Luận án: Điều kiện cơ sở vật chất và thành tích học sinh tại Jamaica của O'Neil Ryan Roper

Building conditions and students' attainment in Jamaica ROPER, O'Neil Ryan Available from the Sheffield Hallam University Research Archive (SHURA) at: http://shura.uk/11072/ A Sheffield Hallam University thesis This thesis is protected by copyright which belongs to the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Please visit http://shura.uk/11072/ and http://shura.html for further details about copyright and re-use permissions.

BUILDING CONDITIONS AND STUDENTS’ ATTAINMENT IN JAMAICA O’Neil Ryan Roper A thesis submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Business Administration in Facilities Management September 2014 Abstract A growing body of research has established that there is a link between building conditions and students' academic performance--if the condition of the school facility is good the academic scores of students are likely to be higher than those schools that are in a bad state. However, there have been no previous studies into the relationship between building condition and students' attainment in countries like Jamaica; countries that are tropical, and have fast rising populations, low GDP, and where a poor performing economy is the norm. The aim of the study was to examine the findings of previous researchers to determine if the same variables they found that were impacting student attainment were also affecting the Jamaican education system in light of some of the students’ low academic performance. The sample was 83 public high schools that offered Mathematics, English Language, Principles of Business, Principles of Accounts, Social Studies and Visual Arts.

The survey instrument used was based on that developed by Cash (1993), however it was modified to accommodate the Jamaican context. After pilot testing, the high school principals were given the revised Commonwealth Assessment of Physical Environment (MCAPE) to assess building conditions. Their assessments were validated via a number of visits. Student achievement was measured by final examination scores collected from the Ministry of Education and derived from Caribbean Secondary Education Certificate Examination (CSEC) results.

The variables were analysed using descriptive statistics, non-parametric tests, and multivariate analysis which were used to address the research questions. The important findings were that eight of seventeen variables relating to school facilities showed strong, and usually statistically significant at p < .05, correlations with attainment as did five of the six variables relating to noise generating facilities. There was an unexpected finding with regards to building age: an original contribution to knowledge of this research is that, contrary to studies in developed economies, it ii is older schools in Jamaica that tend to be in better condition; a finding school principals attribute to the assistance of Past Student Associations. The main issue now facing the Jamaican education system is that students’ academic performance are extremely low overall.

This has challenged school administrators to determine the cause with a view to correcting this problem. This research will aid in solving the problem by highlighting possible factors that are associated with poor performing schools in Jamaica. The findings of this research will help to address built environment related problems in the education system. The research suggested other areas that could be researched and therefore can be used to determine the design and maintenance needs that have the greatest impact on the learning process.

iii Table of Contents Abstract. ii List of Tables. xi List of Figures. xxviii Author's Declaration.

