Manual for Private Candidates (1)

8/11/2019 Manual for Private Candidates (1)

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CARIBBEAN EXAMINATIONS COUNCIL

MANUAL FOR PRIVATE CANDIDATESON THE ALTERNATIVE TO

SCHOOL-BASED ASSESSMENT COMPONENT

SOCIAL STUDIES

(GENERAL PROFICIENCY)

Prepared by

Gordon N Hare!oodA""#"$an$ Re%#"$rar

Mea"&re'en$ and Ea&a$#on D##"#on

Copyr#%*$ + Car#bbean E,a'#na$#on" Co&n#.//0

Re#"ed Febr&ary 1223

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TABLE OF CONTENTS

Preface ............................................................................................................................i

A. Selecting a Topic.........................................................................................1 - 2

B. Stating your Research Questions................................................................3 - 5

C. Preparing for ata Collection.....................................................................! - "

. Constructing your ata-Collecting #nstru$ent...........................................% - &

'. Recor(ing your ata as Collecte(.................................................................1)

*. Analysing the ata..................................................................................11 - 12

+. Reporting your *in(ings.........................................................................13 - 1,

. Reco$$en(ations..........................................................................................15

Appen(i # - Speci$en Test.........................................................................................1! - 22

Appen(i ## - /ar0 Sche$e for the Speci$en Test.....................................................23 - 2,

Appen(i ### - ist of Research Topics................................................................................25


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PREFACE

This $anual proi(es gui(ance to priate can(i(ates ho are preparing to rite the Alternatie

Paper to the School-Base( Assess$ent in Social Stu(ies.

THE ALTERNATI4E PAPER

#t is reco$$en(e( that priate can(i(ates ho enter for the Alternatie Paper prepare for theea$ination 4y (oing the folloing

6i7 carry out the a$##$#e" set out in this $anual8

6ii7 0eep a ritten reord of these actiities in a note4oo08

6iii7 pra$#"e !r#$#n%Paper )392 un(er ea$ination con(itions.

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A SELECTING A TOPIC

1.) C:C has proi(e( a list of topics fro$ hich you $ay select ;


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Re$e$4er to rite also the na$e of the riter as ell as the na$e of the nespaper$agaEine or 4oo0 the pu4lisher an( the (ate hen it as pu4lishe( an( the page6s7on hich the infor$ation appeare( for ea$ple

*ro$ a 4oo0

Gray, T. (1990). iing in the 1&!)s. Bri(getonBarbados: Island Press,p. 63.*ro$ a nespaper

Holder, G. A people enca!ned".Barbados #ee$end %a&!on, 'r!day, ne10, 199*, p.+.

*or the ra(io or teleision progra$$e rite the na$e of the spea0er or 4roa(caster thena$e of the progra$$e an( the (ate of 4roa(cast.

1." iscuss the topic you selecte( ith at least T; of the folloing

A frien(

A current or past teacher

A $e$4er of any group to hich you 4elong

A religious lea(er or any other lea(er in the co$$unity

Anyone ith ho$ you ish to share i(eas

1.% #n your note4oo0 rite

Things a4out the topic learnt fro$ 'AC of the persons ith ho$ you

spo0e.

1.& *or 'AC of the persons in 1.! your notes shoul( contain

The na$e of the person

;ccupation or status

hy you chose to tal0 ith the person

hat you learne( fro$ the (iscussion

1.1) Fisit any li4rary in your co$$unity or any of the folloing e4-sites

.socialresearch$etho(s.net

.$apnp.org

Yo& "*o&d "pend abo&$ $*ree !ee5" on $*e a$##$#e" "e$ o&$ #n Se$#on A o6$*#" boo5e$

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B STATING YO7R RESEARCH 87ESTIONS

1.) /ost of the topics liste( are fairly i(e in scope. oeer if you ish to con(uct a$anagea4le stu(y you ill nee( to focus on a specific aspect of the topic.

=ou can (o this 4y constructing a research Duestion.

A research Duestion shoul( hae the folloing Dualities.

1. #t shoul( 4e state( in the for$ of a Duestion either (irect or i$plie(.

2. #t shoul( as0 a4out the relationship 4eteen to or $ore aria4les1.

3. #t shoul( 4e testa4le8 that is you shoul( 4e a4le to collect (ata 6infor$ation7 toanser the Duestion6s7 as0e(.

,. #t shoul( 4e state( clearly an( una$4iguously.

An ea$ple of a research Duestion state( as a (irect Duestion

o senior 4oys in secon(ary schools spen( $ore ti$e (oing ho$eor0

assign$ents than senior girls?

The sa$e Duestion state( as an in(irect or i$plicit Duestion

The purpose of this stu(y as to (iscoer hether senior 4oys in secon(ary

schools spen( $ore ti$e (oing ho$eor0 assign$ents than senior girls.

