The purpose of the study. • Description of participants/sample.

Compose a 2-page review of it. Your review must include 2 sections: (1) a summary of the article and (2) a critical

analysis of the article.

Your summary must include:
• The purpose of the study.
• Description of participants/sample.
• The research design (e.g., experimental, quasi-experimental, correlational, regression, etc.)
• Method of data collection (survey, test, questionnaire, etc.).
• Statistical analysis (t-test, analysis of variance (ANOVA) analysis of covariance (ANCOVA), chi square, Pearson

product moment correlation, Spearman rho, etc.).
• Results.

Your analysis must include:
• Opportunities for further research not already stated in the article.
• Threats to validity or rival hypotheses not already discussed.
• Other original insight or criticism
• Implications of the findings.

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan. (2009).
Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica. Child Abuse

& Neglect: The International Journal, 296-306. doi:10.1016/j.chiabu.2008.05.011

The aim of this study was to examine the relationship between children’s experiences of three different types of

violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study

of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of

Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed

using the Wide Range Achievement Test. Children’s experiences of three types of violence–exposure to aggression among

peers at school, physical punishment at school, and exposure to community violence–were assessed by self-report using

an interviewer administered questionnaire. Results: Fifty-eight percent of the children experienced moderate or high

levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression

among peers and physical punishment at school than girls. Children’s experiences of the three types of violence were

independently associated with all three indices of academic achievement.
There was a dose-response relationship between children’s experiences of violence and academic achievement with children

experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels

having poorer achievement than those experiencing little or none. Conclusions: Exposure to three different types of

violence was independently associated with poor school achievement among children attending government, urban schools in

Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical

punishment by teachers and to provide support for children exposed to community violence. Practice implications:

Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and

schools. In this study, we demonstrate a dose-response relationship between primary school children’s experiences of

three different types of violence and their academic achievement. The study points to the need for validated violence

prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate

classroom management and discipline strategies and to promote children’s social and emotional competence and prevent

aggression.

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