in the
research. The questionnaire was administered in paper format in Barbados and Grenada. Teachers
in Antigua, St. Kitts and Nevis and St. Vincent and the Grenadines completed the questionnaire
online. The breakdown of respondents by country is shown below.
Distribution of the Sample of Primary School Teachers over the Countries involved in the Survey
Country N %
ANT 33 13.4
BAR 87 35.2
GRE 43 17.4
SKN 4 1.6
SVG 80 32.4
Total 247 100.0
Profile of Teachers in the Secondary Schools Sample
The data were compiled and analysed using descriptive statistics to create a profile of the teachers
in the secondary school sample.
Sex of the Teachers
Distribution of the Sample by SEX

Sex of Student N %
Female 166 67.2
Male 79 32.0
No Response 2 0.8
Total 247 100.0
About two-thirds of the secondary school teachers who responded to the questionnaire were
female.
Years of Teaching Experience
Of the sample, 245 (99%) of the teachers reported the number of years that they were in the
teaching service.
Descriptives for No. of Years in Teaching for the Secondary School Teachers
N Min Max Mean SD
No. of Years in Teaching Profession 245 0 44 14.25 9.544
Page | 23
Though some of the teachers who responded indicated that they were in the service for over 40
years, the mean number of years for the sample was just over 14 years. Just over half of the
teachers (57 percent) reported being in the service for 14 or fewer years.
Years at the Current School
Again, 245 (99%) of the teachers responded to the item asking the number of years they were
teaching at their current school.
Descriptives for No. of Years in Teaching at their Current for the Secondary School Teachers
N Min Max Mean SD

No. of Years at CURRENT School 245 0 44 10.31 8.431
As with the primary school teachers, there were long-standers in some secondary schools. About 3
percent of the secondary school respondents reported being at their current school for over 30
years. Sixty percent reported 10 or fewer years at the school. The mean number of years reported
reflects the time reported by most of the sample.
Qualification Held
The teachers were asked to indicate the qualifications that they held at the time of data collection.
They could select all the qualifications held.
Number and Percentage of Primary School Teachers Who Reported Holding Various Qualifications
Qualification (N=247) n %
Associate degree 64 25.9
Bachelor’s degree 161 65.2
Master’s degree 50 20.2
Doctorate (EdD) 0 0.0
Doctorate (PhD) 1 0.4
Other Qual 71 28.7
In the region, it is desirable for subject teachers at the secondary level to have at least a bachelor’s
degree in the content area. For this sample of teachers, almost two-thirds of the teachers reported
having a bachelor’s degree. However, only 108 (44%) of the teachers held a bachelor’s degree or
higher in the subject area that they were teaching or a closely related area. Thirty-eight (15%) of
the teachers who did not hold at least a bachelor’s degree in the subject area that they were teacher
had a lower qualification (e.g. associate degree; certificate; diploma) in the area. This was
particularly noticeable among those who reported that they taught physical education and technical
and vocational subjects. Only one-fifth of the teachers in the sample reported holding a master’s
degree. Of these, the majority (86%) had this qualification in an area that is related to the field of
education. Seven (3%) of the teachers reported having CSEC or CAPE/A’Levels as their only
qualifications.
Page | 24
Professional Status
The teachers were asked to indicate their professional status. They had to indicate if they were
teacher-trained and if they held at least a bachelor’s degree. Their responses are presented below.
Proportion of Secondary School Teachers in Various Professional Status Categories

