Meta-analysis techniques were utilized to examine the differences in summative academic achievement among African American and African Caribbean students. A fixed effects model with moderator analyses was applied to a sample of five studies. Significant between group heterogeneity was identified. The aggregate effect size of -1.08 for differences in academic achievement between both groups was statistically significant. The type of summative assessment emerged as a substantial moderator which explained 86% of the heterogeneity between both groups.

This report summarizes the findings of a group of Diploma of Education students (N. 42) who each investigated, using a case-study approach, both a high and low anxiety subject chosen from an examination class in Jamaican secondary schools or tertiary institutions. Subjects were identified from responses to a common instrument, further investigation of pairs of subjects then being carried out on the initiative of each Diploma student.

This investigation sought to identify the variables which had a significant influence on the academic achievement of students enrolled at the University of the West Indies (UWI), Mona. The author investigated the relative influence of certain variables which previous research had shown to influence academic achievement at the higher education level.

This case study attempted to examine critically the view which is increasingly being held by the members of the public in various countries in the world, that boys constitute a marginal group within the educational system. More specifically, the study sought to examine differences in academic achievement and participation between boys and girls and to account for such differences in a secondary school in Barbados.

Inside Hillview High School by Hyacinth Evans is an ethnographic case study of a Grade Nine class in an urban Jamaican upgraded high school. The primary focus of the study is to understand the factors that influence the students’ learning and academic achievement. Evans’ interest in this subject stems from her concerns about poor academic outcomes for Jamaican secondary schools, relative to other Caribbean countries, as well as from her concerns about differences in achievement levels between traditional high schools and upgraded high schools in Jamaica.

The aim of this study was to investigate the relationship between students' academic locus of control orientation (ALOC) and their ability to assess their own performance in the course. Twenty students participated in the study. Euchaus and Cassidy developed the Academic Locus of Control Scale which was adapted in this study. On this instrument, students were also requested to indicate their expected overall grade for the course. The findings suggest that this group of online students had low self-assessment skills.

This study investigated Grade 9 students’ attitudes towards science, technology, engineering, and mathematics (STEM) and the extent to which their attitudes impacted on their academic achievement in Integrated Science. An adapted Students’ Attitudes Towards STEM instrument (Friday Institute for Educational Innovation, 2012) was piloted on 67 high school students in Jamaica and yielded a Cronbach alpha value of 0.821. It was then administered to 259 Grade 9 students from four high schools.

The paper reports results of research on the effects of streaming on boys and girls in secondary schools in Jamaica. The study found that girls were more represented in high stream classes, while boys were more represented in low stream classes. Streaming affected academic achievement, students' experiences of school practices such as being beaten or insulted, and students' sense of alienation from school. There were gender differences in all responses, with low stream boys most likely to do poorly academically and to experience negative school practices.

The intervention, Camp Summer Plus (CSP), was initiated by the USAID/Jamaica Basic Education Project in an effort to raise the performance of grade three students requiring remediation in reading and mathematics. The five-week summer programmes were informed by the Earl Phalen Summer Advantage Programme which has been successfully implemented in the USA since 2009. The camps were held in 2011 and 2012.