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CAPE Results

CSEC Results

ACCOUNTING
In 2014, 96 per cent of the candidates achieved Grades I-V in Unit 1 in 2014 compared with 94 per cent in 2013. There was an improved performance on Module 3, Financial Reporting and Interpretation.

In Unit 2, 79 per cent of the candidates achieved Grades I-V in 2014 compared with 80 per cent in 2013. There was a 4 per cent decline in performance on both Module 1, Costing Principles, and Module 3, Planning and Decision Making, for Unit 2 in 2014 in comparison to 2013.

Candidates’ performance in the School Based Assessment for the two Units remained favourable.

APPLIED MATHEMATICS
For Unit 1, there was a marginal increase in the percentage of candidates who achieved acceptable grades with 90 per cent of candidates achieving Grades I-V compared with 89 per cent in 2013.

In Unit 2, 93 per cent of the candidates achieved Grades I-V, compared with 92 per cent in 2013. The standard of work displayed by most candidates in this examination was satisfactory. Candidates performed satisfactorily in Module 1, Discrete Mathematics, and Module 2, Probability Distributions.

The performance on the School Based Assessment was satisfactory for both Units.

ART AND DESIGN
In the Unit 1 examination, the performance of candidates was consistent with 2013 with approximately 100 per cent of the candidates achieving Grades I-V. The performance declined on the Cultural Studies paper, which tested candidates’ knowledge of the linkages between art and design and the cultural aspects of the Caribbean.

In Unit 2, 99 per cent of the candidates achieved Grades I-V compared with 100 per cent in 2013. The standard of work submitted for the examination and the internal assessment has seen marked improvement compared with the previous year.

For the School Based Assessment component some of the projects submitted in both Units 1 and 2 were very creative. However, the production pieces were generally not of the standard of the previous year.

BIOLOGY
For Unit 1, candidate performance declined slightly. Approximately 86 per cent of the candidates achieved acceptable grades, Grades I-V, in 2014 compared with 90 per cent in 2013. While candidates showed some improvement in the standard of drawings presented, they had difficulties applying the concepts of natural selection and variation to the stimulus given in the question, as well as applying the concept of reproduction.

Candidate performance in Unit 2 also declined with 92 per cent of the candidates achieving Grades I to V in 2014 compared with 97 per cent in 2013. Candidates performed well on the questions requiring them to draw graphs and interpret data. However, topics such as net photosynthetic rate, mammalian nervous coordination and plaque formation in arteries proved challenging.

CARIBBEAN STUDIES
Overall performance for 2014 was consistent with 2013 as approximately 94 per cent of the candidates achieved Grades I-V in both years. However, candidates continue to demonstrate a lack of understanding of some of the concepts that are integral to the study of Caribbean Studies.

There was an improved performance on Module 3, Issues in the Caribbean, while the performance on Module 1, Caribbean Society and Culture, was consistent with that of 2013. There was a decline in the performance on Module 2 which assesses candidates’ knowledge of issues in Caribbean development.

The quality and overall presentation of the research papers for the School Based Assessment component of the examination was satisfactory. However, candidates continued to encounter challenges with important skills that are essential to the research process.

CHEMISTRY
There was improved candidate performance for both units in 2014 compared with the performance in 2013. This year, 24 per cent of candidates achieved Grade I in Unit 1 compared with 15 per cent in 2013. The proportion of candidates earning acceptable grades, Grades I–V, remained consistent at 85 per cent over both years.

The performance on Unit 2 was stronger than Unit 1. The proportion of candidates achieving Grade I increased to 39 per cent in 2014 from 27 per cent in 2013. The proportion achieving Grades I-V increased to 96 per cent in 2014 from 93 per cent in 2013.

Some weaknesses persisted from 2013. Several candidates seemed to have difficulty using the appropriate technical language in their responses to questions, demonstrating a weak grasp of concepts and principles. Too many candidates performed unsatisfactorily on questions which focused on experimental skills and experiences required by the syllabus. The planning and design skill continued to present challenges to several candidates. Candidates and teachers are urged to use the school based assessment and laboratory exercises as a teaching tool to reinforce, illustrate or clarify theoretical concepts.

