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dc.contributor.authorHodges, Patrenaen_US
dc.date.accessioned2013-01-31T19:44:23Z
dc.date.available2017-12-20T07:00:28Z
dc.date.issued2012-08-20en_US
dc.identifier.otherbibid: 7959868
dc.identifier.urihttps://hdl.handle.net/1813/31120
dc.description.abstractThis study examined the differences in the facility quality of Jamaican primary schools and how these differences correlated to the performance of the schools (students) in the Grade Six Achievement Tests (GSAT). The small sample included 18, whole-day Jamaican primary schools. The quality of the schools was measured using Principals' Questionnaire adapted from The International Pilot Study on the Evaluation of Quality in Educational Spaces (EQES) User Manual Final Version, (OECD/CELE, 2009), to measure the principals' perception of the school facility quality, and the Facility Inspection Tool adapted from the Facility Inspection Tool Guidebook (CASH, 2008) to assess the physical condition of the schools. Nonparametric correlations were calculated for the facility quality variables and the schools' (students') average GSAT scores for 2009 and 2010. The results, though not generalizable, indicated that differences in several variables, namely: classroom ventilation controls, external noise and internal classroom acoustics, school safety, attractiveness of school interiors, availability of computers for students and teachers, classroom air circulation and temperature, meeting space for staff and parents, classroom layout and space for teacher movement, and overall physical facility condition, are linked to differences in GSAT scores for the primary schools. The results also showed that the differences in the performance of girls and boys in GSAT may be linked to the quality of primary school facility. Therefore, as the findings suggested that the quality of primary school facilities was correlated to academic performance, then future primary school improvements should prioritize these variables in the design: ventilation and acoustical control, school safety and aesthetics. The school policy makers and managers should also consider the necessity for proper facility maintenance. The school building standards should include real measurable goals for the different environmental factors in the school facilities, in addition to their enrollment capacity (space provision). Finally, all stakeholders should ensure the school facilities are planned, designed, built and maintained as high quality, user centered environments. iien_US
dc.language.isoen_USen_US
dc.subjectJamaican Primary School Facilitiesen_US
dc.subjectJamaica Primary Schoolsen_US
dc.subjectgsaten_US
dc.titleDifferences In The Quality Of Jamaican Primary School Facilities Are Correlated To Differences In The Performance Of The Schools In The Grade Six Achievement Testsen_US
dc.typedissertation or thesisen_US
thesis.degree.disciplineDesign
thesis.degree.grantorCornell Universityen_US
thesis.degree.levelMaster of Science
thesis.degree.nameM.S., Design
dc.contributor.chairHua, Yingen_US


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