THIN9:

Can you i(entify the aria4les in the research Duestion a4oe?

Can you thin0 of ays in hich you can gather infor$ation on these

aria4les?

1.1 THIN9:

hat are the specific aspect6s7 of the topic you selecte( that you shoul( stu(y

in $ore (etail?

Can you for$ ;


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ill your Duestion6s7 as state( lea( to a stu(y that is $anagea4le gien the

ti$e an( other resources at your (isposal?

An ea$ple

Topic

areers cosen by yon- people !n y con!&y.

Possi4le research Duestions

1. hat careers are preferre( 4y persons 15 to 1% years ol( ho lie in $y co$$unity?

2. hat are the specific features of the careers preferre( 4y persons 15 to 1% years ol(ho lie in $y co$$unity?

3. hat (ifferences if any are there 4eteen the careers chosen 4y $ales an( thosechosen 4y fe$ales 15 to 1% years ol(?

Another person $ay choose the sa$e topic 4ut $ay (eci(e to loo0 at issues such as

1. hat careers are preferre( 4y senior stu(ents at : Secon(ary School?

2. hat are the e(ucational reDuire$ents for pursuing the careers preferre( 4y seniorstu(ents at : Secon(ary School?

3. o senior stu(ents at : Secon(ary School 0no the e(ucational reDuire$ents forpursuing their preferre( careers?

So for any topic there $ay 4e seeral Duestions that it $ay 4e possi4le to eplore orinestigate using the s0ills that you hae acDuire(. #f you are stu(ying along ith a frien( ora stu(y group it is Duite li0ely that $ore than one person ill choose the sa$e topic 4ut en(up researching co$pletely (ifferent Duestions.

1.2 In yo&r no$eboo5; !r#$e:

The research Duestions7 hich you inten( to inestigate.

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1.3 Sho your Duestions to a frien( teacher or fello stu(ent an( as0 the$ to co$$ent on

The clarity of the Duestion6s7.

ill you 4e a4le to collect (ata for the Duestions you state( 4y o4sering the actiities

of persons?

ill you 4e a4le to o4tain infor$ation for the Duestions 4y as0ing persons to respon(

to Duestions put to the$ in interies on Duestionnaires on rating scales or on tests?

ill you 4e a4le to anser the Duestions 4y loo0ing at recor(s in the li4rary in the

archies in official pu4lic (ocu$ents in illage offices or goern$ent (epart$ents?

1., #f your (iscussions lea( you to $a0e reisions to your Duestions then rite the reise(Duestions in your note4oo0.

Researchers are alays engage( in (iscussing an( refining their research Duestions.

Yo& "*o&d "pend abo&$ $!o !ee5" on $*e a$##$#e" "e$ #n Se$#on B

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C PREPARING FOR DATA COLLECTION

1.) Careful preparation 4efore collecting any (ata ill help to $a0e your tas0 $ucheasier an( ill help you to collect (ata that ill $a0e sense hen you start analysingthe (ata.

1.1 The $ost freDuently-use( ays of collecting (ata are 4y

;4seration inclu(ing participant o4seration

#nteries

Questionnaires

Rating scales

1.2 *or 'AC of the ays of collecting (ata liste( a4oe rite TR'' sentences in

your note4oo0 to su$$ariEe the $ain points you hae learnt fro$ rea(ing the(ocu$ent.

1.3 Thin0 a4out the (ata that you oul( nee( in or(er to fin( ansers to your researchDuestions.

Can you collect the (ata 4y loo0ing closely at a group of persons an(

recor(ing your o4serations ithout haing to tal0 ith the$ or as0 the$any Duestions?

#f you (o nee( to as0 persons so$e Duestions ill it 4e $ore useful to get

Duite (etaile( infor$ation fro$ a fe persons 4y interieing the$?

#s it 4etter to get the (ata you nee( fro$ a fairly large nu$4er of persons?

=ou $ay nee( to put together a set of Duestions in the for$ of aDuestionnaire.

#n a((ition to (ata fro$ persons oul( you nee( any other infor$ation to

support your research 6for ea$ple s0etches $aps an( photographs7?

Can you o4tain (ata to anser so$e of your Duestion6s7 4y stu(ying school

recor(s or other official recor(s li4rary $aterial or $aterial in the $useu$ or

archies?

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1., #t $ay 4e useful to organiEe your thoughts as shon in the ta4le 4elo.

TABLE I

RESEARCH 87ESTIONS DATASO7RCESHO< TO GET DATA

DATA SO7RCES HO< TO GET DATA

1. hat are the careerspreferre( 4y seniorstu(ents at : secon(aryschool?

Sa$ple of 5) stu(ents fro$*or$ #F-F# at : secon(aryschool.