COMMUNICATION STUDIES
Overall performance for 2014 was consistent with that of 2013 with approximately 97 per cent of candidates achieving Grades I-V.

The performance on Module 1, Gathering and Processing Information and Module 3, Speaking and Writing, was consistent with 2013. However, there was a moderate decline on the performance for Module 2, Language and Community.

The quality of work produced in the School-Based Assessment continues to be satisfactory.

COMPUTER SCIENCE
Overall performance of candidates in 2014 was consistent with the performance in 2013. In Unit 1, approximately 93 per cent of the candidates achieved Grades I-V in 2014 and 2013. In Unit 2, 92 per cent of the candidates achieved Grades I to V, compared with 93 per cent in 2013.

The performance of candidates on the Paper 03, the School Based Assessment was consistent with that of 2013.

DIGITAL MEDIA
This is a new subject first administered in 2014. There were 12 centres from eight territories involved in the first sitting of this examination.

Sixty-one candidates wrote the Unit 1 examination. All of the candidates achieved acceptable Grades I-IV producing work of a very high standard. Nine candidates wrote the Unit 2 examination. All of the candidates achieved Grades I-III.

The performance of candidates in the School Based Assessment component was satisfactory and some of the projects submitted in both Units were very creative.

ECONOMICS
The performance of candidates in Unit 1 in 2014 was consistent with that in 2013. Eighty-three per cent of the candidates achieved Grades I-V in both 2014 and 2013. There was a decline in performance on Paper 01, the Multiple Choice Paper, and Paper 032, the Alternative to the School Based Assessment, while performance on Paper 02, the Essay Paper, improved. Performance on Paper 031, the School Based Assessment was consistent with 2013. There was a decline in performance on Module 1, Methodology: Demand and Supply, while performance on Module 2, Market Structure, Market Failure and Intervention, and Module 3, Distribution Theory improved over 2013.

In Unit 2, performance of candidates in 2014 was consistent with 2013. Eighty-seven per cent of the candidates achieved Grades I-V in both 2014 and 2013. There was consistent performance on Paper 01, the Multiple Choice Paper, while there was a decline in performance on all other papers. Improved performance was noted in Module 1, Models of Macro-economy, while performance on Module 2, Macro-economic Problems and Policies, and Module 3, Growth, Sustainable Development and Global Relations, declined from 2013.

ELECTRICAL AND ELECTRONIC TECHNOLOGY
Seventy-five per cent of candidates who wrote the Unit 1 examination in 2014 achieved Grades I–V compared with 76 per cent in 2013. This performance was mainly due to a decline in performance on Papers 01 and 02, the structured papers. Candidate performance on Paper 03, the School Based Assessment, was comparable with that of 2013.

Candidate performance on Module 1, DC Circuit Theory, was consistent with 2013 while the performance on Module 2, Analogue Electronics, and Module 3, Communications and Introduction to Electrical Power Systems, declined compared with the 2013 performance.

Eighty-one per cent of candidates who wrote the Unit 2 examination in 2014 achieved Grades I – V compared with 85 per cent in 2013. This slight decline in performance was mainly due to a decline in performance on Paper 01, the structured paper. Candidate performance on Paper 02, the structured paper, was comparable with that of 2013. Performance in Paper 03, the School Based Assessment, was comparable with that of 2013. Candidate performance on Module 1, AC Circuit Theory, declined compared with the 2013 performance. Performance on Module 2, Digital Electronics and Data Communications, and Module 3, Introduction to AC Machines, improved compared with that of 2013.

ENVIRONMENTAL SCIENCE
In Unit 1, overall performance was consistent with 2013 with 95 per cent of candidates achieving Grades I–V in both years. The performance of the candidates was also consistent in all the modules - Module 1, Fundamental Ecological Principles, Module 2, Human Population and the Environment and Module 3, Sustainable Use of Natural Resources.

