SOCIAL STUDIES SCHOOL BASED

ASSESSMENT (SBA)

Student’s Information
STUDENT NAME: Joshua Mc Sween
STUDENT NUMBER:
SUBJECT: SOCIAL STUDIES
SCHOOL NAME: TRINITY COLLEGE EAST
SCHOOL NUMBER: 160196
TERRITORY: TRINIDAD AND TOBAGO
YEAR: 2022

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I would like to exhibit my thanks to the efforts that made this Social Studies SBA (School Based
Assessment) a success. I would like to thank my Social Studies teacher Mrs. Latoya Thomas-
Paponette for her support and assistance in her efforts. Her help played a big part in the success
of this SBA. She offered constructive feedback that ensured this SBA was done properly and that
optimal results would be attained.

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TABLE OF CONTENTS

STATEMENT OF PROBLEM………………………………………………………………………………………………………………PG4

RATIONALE…………………………………………………………………………………………………………………………………….PG5

METHOD OF INVESTIGATION………………………………………………………………………………………………………….PG6

DATA COLLECTION INSTRUMENT…………………………………………………………………………………………………..PG7

PROCEDURES USED TO COLLECT DATA………………………………………………………………………………………….PG10

PRESENTATION OF DATA………………………………………………………………………………………………………………PG11

ANALYSIS AND INTERPRETATION OFDATA…………………………………………………………………………………….PG14

STATEMENT OF FINDINGS…………………………………………………………………………………………………………….PG15

RECOMMENDATIONS AND IMPLEMENTATION …………………………………………………………………………….PG16

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Section 1

Statement of Problem
What factors contribute to poor academic performance among students of Trinity College East?

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Section 2

Rationale
I chose this topic to identify the different factors for poor academic performance among students at

Trinity Collage East seeing that usually there are students that perform poorly in contrast to students

who perform well even though they receive same teaching.

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 Section 3

Method of Investigation
A questionnaire was used for the research in order to attain the necessary information. A
questionnaire has many advantages and some include:
 It takes little time to complete.
 It guarantees total confidentiality of the responders.
 It is convenient as responders can do it to their leisure & in their preferred environment

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Section 4

DATA COLLECTION INSTRUMENT

(QUESTIONNAIRE

Dear Students,
This is a questionnaire being carried out in TCE to determine the factors that contribute to poor
academic performance among students at the institution this research is being conducted for a
Social Studies SBA. You are therefore kindly asked to answer the following questions honestly
and truthfully. Remember this is not is test so there are no right or wrong answers

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Section 4 Cont’d

Sample Questionnaire
Age:
11-14[]
15-18[]

Gender
Male [] Female [] prefer not to say []

What form are you in?

Form 1 Form 2 Form 3 Form 4 Form 5
1. How would you rate your performance as a student?
High []
Average []
Mediocre []
Poor

2. Have you ever gotten a failing grade on an exam/test?

Yes []
No []

3. How do you feel about exams and assessments?

Exams/Assessments are very important []
Exams and Assessments are a waste of time []
I don't like doing exams/assessments but they are necessary []

4. Do you believe that the subjects you currently do are useful/important.

Yes []
Kinda []
No []

If you answered Kinda/No

Say you were exposed to the reasoning and ways of utilization with respect to the correlation
between said subjects and potential career paths would it change your current perspective?
Yes []
Maybe []
No []

5. Does a teacher's attitude toward teaching impact the learning process for you?

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Yes []
Sometimes []
No []

6. On a scale of 1/10 how enthusiastic are you about learning in school.

1-4[]
5-7[]
8-10[]

7. Do you like to study?

Yes []
Sometimes []
No []
Bruhh[]

8. Have you ever explored with different study techniques?

Yes []
No []
Never thought to look []

9. Has anyone ever taught you how to learn/study?

Yes []
No []

10. On a scale of 1/10 how much are you motivated to study everyday?
1-2[]
3-4[]
5-6[]
7-8[]
9-10[]
Studying is life []

11. How much hours do you typically study in a day?

1-2 hours a day []
3-4 hours a day []
4-6 hours a day []
8-12 hours a day []

12. What do you think are some actions that can be taken by the school to elevate the grades of
students who perform rather badly in examinations?
[ ]

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Section 5

Procedures Used To Collect Data

In Trinity College East there are within the region of 800 students. In order to arrive at a clear

conclusion on the factors that contribute to poor academic performance among students of TCE

25 digital questionnaires were dispensed. The questionnaires were sent out to students at random

across all forms during my free time and they were asked to do it on their own time.

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Section 6

Presentation of Data
Figure 1.0
Question # 7: DO YOU LIKE TO STUDY?

In review of the information above its apparent that only a mere 8% of students like to study.
Moving on, to the percentage of students who don't like to study and as you can see from the
data, it more than quadruples the percentage of individuals who like to study coming in with a
landslide 44%. Continuing the review, the data reveals 24% of students like to study sometimes
and finally another 24% of students who apparently loath it.

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Figure 2.0
Question # 10: ON A SCALE OF 1-10 HOW MUCH ARE YOU MOTIVATED TO STUDY
EVERYDAY?

