This chapter identifies and states the problem which this study seeks to probe. It also presents the significance and objectives of the study. It is therefore important to note that although considerable efforts have been made to improve Lower sixth form students’ academic performance and retention, students’ success in the Unit 1 CAPE examination continues to vary. The inability to connect the socialization effective domain in student academic performance has resulted in poorly prepared students in society.Secondary education in Trinidad and Tobago has been significantly expanded in the Post-Independence era. This was articulated in the 1968-1983 Education Plan. As a consequence, there was large-scale construction of junior, senior secondary and senior comprehensive schools. In addition, there are five-years, seven-years and private secondary schools. In the these five and seven years secondary schools, measures of academic performance at the school and individual level have always been calculated using grades in examinations such as CXC at Form Five Level and CAPE at Sixth Form Level across the country.