In Unit 2, 97 per cent of the candidates achieved Grades I–V compared with 93 per cent in 2013. Candidates performed best on Module 1, Agriculture and the Environment, while Module 3, Pollution and the Environment, proved the most challenging.

The overall quality of the School Based Assessment continues to show improvement.

FOOD AND NUTRITION
In Unit 1, overall performance was similar to that of 2013 with 97 per cent of candidates achieving Grades I–V. Candidates performed best on Module 3, Food Preparation and Service: Principles and Methods, followed by Module 2, Food Selection and Meal Planning, and then Module 1, Principles of Nutrition and Health.

In Unit 2, overall performance was similar to that of 2013 with 99 per cent of candidates earning Grades I–V. The performance on all Modules was consistent with the performance in 2013.

FRENCH
This was the first sitting of the revised syllabus in French. Performance in both units continues to be good. Ninety-eight per cent of the candidates achieved Grades I–V in Unit 1 in this year’s examination compared with 95 per cent in 2013. In Unit 2, 96 per cent of the candidates achieved Grades I-V compared with 99 per cent in 2013.

There was generally comparable performance on all papers, with improvement in Paper 02 in both Units. Grammar, general vocabulary and essay writing skills posed the greatest challenge to candidates.

GEOGRAPHY
The improvement noted in 2013 continued in 2014 for both units but was more noticeable in Unit 2. Compared with 2013, the percentage of candidates achieving Grade I was consistent at approximately 5 per cent for Unit 1 with an increase from 2 to 6 per cent for Unit 2. The percentage of candidates achieving satisfactory grades, Grades I-V, increased from 95 to 97 per cent for Unit 1 and from 94 to 98 per cent for Unit 2.

The areas relating to the physical aspects of the syllabus continued to pose challenges for several candidates. These include Hydrological, Fluvial, Coastal, and Limestone Environments (Module 2 of Unit 1) and Climate, Vegetation and Soils (Module 1 of Unit 2). However, some improvement was evident in the performance on questions relating to the newer topics of the syllabus, particularly Development and Disparities in Development - Module 3 of Unit 2

The performance on the School Based Assessment was still below the standard expected. Greater attention must be paid to field activities and the analysis of the data collected.

GEOMETRICAL MECHANICAL
ENGINEERING TECHNOLOGY
Seventy per cent of candidates who wrote the Unit 1 examination in 2014 achieved Grades I – V compared with 86 per cent in 2013. This decline in performance was mainly attributed to weak performance in Paper 01 and to a lesser extent Paper 02, both structured papers. Candidate performance on Paper 03, the School Based Assessment, was comparable with that of 2013. In terms of performance on modules, candidate performance improved on Module 1, Plane Geometry, but declined significantly on Module 2, Solid Geometry and Module 3, Engineering Drawing.

Eighty-six per cent of candidates who wrote the Unit 2 examination in 2014 achieved Grades I – V compared with 77 per cent in 2013. This improved performance was mainly due to improved performance on Paper 02, the structured paper. Candidate performance on Paper 01, declined compared with candidate performance in 2013. Performance on Paper 03, the School Based Assessment, was comparable with 2013. In terms of performance on modules, candidate performance on Module 1, Mechanics of Machines, was marginally below the 2013 performance. Candidate performance on Module 2, Engineering Materials and Process, improved substantially compared with the 2013 performance. Performance on Module 3, Engineering Design Elements, declined compared with the 2013 performance.

HISTORY
In 2014, there was an improved performance in both Units 1 and 2. This improvement was reflected in the communication skills and more structured and analytical responses. In Unit 1, 80 per cent of the candidates achieved Grades I–V in 2014, compared with 76 per cent in 2013. In Unit 2, 83 per cent of the candidates achieved Grades I–V, compared with 76 per cent in 2013.

While some candidates demonstrated a general understanding of key historical issues, they were unable to demonstrate the standard of analytical and essay writing skills that are required at the advanced level. In some instances, there was little evidence of adequate preparation of the themes as stipulated in the syllabus.