Current Professional Status n %
Trained Graduate 118 47.8
Trained Non-Graduate 37 15.0
Untrained Graduate 50 20.2
Untrained Non-Graduate 30 12.1
Other Professional Status 7 2.8
No Response 5 2.0
Total 247 100.0
For the secondary school sample, just under two-thirds of the teachers were trained and just over
two-thirds held at least a first degree. As seen earlier, several of those holding degrees held them in
areas other than the subjects that they were teaching.
Summary
Looking at the profile of the teachers in the secondary school sample, it is evident that though the
majority of them hold at least a first degree, many of them do not hold these qualifications in the
subject areas that they were teaching. In addition, the proportion of the sample that reported being
trained is higher than would have been found in the past. Finally, few of the teachers in the sample
reported having a master’s degree.
Classroom Practices
As with the teacher from the primary schools, a section of the questionnaire addressed teachers’
classroom practices relating to their use of technology and activities that promote student
engagement and that reflect the principles of democracy that are currently being promoted in
education.
Frequency of Using Technology for Various Purposes
The questionnaire contained a list of activities for which technology may be used in teaching and
learning. The teachers were asked to reflect on their practices over the past academic year and
indicate the frequency with which they used technology for those purposes. The percentages of the
teachers in the sample reporting frequency of use of technology for each activity is presented
below.
Page | 25
Percentages of Secondary Teachers Reporting Frequency of Using Technology for Various Purposes (N = 247)
Frequency of Use in the Academic year (%)
Purpose Often Sometimes Seldom No
TOTAL
Never
Get information from the Internet for use in lessons 60.3 24.7 6.5 0.4 8.1 100
Record student grades 56.3 17.4 8.9 9.7 7.7 100
Formulate tests for students 55.5 21.5 6.9 8.1 8.1 100
Create instructional materials 49.4 30.4 8.9 2.8 9 100
Produce handouts for students 45.3 29.1 13.8 4.0 7.7 100
Prepare homework assignments 39.3 29.1 17.4 6.5 7.7 100
Have the students use the Internet for researching
35.6 37.7 15.4 3.2 8.1 100
subject content
Share material, ideas and/or information with other
28.3 32.8 21.5 9.7 7.7 100
teachers
Access lesson plans from the Internet 23.1 23.5 21.9 21.5 10 100
Design multimedia presentations (e.g. Power Point) 19.4 27.1 25.5 19.8 8.1 100
Use skill games to reinforce concepts taught 15.8 26.7 23.1 25.5 8.9 100
Use LCD projectors to present lessons 15.0 22.3 22.3 31.2 9.3 100
Send lesson information, assignments, and other
13.8 19.0 23.5 36.0 7.7 100
communication to students by email
Use videos or DVDs to teach concepts 13.0 27.5 25.5 25.1 8.9 100
Post homework assignments online 9.3 10.1 18.6 53.4 8.5 100
Engage students in online discussion through for
example, blogs, chat rooms and social networking sites 8.9 13.8 19.0 49.0 9.3 100
(e.g. Facebook, Twitter)
Use scanners to prepare for lessons 8.5 20.6 20.2 40.5 10.1 100
Use software to teach concepts 8.5 19.4 25.5 36.8 9.7 100
Use software for remediation of basic skills 6.1 14.2 25.9 44.5 9.3 100
Use digital cameras to enhance lessons 5.7 10.1 16.2 59.1 8.9 100
As with the primary school teachers, the teachers in the secondary school sample reported using
technology primarily for traditional purposes such as seeking information for lessons and creating
instructional material and handout for students.
As with the primary school teachers, the teachers in the secondary school sample were given a list
of factors that are shown to influence frequency of use of technology in teaching and learning. They
too were asked to indicate the extent to which each factor affected their use of technology in their
practice. The percentages of the teachers in the sample who indicated different levels of influence
are shown below.
Page | 26
Factors Affecting Use of Technology
Extent of Influence (% of Sample)
Factors To a Great
To a
No
TOTAL
Moderate A Little Bit Not at all
Extent Response
Extent
Internet not easily accessible 50.6 19.4 15.0 6.5 8.5 100.0
Not enough computers available 40.5 25.1 14.2 11.3 8.9 100.0
Inadequate amount of computer
30.4 27.9 19.4 12.6 9.7 100.0
peripherals
Unreliable computers 25.9 21.5 25.5 16.6 10.5 100.0
Lack of good instructional software 22.3 31.6 20.2 17.0 8.9 100.0
Inadequate training opportunities 17.0 28.3 25.1 20.6 8.9 100.0
Use of technology not integrated into
15.8 25.5 24.7 23.9 10.1 100.0
curriculum documents
Lack of support regarding ways to
13.0 26.3 26.7 25.5 8.5 100.0
integrate technology into the curriculum
Lack of technical support or advice 11.7 25.9 27.1 26.3 8.9 100.0
Lack of administrative support 10.9 26.3 27.9 25.9 8.9 100.0
Lack of knowledge in ways to integrate
6.9 23.5 27.9 32.8 8.9 100.0
technology to enhance the curriculum
Lack of relevant computer skills 4.5 17.4 28.7 40.9 8.5 100.0
Of note is the fact that lack of relevant computer skills was reported by very few teachers as having
a great effect on their use. The most influential factors were those that relate to access to and
reliability of computers, peripheral and the internet.
Students Engagement in the Classroom
The secondary teachers were also presented with a list of activities (reflecting both traditional
approaches and approaches that conform to democratic principles and student-centredness) and
asked to indicate the frequency with which students engaged in these various activities in their
classes during the term. The percentages of teachers indicating the different frequencies of
engagement are presented below.
Frequency with Which Students Engaged in Various Activities in Class During the Term (N = 247))
Frequency of Engagement (%) TOTAL