xxix Chapter 1: Introduction .4 Structure of the Thesis .9 Challenges in the Education System .13 Importance of the Research .16 History of the Education System in Jamaica .17 Access to Education in Jamaica .21 Chapter 2: Literature Review .24 The Cash Model and its Evolution.28 Function and Performance Requirements of Buildings .32 Specific Elements Relating to Overall Building Condition in Schools .34 iv Building age .44 Painting schedule, colour of wall, graffiti and ceiling .46 Psychological effect of noise .46 Sick building syndrome .47 Condition of Facilities.48 Condition of furniture .49 Critique of Methodologies of the Authors Presented in the Literature Review .53 Chapter 3: Research Method .64 Data Needed for this Study .66 Determination of Percentage Passes of Schools .71 Pilot Testing of CAPE and Administration of MCAPE .74 Analysis of the MCAPE.75 Site Visits and Validation of Findings .77 Chapter 4: Research Findings - Univariate Analysis .79 Analysis of School Population .80 Analysis of School Age .82 Analysis of Structural Variables .84 Availability of windows .84 Adequacy of lighting.88 Adequacy of bathrooms .90 Proximity to noise .91 Analysis of Cosmetic Variables .93 Temperature of classroom.96 Classroom painting schedule .98 Colour of classroom wall .99 Condition of internal walls.100 Condition of external walls .101 Condition of ceiling .103 Classroom cleaning schedule .104 Condition of bathrooms .104 Bathroom cleaning schedule .105 Condition of grounds .106 Condition of classroom furniture .108 Presence of graffiti .109 Non-Facility Factors and Student Attainment .110 vi Verification of Questionnaires by Site Assessment .110 Chapter 5: Research Findings - Other Statistical Analysis .122 Site visits after data analysis .127 Features of older, high performing schools. 127 School Design and Structural Variables .129 Proximity to noise-generating activities.130 Adequacy of lighting.136 Condition, Maintenance and Cosmetic Variables .143 Colour of walls .144 Condition of internal walls.146 Condition of external walls .147 Condition of ceiling .148 Classroom cleaning schedule .149 Condition of bathroom facility.151 Condition of grounds .152 vii Condition of furniture .153 Presence of graffiti .155 Ranking of Variables According to Subject .156 Ranking of variables affecting English Language .156 Ranking of variables affecting Mathematics .158 Ranking of variables affecting Principles of Accounts.160 Ranking of variables affecting Principles of Business .162 Ranking of variables affecting Social Studies .163 Ranking of variables affecting Visual Arts .164 Structurally Independent Variables.166 Cosmetic Independent Variables .171 Chapter 6: Conclusions and Recommendations .174 Comparisons with Other Studies Using the Cash Model.177 A Modified Cash Model .179 Leadership - principals and Ministry of Education.180 Financial and technical capability.182 Standards, Building Design and Maintenance .182 viii Strategic Planning For School Facilities .185 Proposed Institutional Framework .186 Regulations and Inspections .188 The Social Role and School Culture in the Expansion of the School Life Cycle .189 School building cycle .190 Extension of school building life cycle .191 Contribution to the Literature and Practical Applications .193 Limitations of the Study.194 Recommendations for Further Research .195 Overall Recommendations of the Research .214 Appendix B: CAPE Questionnaire .215 Appendix C: Modified CAPE Questionnaire .222 Appendix D: Letter from Sheffield Hallam University .229 Appendix E: Letter to the Ministry of Education Requesting Permission for Pilot Testing .230 Appendix F: Letter to Principals re Pilot Testing .232 Appendix G: Letter from the Ministry of Education Permitting the Administration of the Modified CAPE .233 ix Appendix H: Cover Letter for Modified CAPE .234 Appendix I: Coding for Noise-Generating Activities .235 Appendix J: Coding for Structural and Cosmetic Variables .236 Appendix K: Summary of Statistical Techniques .240 Appendix L: Kruskal-Wallis (83) Mann–Whitney Test .242 Appendix M: Kruskal-Wallis (57) Mann–Whitney Test .243 Appendix N: Kruskal-Wallis Test Results for Four Subjects .244 Appendix O: Other Kruskal-Wallis Test Results.246 Appendix P: Mann-Whitney U Test – Schools in Close Proximity of Noise-Generating Activities .331 Appendix Q: Mann –Whitney (83) – Schools in Close Proximity of Noise-Generating Activities .335 Appendix R: Mann –Whitney (57) – Schools in Close Proximity of Noise-Generating Activities .336 Appendix S: Multivariate Analysis – Wilks’ Lambda (83) – Noise Generating Activities .337 Appendix T: Median for Groups of Noise Generating Activities.338 Appendix U: Multivariate Analysis for Cosmetic Variables .341 Appendix V: Multivariate Analysis – Wilks’ Lambda (83) .347 