INFORMATION TECHNOLOGY
In Unit 1, the performance in 2014 was consistent with that in 2013 with 91 per cent of the candidates achieving Grades I to V in 2014 compared with 90 per cent in 2013. There was a decline in performance on Module 1, Fundamentals of Information Technology, but there was improved performance on Module 2, Information Technology Systems and Module 3, Information and Problem Solving.

For Unit 2 there was an improved performance overall with 95 per cent of the candidates achieving acceptable grades in 2014 compared with 88 per cent in 2013. As in Unit 1, there was an improved performance on Module 2, Use of Information technology Tools and Module 3, Social, Organizational and Personal Issues.

LAW
The overall performance for Unit 1 in 2014 was consistent with that of 2013 as approximately 85 per cent of candidates achieved Grades I-V. However, candidates demonstrated a lack of understanding of some of the concepts associated with this subject as well as an inability to apply knowledge to given cases of Law. With regards to module performance, while there was an improved performance on Module 2, Principles of Public Law, and consistent performance on Module 1, Caribbean Legal Systems, there was a decline in Module3, Criminal Law.

As with Unit 1, the performance on Unit 2 for 2014 was consistent with 2013. Approximately 84 per cent of candidates achieved Grades I-V in both years. The percentage of candidates achieving Grades A-E on Module 1, Tort, remained consistent at approximately 90 per cent, the performance on Module 2, Law of Contract, declined and for Module 3, Real Property, there was an increase.

LITERATURES IN ENGLISH
In 2014, overall performance in Unit 1was fairly consistent with that of 2013. Ninety-four per cent of the candidates achieved Grades I-V compared with 96 per cent in 2013. There was a decline in performance in Module 1, Drama, and Module 2, Poetry. Candidates continue to struggle with questions set to assess and contrast as well as those which assess the techniques used by the playwright or poet and the effect created by the use of such techniques. There was, however, some improvement in performance in Module 3, Prose Fiction. While candidates demonstrated through knowledge of the texts their performance fell short in their analysis and application.

The performance in Unit 2 was similar to that of Unit 1. Overall performance in 2014 was fairly consistent with that of 2013. Ninety-four per cent of the candidates achieved Grades I-V compared with 96 per cent in 2013. Performance in Module 1, Drama, Module 2, Poetry and Module 3, Prose Fiction in 2014 was also fairly consistent compared with that of 2013. Many candidates demonstrated some improvement in the organization of their essays but the level of analysis demonstrated was not at the level required for CAPE.

MANAGEMENT OF BUSINESS
In Unit 1, 87 per cent of the candidates achieved Grades I-V in 2014, compared with 86 per cent in 2013. There was a decline in performance on Paper 01, the Multiple Choice Paper, while performance on Paper 02, the Essay paper; Paper 031, the School Based Assessment and Paper 032, the Alternative to the School Based Assessment, improved over 2013. There was a decline in performance on Module 1, The Business Environment, while there was an improvement on Module 2, The Management of People and Module 3, Business Finance and Accounting.

In Unit 2, 97 per cent of the candidates achieved Grades I-V in 2014 compared with 96 per cent in 2013. There was a decline in the performance on Paper 01, the Multiple Choice paper. However, there was an improvement in performance on Paper 02, the Essay paper, and Paper 031, the School Based Assessment and Paper 032, the Alternative to the School Based Assessment. There was improvement in performance on Module 1, Production and Operations Management, and Module 2, Fundamentals of Marketing, while performance on Module 3, Small Business Management, declined from 2013.

PHYSICS
For the 2014 Unit 1 examination, 14 per cent of the candidates achieved Grade 1 compared with 22 per cent in 2013. Ninety-three per cent of the candidates achieved satisfactory grades, Grades I –V, consistent with the performance in 2013.

For the 2014 Unit 2 examination, 21 per cent of candidates achieved Grade 1 compared with 27 per cent in 2013. Ninety-six per cent achieved satisfactory grades in 2014 compared with 93 per cent in 2013.