Practice
Often Sometimes Seldom No
Never
Worked individually answering questions in

58.7 27.9 5.7 0.4 7.3 100.0
textbooks or worksheets
Engaged in whole class activities 57.1 26.3 8.5 0.4 7.7 100.0
Worked on their own assignment at their own
55.1 29.1 7.3 0.8 7.7 100.0
desks.
Participated in interactive / hands-on
33.2 34.8 19.8 4.0 8.1 100.0
classroom activities
Worked in small groups to complete an
29.6 45.3 15.4 1.6 8.1 100.0
assignment
Demonstrated their work to others
29.1 35.2 25.1 3.2 7.3 100.0
(teachers/students)
Page | 27
Worked in small groups to come up with
27.1 39.3 20.6 4.9 8.1 100.0
solutions or approaches to problems.
Engaged in a writing activity in which they
were expected to explain their thinking or 26.3 40.9 18.2 6.9 7.7 100.0
reasoning at some length
Conducted research for projects via the
19.0 40.1 23.5 10.1 7.3 100.0
Internet
Worked on individual tasks for portfolios 18.6 21.1 20.6 31.2 8.5 100.0
Led discussions 17.0 37.7 29.1 8.9 7.3 100.0
Worked on projects that took a week or
15.8 34.0 32.4 9.3 8.5 100.0
longer
Gave presentations 15.4 40.9 30.0 6.5 7.3 100.0
Wrote in a journal 8.9 13.0 20.2 49.0 8.9 100.0
Suggested or helped plan classroom activities 8.1 29.1 38.5 17.0 7.3 100.0
As is the case reported by the primary school teachers, the teachers in the secondary school sample
reported that the students mostly engage in traditional classroom activities such as working on
their own to complete exercises.
Summary
The data from this sample suggest that though some of the innovative practices relating to the use
of technology and student engagement are present in classrooms, what remains prevalent are the
traditional practices where the students are passive receivers of information prepared by teachers.
School Leadership
The teachers in the secondary school sample also completed the Teacher Short Form of the PIMRS.
The descriptive statistics summarising their responses are presented below.
Descriptive Statistics Summarising Secondary School Teachers’ Responses on the PIMRS Short Form
Item
1. To what extent does your principal . . . ? Almost Some- Almost No Mean
Std.
Seldom Frequently Dev.
Never Times Always Response
Develop a focused set of annual school-wide goals 2.0 5.3 23.9 26.3 25.1 17.4 3.81 1.019
Use data on student performance when developing
4.5 5.7 17.0 33.2 23.9 15.8 3.79 1.092
the school's academic goals
Develop goals that are easily understood and used
2.8 4.9 22.3 30.0 23.5 16.6 3.80 1.025
by teachers in the school
Communicate the school's mission effectively to
2.8 5.3 26.3 25.5 24.7 15.4 3.76 1.048
members of the school community
Refer to the school's academic goals when making
4.0 7.3 23.5 26.3 22.7 16.2 3.67 1.110
curricular decisions with teachers
Ensure that the classroom priorities of teachers are
2.4 9.3 23.9 29.1 17.8 17.4 3.61 1.037
consistent with the goals and direction of the school
Review student work products when evaluating
6.5 12.1 25.9 26.3 8.5 20.6 3.23 1.092
classroom instruction
Page | 28
Make clear who is responsible for coordinating the
curriculum across grade levels (e.g., the principal, 4.5 6.5 14.2 25.9 33.2 15.8 3.91 1.160
vice principal, or teacher-leaders)
Draw upon the results of school-wide testing when
5.3 8.9 21.1 27.9 19.8 17.0 3.58 1.150
making curricular decisions
Participate actively in the review of curricular
6.5 10.9 22.7 23.9 15.8 20.2 3.40 1.185
materials
Meet individually with teachers to discuss student
10.1 15.4 26.7 23.1 8.1 16.6 3.04 1.157
progress
Use tests and other performance measure to assess
5.7 9.3 20.6 26.3 21.9 16.2 3.59 1.183
progress toward school goals
Encourage teachers to use instructional time for
0.4 3.6 13.8 28.7 37.7 15.8 4.18 0.893
teaching and practicing new skills and concepts
Take time to talk informally with students and
3.6 7.7 15.4 25.9 31.6 15.8 3.86 1.171
teachers during recess and breaks
Attend/participate in extra- and co-curricular
4.0 8.5 15.4 22.3 33.6 16.2 3.87 1.190
activities
Compliment teachers privately for their efforts or
5.7 8.5 20.6 23.1 23.9 18.2 3.62 1.204
performance