In analysis of the data above we can see that 40% of students chose the range of 1-2 out of 10 to
represent their low levels of motivation to " Beat the books" as the saying goes, followed by
16% Choosing 3-4 out of 10 and 24% choosing 5-6. Continuing we see that 16% opted for the 7-
8 out of 10 option and 4% picked 9-10 out of ten. Finally there was an option to see if anyone
"was about that life", but no one was, coming in with 0% of students opting for the "studying is
life" option.

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Figure 3
Question #11: HOW MANY HOURS DO YOU TYPICALLY STUDY IN A DAY?

In evaluation of the results presented in the form of a pie chart, we can see right from the start
that 80% of students only study for at-least 1-2 hours daily. Diving deeper, it is apparent that
only 16% study for 3-4 hours and 4% study as long as 4-6 hours daily. Finally with the last
option being 8-12 hours of daily study the data shows that no one does that coming in at 0%

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Analysis & Interpretation of Data
Of the total amount of persons who participated in the questionnaire answering If they like to
study or otherwise, a minority of 8% said "Yes", they do like to study as appose to the majority
comprising a total 44% of individuals who said "No", they don't like to study this is followed by
24% who say they like to study sometimes and a final 24% that loath it. This information
suggests that majority of individuals may have the common stereotypical image of studying in
their minds, that it is boring or hard ect, with this viewpoint on studying acting sort of like a
detergent to individuals.

When it came to the motivation levels of students to study daily, which is paramount for good
academic performance, from the data presented we see that 40% of individuals chose the 1-2 out
of ten (10) option and 16% chose the 3-4 out of ten (10) option when combined equals 56% of
individuals whose motivation levels are below the half mark point (5) on the 1-10 scale. Moving
on, the results show that 24% of persons chose the 5-6 out of ten option, 16% opted for the 7-8
option, 4% chose the 9-10 and finally 0% chose the studying is life option. In retrospect we can
see that as we progress through the higher level of motivation options there was a decrease in the
number of individuals opting for those options comprising of a total of 44% who's motivation
levels are above the half point (5) on the scale, which is 12% lower than persons who's
motivation levels don't cross the half point (5) on the 1-10 scale . From the information gathered
one can infer that the motive to study isn't externally provided a-lot or internally there is within
them no goal/target worth investing all that time for and when that is absent from them it
becomes very difficult to find it within themselves to do the action of studying.

Now jumping to this side where students were asked "How many hours do you typically study in
a day " and 80% of participants answered 1-2 hours a day followed by 16% opting in at 3-4
hours daily then continued at 4% who go at it for 4-6 hours a day and ending with 0% studying
for 8-12 hours a day. Now, if we look back to the line graph, a link can be drawn between the
contents of that data and the contents of this data for example: from the range of 1-6 out of
ten(10) in the line graph, all participants who chose between this range is equal to 80% and the
percentage of people who study 1-2 hours daily is also at 80%, it was also noticed that persons
who chose 7-8 out of ten(10) in the line graph they amount to 16% and that corresponds with
persons who study inasmuch as 3-4 hours daily because they also come in at 16% and then we
have the ones who chose 9-10 out of ten (10) on the line graph, they amounted to 4% and on
the Flip side this corresponds to the percentage of individuals who study for 4-6 hours a day also
coming in at 4%. So!, it's clear to say that the more motivated you are to do something the more
time you are willing to invest and that aspect of time investment is a crucial part in good
academic performance.

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 SECTION 8

Statement of findings
The information procured from the questionnaires brought light to various findings with respect
to what factors contribute to poor academic performance among students of Trinity College
East These 3 include:

 Little time investment into study with majority(80%) of participants only studying for 1-2 hours
daily
 Low motivation to study with 40% of participants opting for 1-2 out of a scale of ten (1-10) and
16% going for 3-4 out of ten, this totals 56% whose motivation levels are below the half point
(5) on a scale of 1-10.
 Not finding or creating enjoyment in the work that has to be done, this statement fits the shoe,
since only a tiny 8% of students say they like studying vs totalling 68% who view studying in a
negative light (students who answered NO and Bruhh)(44% & 24% =68%)

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 SECTION 9

 Recommendations and Implementation

Now majority of students not liking to study is not a surprise to anyone and there are many
causes at core that are responsible for these views on studying so my recommendation is for
school guidance officer's to expose the core and find out why students don't like studying
whether it's by digital survey or otherwise and start finding solutions to them one by one
changing / reforming student's views on studying and having it in a more positive light through
talks with students.

Again, students not being motivated to study every day is no surprise, part of the problem is
many students don't even know why they should study for some of their subjects and my
recommendation is that subject teachers reinforce why students are even doing the topic their
doing and maybe let them know where they could go with the information that their learning, the
different career avenue's there are ect.

Finally, when we're talking about the amount of hours spent studying by students it's really up to
the student but it should be mandated by the school's principal that students create a daily
schedule in school under a teacher's supervision outlining what chunk of time they are going to
study for the day with each chunk no less than 2 hours and must have at-least two sessions of
study time in one day .

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