Mathematics Enhancement Programme Year 9 Answers

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

Institute of Education, University of Plymouth, Drake Circus, Plymouth PL4 8AA, Devon, UK

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Academic Editor: Miklos Hoffmann

Received: 30 July 2021 / Revised: 24 August 2021 / Accepted: 25 August 2021 / Published: 7 September 2021

Abstract

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. View Full-Text

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MDPI and ACS Style

Binns-Thompson, S.K.K.; Hornby, G.; Burghes, D. Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students' Attainment. Educ. Sci. 2021, 11, 516. https://doi.org/10.3390/educsci11090516

AMA Style

Binns-Thompson SKK, Hornby G, Burghes D. Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students' Attainment. Education Sciences. 2021; 11(9):516. https://doi.org/10.3390/educsci11090516

Chicago/Turabian Style

Binns-Thompson, Shandelene K.K., Garry Hornby, and David Burghes. 2021. "Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students' Attainment" Education Sciences 11, no. 9: 516. https://doi.org/10.3390/educsci11090516

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Author Biographies

Shandelene Binns-Thompson is a PhD Candidate at Plymouth University. She was previously a lecturer and the Associate Director of the Centre of Excellence in Mathematics Teaching at the Mico University College, Kingston, Jamaica. Under her leadership, she partnered with Professor Burghes and introduced the CIMT-based Subject Knowledge Enhancement (SKE) Programme and Mathematics Enhancement Programme (MEP) to the Caribbean for the first time. She has been working with a number of primary schools in Jamaica, helping them to adapt and implement the best practices of mathematically high-performing countries.

Garry Hornby was born in England and emigrated to Auckland, New Zealand, in 1971. He worked as a mainstream and special class teacher for 7 years. He then trained and worked as an educational psychologist for the Ministry of Education for 7 years. He returned to England in 1986 and spent 14 years researching and lecturing at the Universities of Manchester and Hull, including two years working as a consultant on special needs education for the government of Barbados and lecturing at the University of the West Indies, in 1997 to 1999. He moved back to New Zealand to become Professor of Education at the University of Canterbury in 2002 where he worked for 12 years. In 2016 and 2017 he worked as Professor of Education and Director of Research at the University of Plymouth in the UK, becoming Emeritus Professor in 2018. His teaching and research has been in the areas of educational psychology, inclusive and special education, counselling, children's mental health, teacher education, and parental involvement in education. He has produced over 200 journal articles and book chapters, and 13 books in the field of education. His published books include: Mental Health Handbook for Schools; Counselling Pupils in Schools; Improving Parental Involvement; Meeting Special Needs in Mainstream Schools; Parental Involvement in Childhood Education; Inclusive Special Education.

David Burghes is director of the Centre for Innovation in Mathematics Teaching (CIMT) in the Institute of Education, University of Plymouth, UK. He has interests in all aspects of teaching and learning of Mathematics in all sectors of education and has led three international projects comparing progress in the Primary and Secondary sectors and comparison of teacher training courses. He has developed resources for the teaching and learning mathematics, including e-learning for subject knowledge and interactive support for learners. He is currently developing and researching digital badging for mastery of mathematical topics.