Item
2. To what extent does your principal . . . ? Almost Some- Almost No Mean
Std.
Seldom Frequently Dev.
Never Times Always Response
Acknowledge teachers' exceptional performance by
16.6 19.0 19.0 15.4 5.3 24.7 2.65 1.226
writing memos for their personnel files
Create professional growth opportunities for
teachers as a reward for special contributions to the 12.6 14.6 25.1 16.6 9.7 21.5 2.95 1.240
school
Lead or attend teacher in-service activities
4.5 12.1 26.3 23.1 14.6 19.4 3.39 1.113
concerned with instruction
Set aside time at faculty meetings for teachers to
2.8 10.9 20.6 24.7 23.9 17.0 3.67 1.127
share ideas or information from in-service activities
Recognize superior student achievement or
improvement by seeing in the office the students 9.3 11.7 24.7 16.2 15.0 23.1 3.21 1.262
with their work
Contact parents to communicate improved or
7.3 10.9 26.7 21.1 11.3 22.7 3.24 1.153
exemplary student performance or contributions
For each behaviour, the percentage of the teachers selecting each option is given. The option with
the largest proportion of the sample is in bold font. For all but one behaviour (Acknowledge
teachers' exceptional performance by writing memos for their personnel files), the largest proportion
selected “sometimes”, “frequently” or “almost always”. In addition, on a scale from 1 to 5, the mean
score for all but two behaviours (Acknowledge teachers' exceptional performance by writing memos
for their personnel files and Create professional growth opportunities for teachers as a reward for
special contributions to the school) have a mean of 3 or higher. The relatively low means for the two
behaviours may be an indication that the teachers generally may perceive that school principals do
not do sufficient to reward their efforts and achievements.
Page | 29
Views on School and Other Education-Related Issues
As for the teachers in the primary school sample, the teachers in the secondary school sample were
also asked to share their views on several education-related issues that are current in the region.
Their responses are presented next.
Feelings about Teaching
The secondary school teachers were also asked to indicate their feelings about teaching in general.
Their responses are summarised below.
Proportion of Secondary School Teachers Who Expressed Different Feelings about Teaching
I like teaching in general n %
Never True 1 0.4
No Response 36 14.6
TOTAL 247 100.0
Just over half of the teachers in the secondary school sample reported very positive feelings about
teaching. Just over one-quarter of then were ambivalent.
Feelings about their School
The teachers were asked if they liked their school at which they were teaching. Their responses are
presented below.
Proportion of Secondary School Teachers Who Expressed Different Feelings about Their School
I like teaching at this school. n %
Never True 4 1.6
Always True 98 39.7
No Response 35 14.2
TOTAL 247 100.0
Approximately two-fifths of the teachers in the sample reported positive feelings towards their
school. Just over this same proportion reported ambivalent feelings.
Out-of-School Lessons
The issue of teachers providing instruction outside of regular school hours was also raised with the
teachers in the secondary school sample. Their responses to the three items that addressed this
issue are presented below.
Page | 30
Proportion of Secondary School Teachers Who Reported Providing Extra Lesson Outside of School Time
I provide extra lessons for students in my class outside of school hours. n %
Never True 52 21.1
Always True 63 25.5
No Response 37 15.0
TOTAL 247 100.0
One-quarter of the teachers reported that they provided extra tuition for students out of school
hours.
Parents at this school are willing to pay for extra lessons for their children.
Proportion of Secondary School Teachers Various Opinions on Parents’ Willingness to Pay for Lessons n %
Never True 69 27.9
Always True 31 12.6
No Response 47 19.0
TOTAL 247 100.0
Over one-quarter of the secondary school teachers felt that parents at their school were never
willing to pay for extra lessons for their children, while about two-fifths felt that sometimes
(perhaps under certain conditions) parents at their school are willing to pay for this service.
Proportion of Secondary School Teachers Expressing Different Views as to Whether Teachers should be Paid for
Providing Extra Tuition (lessons) to Students in Class Out of Regular School Time
Teachers Should be Paid for Extra Lessons n %
Yes 171 69.2
No 35 14.2
No Response 41 16.2
TOTAL 247 100.0
Almost three-quarters of the teachers in the sample felt that teachers should be paid for providing
extra lessons to students out of regular school time. The item did not indicate whether these extra
lessons would be given at the teachers’ discretion or not. This issue will be followed up in the
interviews with teachers in the next phase of the research.
Page | 31
Common Entrance Examination
The teachers in the secondary school sample were also asked to indicate their support for practice
is the use of the results of the primary school exit examinations to place students at secondary
schools. Their responses are presented below.
Proportion of Secondary Teachers Expressing Support for Use of Results of Primary Exit Assessments
Using the common entrance examination for secondary school placement n %
No Response 42 17.0
TOTAL 247 100.0
More than half of the secondary school teachers in the sample reported that they support this use of
the results of the primary education exit examinations.
Streaming and Grade Retention
The secondary school teachers were also asked to indicate their support for the practices of
streaming students according to academic ability and grade retention. Their responses are
presented below.
Proportions of Secondary School Teachers Expressing Support for Streaming Classes According to Ability
Streaming According to Ability n %
No Response 43 17.4
TOTAL 247 100.0
Proportions of Secondary School Teachers Expressing Support for Grade Retention

