An Examination of Strategies Employed to Increase Academic Performance among a Group of Ninth Graders in a Technical and Vocational Education and Training (TVET) High School in Western Jamaica

Abstract

This action research paper addresses the research questions of the levels of motivation strategies and academic performance associated with ninth-grade students in the western region of Jamaica. This study seeks to answer two research questions. These are as follows: 1) What are the motivation levels among ninth graders in Western Jamaica? Moreover, 2) What are the levels of academic performance in Mathematics, English A, and Social Studies among a group of ninth graders in Western Jamaica? A descriptive research design would describe the current state of academic performance and the use of motivational strategies in Western Jamaica. This research design would involve collecting data through surveys, questionnaires, or interviews to describe the current situation. The data reveals a range of perspectives on academic performance and goal-setting among students. There is a strong commitment to academic success, with many students setting daily goals. However, there is also an opportunity to encourage more students to set regular goals and adopt a structured approach to goal setting. The findings also highlight the importance of clear and achievable goals, regular teacher feedback, and personal interest in the subject matter as critical factors influencing academic progress. It is encouraging that most students respond to educational challenges by intensifying their efforts and dedicating more time to studying. While most students feel supported by their teachers, addressing the concerns of those who disagree or strongly disagree is crucial. Their feedback can provide valuable insights into how teacher support can be improved. This research continued a journey to learn more about the correlation between education and motivation, seeking pathways to elevate grades and inspire a lasting passion for learning.