Improving Mathematics Performance among a group of Eighth Graders in a Technical and Vocational Education and Training (TVET) High School in Western Jamaica

Abstract

Jamaican students have been underperforming in mathematics for decades. A study by Bourne (2019) indicated that the final external examination at the high school level in Jamaica (Caribbean Secondary Education Certificate (CSEC) has never exceeded 50%. In fact, in 2021, 21% of all Jamaican candidates who earned the Caribbean Secondary Education Certificate (CSEC) were successful in mathematics. The general objectives of this study are as follows: 1) To assess the academic challenges of eighth graders at a TVET high school in Western Jamaica, and 2) To formulate a framework that will improve eighth graders' mathematics performance in a TVET high school in Western Jamaica. This study used a descriptive research design. This design allows data collection on the relationship between multiple variables without manipulating them, providing insight and new information. The average score of the students before the intervention was 46.12%±19.96%, which increased to 70.27%±17.56% and 81.05%±9.82%. The results of the 38 participants in this study revealed that 35 improved performance after the intervention, with a 75.74%±9.82% increase in overall performance. One participant's score improved by 611.21% after the intervention strategies employed in the research (from 11.6% to 82.5%). The findings of the sampled participants revealed that 34.21% saw an improvement in performance over 100%, with 21.05% seeing an improvement of over 200. By creating a dynamic and engaging learning environment, educators can empower students to develop a deeper understanding of mathematical concepts and prepare them for success in high school and beyond.