Appendix W: Structured Conversation – Ministry of Education.348 x List of Tables Table 2:1 Summary of Literature Review On Building Condition.1 Enrolment within the Education System at the Secondary Level .2 Modifications made to the CAPE .3 Calculation of Academic Scores for Schools for a Typical Subject .1 Frequency (F) and Relative Frequency (RF) Distribution for School Types A and B .2 Schools and the Associated Availability of Windows .3 Number of Schools and their Respective Lighting Quality .4 Schools and their Proximity to Metal and Wood Workshops .5 Schools and their Proximity to Airports .6 Schools and their Proximity to Vehicular Traffic .7 Schools and their Proximity to Construction Sites .8 Schools and their Respective Window Condition .9 Schools and their Respective Temperature Ratings .10 Schools and their Respective Painting Schedules .11 Colour of Classroom Walls.12 Schools and Internal Wall Condition .13 Schools and their Respective External Wall Condition .102 Table 4:14 Schools and their Respective Ceiling Condition .15 Classroom Cleaning Schedule .16 Condition of Bathrooms.17 Condition of School Grounds .18 Condition of Classroom Furniture .19 Presence of Graffiti .20 Principals’ Assessments of School Facilities.21 Researcher’s Assessment of School Facilities Based on Site Visits .1 Non-Parametric Tests Employed in Thesis .2 Correlation between Age and Six Academic Subjects Using Spearman’s Rho .3 Seven Groups of School Ages and their Associated Mean Rank for English Language and Mathematics .4 Seven Groups of School Ages and Mean and Standard Deviation for English Language and Mathematics .5 The Proportion of Windows for Three Groups of Schools with Mean Rank for English Language and Mathematics .6 Association Between Adequate Lighting and Six Academic Scores .7 Mean Rank of Five Groups of School Lighting Quality for English Language and Mathematics .8 Kruskal–Wallis Test for Bathroom Adequacy.9 Three Groups of Bathroom Adequacy their Associated Mean Rank for English Language and Mathematics .10 Kruskal–Wallis Test for Window Condition of Classroom.11 Five Groups of School Window Conditions and Their Mean Rank for English Language and Mathematics .12 Kruskal–Wallis Test for Temperature of Classroom .13 Five Groups of School Classroom Temperature and their Associated Mean Rank for English Language and Mathematics .14 Kruskal–Wallis Test for Painting Schedule .15 Three Groups of School Painting Schedule and their Associated Mean Rank for English Language and Mathematics .16 Kruskal–Wallis Test for Colour of Classroom Wall .17 Four Groups of School Wall Colour and their Associated Mean Rank for English Language and Mathematics .18 Kruskal–Wallis Test Condition of Internal Wall .19 Five Groups of School Internal Wall Condition and their Associated Mean Rank for English Language and Mathematics .20 Kruskal–Wallis Test for Condition of External Wall .21 Five Groups of School External Wall Condition and their Associated Mean Rank for English Language and Mathematics .22 Kruskal–Wallis Test for Condition of Ceiling.23 Kruskal–Wallis Test for Classroom Cleaning Schedule.24 Five Groups of School Cleaning Schedules and their Associated Mean Rank for English and Mathematics .25 Kruskal–Wallis Test for Bathroom Cleaning Schedule .26 Three Groups of Landscaping Condition and their Associated Mean Rank for English Language and Mathematics .27 Kruskal–Wallis Test for Condition of School Grounds .28 Kruskal–Wallis Test for Condition of Classroom Furniture .29 Three Groups of Furniture Condition and their Associated Mean Rank for English Language and Mathematics .30 Kruskal–Wallis Test for Presence of Graffiti .31 Four Groups of Graffiti Schools with their Associated Mean Rank for English Language and Mathematics .32 Results from Multivariate Analysis for English Language .33 Results from Multivariate Analysis for Mathematics .35 Results from Multivariate Analysis for Principles of Business .36 Results from Multivariate Analysis for Social Studies .37 Results from Multivariate Analysis for Visual Arts .38 Results from Kruskal–Wallis Test with All Structural Variables.39 Results from Kruskal–Wallis Test with All Cosmetic Variables .40 Results from Mann–Whitney U Test with Noise Nuisance Variables .168 Table I1 Coding for Noise-Generating Activities .235 Table J1 Coding for Structural and Cosmetic Variables .236 Table L1 Kruskal-Wallis (83) Mann-Whitney Test.242 Table M1 Kruskal-Wallis (57) Mann-Whitney Test .243 Table N1 Seven Groups of School Ages and their Associated Mean Rank And Median For Principles of Accounts .244 Table N2 Seven Groups of School Ages and their Associated Mean Rank and Median for Principles of Business .244 Table N3 Seven Groups of School Ages and their Associated Mean Rank and Median for Social Studies .