CARIBBEAN EXAMINATION COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE

MATHEMATICS
SCHOOL BASED ASSESSMENT

NAME OF STUDENTS : CIARA DOUGLAS , ANGEL STEWART:

CANDIDATE NUMBER :

CENTRE #:

SCHOOL: MEADOWBROOK HIGH SCHOOL

YEAR OF EXAM : 2024

TEACHER: MS. LODGE-ALLEN

TOPIC: To highlight the performance of grade 8 Meadowbrook High School students who live in a
single parent household versus a nuclear household.
 Table of Contents

Project Title 2

Introduction 3

Method of Data Collection 4

Presentation of Data 5-8

Analysis of Data 9

Discussion of Findings 10-11

Conclusion 12

Appendix 13-14

Project Title
1
To highlight the performance of grade 8 students of Meadowbrook High School from who live

within a single parent household versus a nuclear household.

Introduction

2
 The purpose of this School Based Assessment(SBA) is to highlight the performance of

the 8th grade students of Meadowbrook High School who live within a single household and a

nuclear household. This topic was selected as a result of a conversation among friends about

their academic achievement at school. One student mentioned that, due to the type of family they

live in, he doesn't have the necessary study materials, while other students have more than

enough. This SBA aims to determine whether students who reside in single-parent households as

opposed to nuclear households perform better. We will launch an annual book drive wherein

current and former students will be able to donate books and supplies to students in need.

Method Of Data Collection

3
 A questionnaire was electronically distributed to twenty students from the 8th grade level

at Meadowbrook High School. The participants chosen at random from a population of

approximately 1500 students. The questionnaires were distributed on September 1, 2023 where

each participant was given 5 days to complete and return. The data collected was stored

electronically to be presented in bar graphs, pie charts and tables to be analyzed.

Presentation of Data
After the raw data was collected from the questionnaire is now being presented.

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Figure 1: Pie Chart showing the gender of the students

Figure 2: Bar graph showing the types of families the students reside in.

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Figure 3: Pie Chart showing overall academic performance of students.

Figure 4: Pie chart showing how often students’ study.

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The students were asked about access to resources abs the responses are tabulated below.

Table 1: Table showing students responses.

Questions Yes No

Do you receive help with 12 8

your studies?

Do you have access to 9 11

computers or printers at

home?

Do you have access to 18 2

internet at home?

Figure 5 : Bar graph showing the various times students reach home from school

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Figure 6: Bar graph showing the number of times students consume meals a day.

Analysis of Data

8
The pie chart in Figure 1 shows that 81.8% of the students were female and 18.2% of the

students were male, as is evident on page 5. As illustrated in Figure 2, the proportion of students

who come from nuclear, extended, and single-parent families is 7:8:5, where single-parent

families are the most common and extended families are the least common. (See page 6)

According to Figure 3, 46.2% of students have an overall average between 61 and 80%, and 10%

have an average between 81 and 100%.

According to figure 4, the chart clearly depicts 38.5% of the students spend more than 2 hrs. a

day studying, 30.8% of them spend 1 hour a day studying and 30.8% of the students spend less

than 1 hour a day studying. Table 1 shows the grade 8 students’ options on if they receive help

with their studies. Based on the data 12 out of 20 students selected yes while the average number

of 8 students selected no while Table 2 states the students from grade 8 options regarding their

access to printers and computers, the data shows that a total amount of 9 out of 20 students

selected yes, on the other hand 11 out of 20 students had said no.

From Table 3 it can be seen the choices made by grade 8 students in Table 3 indicating how

many students have access to the internet. According to the data, 18 out of 20 students chose

"yes," and only 2 out of 20 students chose "no." Figure 5 shows that, on average, 5 students leave

school between 3:30 and 4:30 pm, 4 students leave school between 2:30 and 3:30 pm, and at

least 3 students leave school between 3:30 and 4 pm. The maximum number of students who

arrive home after 5 pm is 8 students. Based on Figure 6, it can be observed that 14 students eat at

least twice a day, five students eat 3 meals a day, and four students eat 4 meals a day. Figure 7

demonstrates that while 35% of eighth-grade students do not have access to the internet at home,

the majority, or 65% of students, do have internet access at home.

Discussion of Findings

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Based on the survey carried out it can be concluded that the majority of the students in grade 8 at

Meadowbrook High School reside in single parent homes, while there are other families found

among this group of students such as nuclear and extended, the single parent family is the most

common. These students are most likely to not do as well as the students in other families due to

their limited access to the internet and equipment for school.

However, there is an average number of students who reside in nuclear families, from the data

collected it can be said that these students' overall performance is equivalent to those of the

single parent families, ironically the majority of these students are provided with unlimited

access to the internet and have received most of their equipment and textbooks. A family exerts

powerful influence on the academic achievements of the students. It is said that family is a “unit

of kinship” that makes its members strong enough to achieve something in life (UNESCO 1992).

One study found that the most important factor in making a pupil successful academically is

home environment (Gilford, 1997). Parveen (2006) related home environment with the

personality and academic achievements of the students. She found a relation between home

environment and academic achievements and concluded that home environment affects the

personality and academic achievements of the students. Asia (2008) explored a different

orientation of the effects of the home environment. She was of the view that family structure

exerts a considerable influence on the achievement patterns of the students.

The data also reveals most of the students reach home from school after 5pm due to a number of

things such as extra-curricular activities, this factor contributes to the amount of time students

spend studying as majority of them spend less than1 hr. a day studying, this occurs equally

10
among students in both nuclear and single parent families hence the overall performance of

these are mostly stagnant at 61-100%.

Based on the analyzed information students that reside in single parent families and nuclear

families perform at the same rate.

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 Conclusion
In conclusion, a thorough analysis was conducted into the various types of families among grade

8 students of Meadowbrook High school and a comparison of their overall performance was

made. Majority of the students live in single parent family’s vs nuclear families; this however

does not contribute to the overall academic performance of the students based on the data

collected. Other factors such as extra-curricular activities and the time students spend studying

contributes to the rate at which they perform.

There is a stereotype that students who live in single parent families perform worse than those in

a nuclear family. This can be proven false as it depends on the determination and motive of the

student and not where they come from.

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Appendix

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