Grade Retention n %
No Response 45 18.2
TOTAL 247 100.0
The majority of the teachers in the sample (almost 60 percent) reported support for the practice of
streaming students according to ability. A lesser majority (almost half) reported their support for
having students repeat grades until they pass.
Page | 32
Summary
The responses of the teachers in the secondary school sample suggest that, despite the innovations
and on-going discussions about the benefits of policies such as universal secondary education and
mixed ability classrooms, there may be large proportional of teachers at this level who hold very
traditional view on issues.
Page | 33
PERCEPTION OF SCHOOLS: VOICES OF STUDENTS
One aim of the research is to learn about students’ perceptions of the environment of their schools.
For this purpose, a 30-item School Climate Survey-Student Version ESAI-E-S3 was administered to
both the primary and secondary school student samples. The instrument contains the stems for 30
statements, each stem with three options for completing the statements. The students read each
stem and them selects the option that best indicates their perception of the school. Normally, the
responses of students in a school are scored collectively and the result taken as a measure of the
school climate from the perspective of students from the school. For the preliminary findings
presented here, for each item, the percentage of the students who selected each option is presented.
No individual country or school singled out here at this time.
A total of 1222 primary school students from across the five countries involved in this phase of the
research. The tool was administered to students in Grade 5/Class 3. At the secondary level, 1477
students from Form 2 (54%) and Form 4 (46%) completed the questionnaire. Below is a summary
of the proportions of the primary school and secondary school students that selected the various
options.
Comparison of Primary & Secondary Students’ Responses on School Climate Survey

% of Primary % of Secondary
STATEMENTS Students Sample
(N=1222) (N=1477)
1. From what I can tell, this school is
a. A great place for people to visit. 67.2 32.5
b. An okay place for people to visit. 24.7 50.4
c. Not a place people want to visit. 6.1 14.2
2. In my experience, at this school
a. Everything works, or gets fixed quickly. 42.0 15.1
b. A few things are broken, but mostly things here work. 48.0 58.9
c. A lot of things are broken. 7.7 22.5
3. When I look around at this school I see
a. Lots of colour and kids’ work is up everywhere. 56.4 24.4
b. Some colour and kids’ work is up in some places. 29.1 42.2
c. Mostly blank walls. 12.0 29.2
4. Most of the students at this school
a. Help the teachers and other kids make the school clean and nice to look
49.0 17.1
at.
b. Keep the school clean because we would get in trouble if we did not. 29.1 30.1
c. Don’t keep the school pretty and clean even with teachers tell us to. 19.6 48.8
3 Retrieved online from https://web.calstatela.edu/centers/schoolclimate/pdf/assessment/ASSC_SCAI-E-