Although there was some improvement in the performance of candidates on Paper 02 for both units, the performance was still below what was expected. For Unit 1, improved performance was noted on Module 2, Oscillation and Waves. However, several candidates had challenges with Module 3, Thermal and Mechanical Properties of Matter. For Unit 2, candidates performed best on Module 1, Electricity and Magnetism. Too many candidates continued to experience challenges with Module 2, Alternating Current Theory and Electronics.

For each unit, the performance on Paper 032, Alternative to the School Based Assessment (SBA), was satisfactory and consistent across both years. The performance on the SBA was satisfactory.

PURE MATHEMATICS
In 2014, 70 per cent of the candidates achieved acceptable grades in Unit 1 compared with 72 per cent in 2013. There was a moderate decline in performance on Module 1, Basic Algebra and Functions, while there was improved performance on Module 2, Trigonometry, Geometry and Vectors. There was a moderate decline in performance on Paper 01, the Multiple Choice Paper and Paper 02, the Extended Response Paper while there was improved performance on Paper 032, the Alternative to the School Based Assessment.

In Unit 2, there was an improved performance overall. Approximately 85 per cent of the candidates achieved acceptable grades compared with 81 per cent in 2013. There was a decline in performance on Module 1, Complex Numbers and Calculus II, while there was an improved performance on Module 2, Sequences, Series and Approximations and Module 3, Counting, Matrices and Differential Equations. While the performance on Paper 01, the Multiple Choice Paper, was consistent with 2013 there was an improved performance on Paper 02, the Extended Response Paper.

SOCIOLOGY
In Unit 1, the performance of candidates in 2014 was consistent with that of 2013. Eighty-five per cent of the candidates achieved Grades I–V compared with 86 per cent in 2013. There was a noticeable improvement in performance for Paper 01, the Multiple Choice, and Paper 031, the School-Based Assessment, compared with 2013. Candidate’s performance on Paper 02, the Essay and Paper 032, the Alternative to the School-Based Assessment, showed a decline. Performance in Module 2, Social Institutions: Family, Religion, Education, and Module 3, Social Stratification, was consistent with 2013, but there was a slight decline in performance on Module 1, Sociological Concepts, Perspectives and Methods.

In Unit 2, candidates’ performance in 2014 was consistent with that of 2013 with approximately 95 per cent of the candidates achieving Grades I–V in both years. Consistent performance was also noted on Paper 01, the Multiple Choice, and Paper 02, the Essay. A marked improvement in candidate performance was seen on Paper 031, the School Based Assessment, and Paper 032, the Alternative to the School-Based Assessment. While there was consistency in candidates’ performance on Module 1, Population and Development, and Module 3, Caribbean Social Issues: Poverty, Health and Environment, there was a slight decline in performance on Module 2, Crime and Deviance, compared with 2013.

Despite the consistency in the level of candidate responses, candidate performance in Grades I–III indicates a need for more emphasis to be placed on the application of sociological concepts and theories to the topics across both units. This application should extend as well into candidates’ essay writing strategies.

SPANISH
The performance of candidates in Unit 1 was comparable over the last two years. In 2014, 92 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 93 per cent who achieved those grades in 2013.

There was a decline in the performance on Paper 01, which assessed the aural skills. The performance on Paper 02, which assessed the reading and writing skills was comparable with 2013. There was a slight improvement in candidates’ performance on Paper 03 which assessed the literary skills and a marked improvement on Paper 04, the School-Based Assessment.

In Unit 2, the performance of candidates was consistent with 2013 with 93 per cent of the candidates achieving Grades I–V in both years. There was improvement in the performance on Paper 01, which assessed the aural skills, as well as on Paper 03 which assessed the literary skills. The performance on Paper 02, which assessed the reading and writing skills, declined slightly when compared with 2013. As in Unit 1, there was a marked improvement in the candidates’ performance on Paper 04, the School-Based Assessment.