The Home and School Experiences of Secondary School Students in Trinidad and Tobago | Chapter 6 | Progress in Language, Literature and Education Research Vol. 5

This study sought to investigate the home and school experiences of secondary school students in Trinidad and Tobago (T & T), and utilized a cross-sectional survey design which falls within the quantitative paradigm. The sample used was taken from fifteen (15) secondary schools in Trinidad and Tobago and the schools were representative of all school types in the country; a total of one thousand and eleven (1011) students were surveyed (46% male and 54% female). The students were of different races and came from a variety of family structures. The majority of students surveyed were of African, Mixed and East Indian descents. There was a minority of students from the Chinese, Syrian and White racial groups.

 

The primary data collection instrument used was a questionnaire. The findings of the study revealed that some students have very negative school experiences and unfortunately for some of them their home lives were also challenging. This negatively impacted students’ academic performance and placed some students at risk. Teacher negligence emerged as the main complaint against teachers. Students were concerned about the lack of support from some of their parents, some of whom have unrealistic expectations of their children. Students acknowledged that parents and teachers can contribute to their disaffection with school, and later challenges in their adult lives. The students suggested ways in which their home and school experiences can be improved. Students recognized the need for parents to be parents and discipline and guide them. Students want their teachers to display more positive attitudes and make learning enjoyable. This research was conducted from September 1999 to June 2000, at a time when school violence in secondary schools was becoming an issue of concern. However, the findings are still relevant today and sadly some of the problems identified still exist. At present in 2024, some of our children still have challenges in their home lives as their parents do not fully honour their responsibilities. There are still serious disciplinary problems in secondary schools; students are seen to be engaged in violent outbursts and public fights, all posted on social media. In some schools students are unsupervised and engage in deviant acts; and some teachers within the system continue to be negligent towards their duties. The words of Jean-Baptiste Alphonse Karr are very applicable: “plus ça change, plus c'est la même chose”- the more things change, the more they stay the same [1].

Author(s) Details:

Linda Karen Superville,
Teacher III, Ministry of Education, Trinidad and Tobago and 26 First Street East, Cane Farm Avenue, Trincity, Trinidad and Tobago.

Please see the link here: https://stm.bookpi.org/PLLER-V5/article/view/13350