S.pdf
Page | 34
5. My teacher spends time with other teachers
a. Planning, talking and teaching together often. 55.0 42.3
b. Talking mostly at recess or school events. 25.8 36.2
c. Only at lunch or not at all. 16.0 14.5
6. When I am at school, I feel like
a. The teachers, classmates, and I are like a family. 53.7 26.3
b. I am part of a good school, but not really a family. 32.7 52.7
c. No one cares about me at this school. 11.0 16.5
7. At this school
a. Students all get along no matter what they look like or where they are
36.5 15.3
from.
b. Students who are alike or friends get along. 26.2 37.6
c. A lot of students don’t get along. 35.3 43.5
8. The popular students at this school
a. Are nice to the other students. 34.5 20.5
b. Are nice to the other popular students. 15.6 18.6
c. Think they are better and are often mean to others. 46.5 56.1
9. In my class
a. We make a lot of the decisions along with the teacher. 31.1 25.3
b. The teacher lets us choose sometimes. 43.0 53.2
c. The teacher makes all the decisions. 22.4 17.4
10. In my class
a. There are lots of classroom jobs and we all take turns doing them. 52.5 21.7
b. There are a few jobs for students in the class. 28.4 23.9
c. Students only do classroom jobs because they have to, or have gotten in
15.9 49.8
trouble.
11. School events such as games, plays, performances, meetings, or
conferences are attended by
a. Lots of people. 50.8 35.8
b. Some people who care about that event. 34.0 49.4
c. Not many people. 11.8 11.0
12. At this school, I feel safe
a. Everywhere in the school. 48.9 36.9
b. Only in my classroom. 20.2 19.8
c. Some days and not other days. 27.7 38.9
13. At this school
a. Many students are in leadership roles in and out of class. 35.4 23.4
b. A few students are picked by the teachers to be leaders. 46.3 51.9
c. There are few or no students in leadership roles. 15.1 20.9
15. At this school
a. The students and teachers from different classrooms work together on
35.9 19.9
many projects.
b. The students work together on projects in their class. 43.5 61.6
c. Students do not work together on projects. 17.3 13.8
Page | 35
16. In my class, the rules
a. Are clear and help the kids get along. 43.4 24.4
b. Are clear and keep the kids from misbehaving. 33.5 46.0
c. Are not clear and the kids are afraid of doing something to make the
20.2 23.1
teacher angry.
17. When students break rules
a. The teacher gives them a fair consequence and helps them understand
41.0 36.3
why.
b. The teacher gives consequences sometimes. 27.8 34.2
c. The teacher gets upset at the students publically. 28.0 24.2
18. In my judgment, I would say that
a. I am learning to be more responsible every day because of my teacher. 58.2 48.8
b. I am learning to do what the teacher wants. 18.4 18.1
c. I feel like, if I did what I wanted to do, I would get in trouble. 19.6 26.6
19. I would say that
a. I can see clear evidence that my teacher respects and cares about me. 46.5 28.4
b. When I show my teacher respect , he/she shows me respect. 32.6 40.3
c. I try to respect my teacher, but sometimes I feel like I am not respected. 18.2 25.0
20. In my class
a. Things run smoothly because the teacher makes things very clear. 46.1 22.2
b. Things run pretty well because the teacher has a lot of control. 24.9 30.5
c. A lot of the time things do not run smoothly. 25.9 40.9
21. When it comes to grades and assignments
a. What it takes to get a good grade is very clear to me. 55.9 41.0
b. Most of the time I understand what is expected. 25.9 34.9
c. Often I am confused as to why I get the grades I do. 14.9 18.4
22. What is important in my class is
a. How much we try and the effort we put into our work. 49.6 42.8
b. Getting right answers and good grades. 28.5 43.5
c. Doing what makes the teacher happy. 18.7 8.1
23. I would describe the work in my class as
a. Active, hands-on and interesting. 50.3 31.4
b. Interesting but mostly out of the book. 27.2 35.4
c. Mostly worksheets and the teacher talking. 19.1 27.1
24. The work in my class
a. Makes me think and challenges me. 58.4 49.2
b. Is mostly about remembering what the teacher or textbook says 26.4 32.8
c. Is mostly about keeping us all busy 11.4 11.9
25. At this school when a student uses mean language
a. Other students point out to them that it is not right. 41.5 17.6
b. Sometimes they get in trouble from an adult. 41.4 44.5
c. Usually nothing happens to them, so they keep doing it. 13.2 30.8
Page | 36
26. At this school
a. I trust and can talk to most of the adults. 51.7 22.1
b. There are one or two adults that I can trust to talk to, but not many. 29.5 42.1
c. I do not feel like I can be honest with the adults at the school. 15.0 28.2
27. On the playground
a. We have peer mediators and/or “Peacemakers” that help the students
40.8 29.0
solve their own problems.
b. We have peer mediators and/or “Peacemakers,” but they mostly just get
19.9 22.9
kids in trouble.
c. There are only adults to supervise. 32.7 34.0
28. The best way to describe how I feel about this school is
a. I am very proud to be a student here. 47.6 37.5
b. I like this school. 29.9 28.8
c. This school is okay, but I would rather be at another school. 18.7 26.9
29. My parents
a. Feel welcome to come to the school. 51.6 29.7
b. Mostly just come to school for events that are expected such as parent-
25.2 42.7
teacher conferences.
c. Don’t come to the school very often. 19.6 21.1
30. At this school
a. We have lots of guests, visitors, and volunteers. 56.1 33.7
b. We have a few guests, visitors and volunteers. 25.5 41.1
c. There are not many guests, visitors or volunteers. 15.1 18.7
In the table, for each item, the option selected by the largest proportion of the two samples of
students is highlighted in bold font. What is noticeable is that for the most part, the largest
proportion of the primary school students selected the most positive option (a). On the other hand,
for the secondary school students, generally the largest proportion selected either the moderate
option (b) or the negative option.
Page | 37
SCHOOL FACILITIES
To obtain a sense of the environment of the schools that participated in this phase of the research,
consideration was given to the facilities that are present and that are in use. For this purpose, on
the questionnaire that was completed by the school principals, there was an item that asked them
to indicate whether certain facilities were at the school and if present, whether they were in use.
Thirty-three school principals (19 primary and 14 secondary) across the five countries responded.
The questionnaire was administered in both paper and electronic formats. Below is a summary of
the responses received, with the percentages of principals presented by school level.
Percentages of School Principals Reporting on the Facilities at their Schools

