A Mixed-Method Study on the Efficacy of an Interactive e-Learning Software on the Academic Performance of Agricultural Science Students at Secondary Schools

by Mr Dale Peters

This convergent mixed methods study investigates the efficacy of an interactive e-learning software, FARMSKILLZ, designed and developed by the researcher to enhance the academic performance of Form 4 secondary school students in Agricultural Science. The study is grounded in the need to address persistent challenges within the subject area, including low student enrolment, limited motivation, and underperformance, as reflected in the relatively low number of Grade I passes in Caribbean Secondary Education Certificate (CSEC) Agricultural Science examinations (Single and Double Award).

The research employs a Cluster Randomized Controlled Trial (CRCT) alongside qualitative inquiry to evaluate the software’s user experience, pedagogical value, and impact on student learning outcomes. A purposive sample of students and teachers from Trinidad and Tobago, as well as selected Caribbean territories, will participate in the study. Pre- and post-tests will be administered to assess changes in academic performance following engagement with the software, while questionnaires will be used to capture participants’ perceptions and contextual challenges. Qualitative data will be analysed thematically.

The overarching aim of the project is to develop scalable, context-sensitive, and affordable e-learning software for secondary education. Findings from this study are expected to inform curriculum development, enhance digital literacy, and provide evidence-based strategies for improving the teaching and learning of Agricultural Science across the Caribbean.

Wednesday 13 May, 2026 at 1:00 p.m.

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Mr DALE PETERS is a Doctor of Philosophy (Ph.D.) candidate in Education, specialising in educational technology, pedagogy, and innovative learning systems. He holds advanced qualifications in education and brings over twenty-five years of extensive experience in school leadership, curriculum development, and system-level educational management.

Currently serving as a School Supervisor, Mr Peters leads school improvement initiatives with a strong emphasis on data-driven decision-making and the effective implementation of national education policies. His work focuses on strengthening systemic alignment, enhancing instructional quality, and improving student outcomes through strategic and transformative leadership.

His doctoral research examines the impact of technology-enhanced learning environments on student achievement. The study employs both quantitative and qualitative approaches to explore how interactive digital tools influence student engagement, conceptual understanding, and academic performance in Agricultural Science. It also considers broader implications for teaching practices and curriculum delivery.

Mr Peters has a strong interest in the integration of artificial intelligence and interactive platforms to support differentiated instruction, authenticity in learning, accessibility, and student-centred educational experiences. Beyond his administrative responsibilities, he is actively engaged in professional development, policy dialogue, conference presentations, and educational innovation across the Caribbean. He has contributed to national and regional discussions on reimagining teaching, learning, and assessment, and continues to advocate for the meaningful and effective integration of technology in education.