Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students’ Attainment

Bibliographic Data

ID22044975
AuthorsShandelene Khadine Kedisha Binns-Thompson (0000-0003-4259-1016, University of Plymouth, corresponding author), Garry Hornby (0000-0003-0026-3647, University of Plymouth, corresponding author), David Burghes (University of Plymouth, corresponding author)
Year2021
Volume11
Issue9
Pages516
Publication date2021-09-07
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11090516
OpenAlexW3198522656
LanguageEN
References cited3

Underperformance in mathematics has been an issue that plagues the education system in Jamaica. Studies in first world countries have shown that enrichment programs, including Mathematics Enhancement Programmes (MEPs,) have been positively impacting attainment in mathematics. This quasi-experimental research design study investigated the impact of an MEP on Jamaican students’ attainment in mathematics. A sample of seven grade one classes from two primary schools in representative areas in Jamaica were selected for the intervention group. The treatment involved teaching the Jamaican grade one mathematics standards using the MEP resources for nine months. A statistically significant improvement and large effect size of the intervention was found, indicating that the MEP had a substantial impact on students’ achievement and attitudes towards mathematics. This study has implications for designing enrichment programs geared at addressing mathematics underperformance in Jamaica and in similar countries

Academic achievement · Educational attainment · Mathematics education · Political science · Student achievement · Cognitive and developmental aspects of mathematical skills · Education Systems and Policy · Mathematics · Psychology · School Choice and Performance

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