The challenge of effective data use within primary schools situated in a post-colonial learning context: A qualitatively driven mixed methods study
- Data use,
- qualitatively driven study,
- primary school,
- post-colonial context
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The study explored the data use practices of educators within the primary schools of Trinidad and Tobago using a qualitatively driven, mixed methods research design. The qualitative component was a multi-site case study with three schools purposively selected from the schools surveyed. The focus of the case studies was to develop grounded theory on data use practices in local primary schools and the influence of institutional context. We argue that the unique contextual features of postcolonial small island states in the Caribbean can influence data use. The results indicated that educators were engaged in various data use practices, but these were often modified to suit the local context. At the school site, educators faced several challenges such as the absence of collaboration and data leadership. This stagnated the effectiveness of data use and led to misuse. Even official guidance sometimes promoted misuse. We concluded that effective data use practices have a cultural and context-specific tint, and improvement requires targeted context-specific training to achieve sustainable and effective practice.