PRIMARY SCHOOLS (N=19) SECONDARY SCHOOLS (N=14)
Facilities at the Present Present
School Present &
but NOT
Not No Present &
but NOT
Not No
Used Present Response Used Present Response
Used Used
Library 57.9 5.3 15.8 21.1 78.6 7.1 0.0 14.3

Computer lab 31.6 5.3 47.4 15.8 85.7 0.0 0.0 14.3
Canteen 31.6 15.8 36.8 15.8 71.4 0.0 14.3 14.3
Sickbay 21.1 21.1 42.1 15.8 21.4 0.0 64.3 14.3
Playing field 42.1 5.3 36.8 15.8 64.3 0.0 14.3 21.4
Hard courts 15.8 15.8 52.6 15.8 64.3 7.1 14.3 14.3
Science labs 0.0 10.5 73.7 15.8 85.7 0.0 0.0 14.3
Art rooms 0.0 10.5 73.7 15.8 64.3 0.0 21.4 14.3
IA rooms 0.0 5.3 73.7 21.1 78.6 0.0 7.1 14.3
HE rooms 0.0 10.5 73.7 15.8 78.6 0.0 7.1 14.3
Music room 0.0 10.5 73.7 15.8 21.4 7.1 57.1 14.3
Special subject
rooms (e.g. math
room, foreign 5.3 10.5 68.4 15.8 50.0 7.1 28.6 14.3
language room,
geography room)
Though the number of principals who completed the questionnaire was small, the findings for these
two samples can still provide some insight into the availability of facilities that are desirable in
schools. It is of note that facilities at the primary schools appear to be somewhat sparse.
Page | 38
CONCLUSION
This report presents the finding from preliminary analyses of data collected to investigate factors
that influence the academic performance of students in the the Eastern Caribbean and Barbados.
The research is being conducted in phases, with the first phase being a survey across a sample of
schools in five countries. Questionnaires were administered to school principals, teachers and
students at the primary (Grade 5/Class 3) and secondary (Forms 2 and 4) levels. Preliminary
analyses included the generation of descriptive statistics (frequencies, means, standard deviations)
to summarise the data. More in-depth analyses will be carried out to seek answers to the overall
research questions guiding the research. Below is a summary of findings that emerged from these
preliminary analyses.
- At both primary and secondary levels, there is a larger proportion of female teachers than
males; the disparity between the sexes is greater at the primary level than at the secondary
level;
- Though there are some long-staying teachers in the schools at both levels, the mean number
of years of teaching experience is 14 years;
- The mean number of years at their current school for teachers at both levels is 10 years;
- Teachers at the primary level tend to hold associate degrees as their highest academic
qualification while those at the secondary level tend to have at least a bachelor’s degree;
- Substantial proportions of teachers at the primary level hold their qualification in non-
education-related areas;
- Substantial proportions of the teachers at the secondary level hold their qualification in
areas other than the subject that they are teaching;
- Though not prevalent, there are still teachers in the system who hold only high school
(CSEC, CAPE) qualifications as their highest academic qualification;
- Substantial proportions of the teachers at both primary ans secondary levels were
untrained; the proportion being larger at the secondary level;
- Though technology is being used at both primary and secondary levels, use is mainly by the
teachers for finding information to give to the students;
- Teachers at both levels point to issues of availability, access, and reliability of hardware and
the internet as factors that influence their use of technology in instruction;
- Classroom practices at both levels tend to be teacher-driven, with students engaging in the
more traditional activities;
Page | 39
- At both levels, teachers perceive that principals may not be doing enough to rewards
teachers and students for their achievements;
- At both levels, teachers generally seem to like teaching;
- A substantial proportion of teachers at the secondary level appear dissatisfied with the
school at which they are assigned;
- Substantial proportions of the teachers at both levels support the notion that teachers
should be paid for providing extra tuition outside of regular school times;
- Generally, teachers at both levels support the use of the results of the primary exit
assessments to place students in secondary schools;
- Substantial proportions of teachers at both levels support the practices of streaming and
grade retention;
- Primary school students appear to have more positive perceptions of their school
environment than do secondary school students;
- Substantial proportions of primary schools do not have facilities such as libraries, a sick bay,
and specialist rooms, or have such facilities that are not in use;
- Larger proportions of secondary schools than primary schools have facilities (e.g. library,
computer and science labs, playing fields and hard courts, art and music rooms) deemed
desirable in schools.
Though in some cases the sample may be considered small (e.g. only 33 school principals), the
insights from the findings will provide the basis for follow up in-depth investigation (both
quantitative and qualitative) of factors that influence student performance. The ultimate goal is to
provide empirical evidence to inform policy and practice in education in the Eastern Caribbean and
Barbados and to maximise the presence of conditions that support positive influence, while
minimising those that inhibit student success.
Page | 40
REFERENCES
Jules, D. (2010, December 13). Rethinking education in the Caribbean. Retrieved from
http://www.cxc.org/?q=media-centre/cxcs_blog
Milner IV, H. R. (2012). Beyond a test score: Explaining opportunity gaps in educational
practice. Journal of Black Studies, 43(6), 693-718.
Press Release. (2019). National summary for CXC CSEC 2019 Retrieved from
https://www.nowgrenada.com/2019/08/national-summary-for-cxc-csec-2019/
Page | 41
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Factors that Inﬂuence Academic Performance of Students in the Caribbean: An

