Authors : Camieka Oliver

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/3pf9x6v7

Scribd : https://tinyurl.com/3tp8vf5p

DOI : https://doi.org/10.5281/zenodo.14737778

Abstract : This study was conducted to compare the academic scores of students in CSC Chemistry Examination for emergency remote learning in 2021 to face to face learning in 2017. This quantitative study takes on a causal comparative design. The variables that are involved in this study are students academic scores in CXC Chemistry Examination in 2021 and 2017. The second set of variables in this study were lesson delivery modes. The lesson delivery modes were emergency remote learning and face to face learning. This study was guided by a positivist worldview and the sample technique used was opportunity sampling. This method of sampling was used because this study involved the use of secondary data and the high schools in Jamaica that were willing to release their data to the researcher were used. The data used in this study were analyzed using a T Test to determine if there was a statistically difference in students academic score in CXC Chemistry Examination for emergency remote learning and face to face learning. Also, A test was used to determine if there was a significant difference in students' academic score in CXC Chemistry Examination based on sex. Based on the analysis of the data, there was a difference in students' academic scores for T tests that were carried out. A bar graph was also used to do a comparison of students’ academic score for emergency online learning and face to face learning. Based on the analysis, males received a higher academic score in CXC chemistry examination than females in all areas that were studied.

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