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Coreen Leacock Benita Thompson

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REPORT ON PRELIMINARY ANALYSIS OF DATA

- Professor S. Joel Warrican, Director, School of Education, UWI Cave Hill

1. To determine the relationship/impact of certain characteristics on student academic

3. To determine the characteristics of schools (primary and secondary) at which students

4. To determine the association between student performance and students’ engagement on

In this section, a synopsis of the research methods used is presented.

• Countries in the Eastern Caribbean [EC] (geographical -

COUNTRY No. of Prim Schools No. of Sec Schools

Case studies: Schools

Other Sources of Data

• students to gauge characteristics such as attitudes (e.g. to school, to learning, to teachers);

• teachers to gauge characteristics such as professional and academic background; attitudes

• principals to gauge their leadership style; qualifications; perceptions of teachers; to learn

Interviewing: Interviews (individual and group) will be conducted:

• with MOE officials for information on policies relating to assessment, teacher

School Observation: In cases where it is deemed appropriate, school observation will be

Both quantitative and qualitative data analysis techniques will be applied.

Quantitative: Numerical data will be summarised using descriptive statistics;

Inferential statistics will be used to make comparisons of performance across

Predictive analysis will be run to determine predictors of performance at the

PRIMARY SCHOOL TEACHERS

Profile of Teachers in the Primary Schools Sample

Sex of the Teachers

Distribution of the Sample by SEX

Years at the Current School

N Min Max Mean SD

Proportion of Primary School Teachers with Qualifications in Education-Relates Areas.

Proportion of Primary School Teachers in Various Professional Status Categories

Subject Areas Teachers Normally Teach (N=257)

Frequency of Using Technology for Various Purposes

Students Engagement in the Classroom

Develop goals that are easily understood and used by

Draw upon the results of school-wide testing when

Percentage of Respondents (N=257)

Acknowledge teachers' exceptional performance by

Create professional growth opportunities for teachers

Lead or attend teacher in-service activities concerned

Set aside time at faculty meetings for teachers to share

Views on School and Other Education-Related Issues

Feelings about Teaching

Common Entrance Examination

Streaming and Grade Retention

Proportions of Primary School Teachers Expressing Support for Grade Retention

Profile of Teachers in the Secondary Schools Sample

Sex of the Teachers

Distribution of the Sample by SEX

Years of Teaching Experience

Years at the Current School

N Min Max Mean SD

Proportion of Secondary School Teachers in Various Professional Status Categories

Frequency of Using Technology for Various Purposes

Students Engagement in the Classroom

Frequency of Engagement (%) TOTAL