Questionnaire

2. hat are the e(ucationalreDuire$ents for pursuingthe careers preferre( 4ysenior stu(ents atSecon(ary School :?

Boo0s on careers8 uniersityentrance reDuire$ents8e$ployers gui(ance counsellors.

i4rary research8 #nteries ofreleant persons such as careergui(ance officer san( Registrars.

3. o senior stu(ents at :Secon(ary School 0nothe e(ucationalreDuire$ents for pursuingtheir preferre( careers?

Sa$e sa$ple of stu(ents Questionnaire6$ay also interie afe to get infor$ation ona fe issues7

1.5 #n your note4oo0 rite a state$ent on ho you inten( to collect (ata. This shoul( 4e a 4riefstate$ent on the $etho(6s7 you ill use an( fro$ hat source you ill o4tain (ata. Arrangeas in Ta4le 1 a4oe.

1.! State in your note4oo0

The a(antages an( (isa(antages of the $etho(6s7 you inten( to use

#(entify at least to pro4le$s that $ay arise in collecting (ata using the $etho( you

preferre(

o you inten( to oerco$e any pro4le$s that $ay arise in (ata collection

1." iscuss ith the person6s7 to ho$ you ha( spo0en a4out the topic ho you inten( tocollect (ata so as to 4ring out

The a(antages an( (isa(antages of the $etho(6s7 you inten( to use

o you inten( to oerco$e any pro4le$s that $ay arise in (ata collection

1.% rite in your note4oo0 your reasons for using the $etho(6s7 you choose for collecting (ata.

You should spend about two weeks completing the activities in Section C.

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D CONSTR7CTING YO7R DATA-COLLECTING INSTR7MENT

1.) =ou ill nee( to carefully put together a set of Duestions to as0 or a list of points toloo0 for in your o4serations so that you $ay get the infor$ation you are see0ing.Re$e$4er that persons $ay feel unco$forta4le a4out giing certain types ofinfor$ation to you especially if you are a stranger an( a young person. =ou $ay 4ea4le to reassure the$ 4y not as0ing the$ to i(entify the$seles in respon(ing to yourDuestions. #t is up to you to in their confi(ence so that they ill gie you fran0honest responses.

1.1 Rea( any resource $aterial 6tet4oo0s han(outs7 on collecting (ata in Social Stu(iesin particular or the Social Sciences in general. #n particular chec0 the li4rary or anyother source for any infor$ation on

o to $a0e up a Duestionnaire

o to interie persons

o to o4sere persons

o to $a0e a rating scale

1.2 THIN9:

hat (o you nee( to fin( out in or(er to anser the Duestion as0e(?

*ro$ ho$ (o you nee( to get this infor$ation?

hat Duestions can you as0 so as to get at the infor$ation?

1.3 rite in your note4oo0 your ansers to the Duestions at 1.2 a4oe.

1., #f you are going to use a Duestionnaire or an interie to collect (ata rite in yournote4oo0 a4out 1) - 15 Duestions that you $ay ish to inclu(e in the Duestionnaire

or the interie sche(ule.

1.5 #f you ish to collect (ata 4y o4seration of the persons in ho$ you are intereste(then rite in your note4oo0

ho you are going to o4sere

hat you are going to o4sere the$ (oing

#n hich situations you ill o4sere the$

hen you ill o4sere an( for ho long

o often you ill carry out your o4serations

1.! iscuss your plans for (ata collection ith so$eone ho can offer you a(ice an(suggestions. Sho the person your note4oo0 an( $a0e changes an( refine$ents 4ase(on your (iscussions.

Researchers are alays engage( in (iscussing an( refining their (ata collection instru$ents.

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1." rite in your note4oo0 a neat (raft of your Duestionnaire interie Duestions oro4seration sche(ule or rating scales.

o not forget to $a0e proision on your Duestionnaire interie or o4seration for$ foryou or the respon(ents to recor( any i$portant 4ac0groun( infor$ation 6for ea$ple agese school occupation7 that you $ight nee( to anser your research Duestions.

1.%


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E RECORDING YO7R DATA AS COLLECTED

1.) Recor(ing your (ata in a single space ill gie you a 4ir(Hs eye ie of your (ata sothat you ill not hae to return to each Duestionnaire heneer infor$ation isreDuire( for analysis.

1.1 ;rganiEation of your (ata ill assist you in recogniEing patterns an( relationshipsa$ong aria4les that oul( 4e useful hen you start analysing the (ata.

1.2 #$agine that you hae collecte( 1! Duestionnaires containing infor$ation on fiearia4les age se religion faourite singer an( faourite su4@ect.

1.3 #n your note4oo0 (ra up a ta4le folloing the ea$ple 4elo.

8&e"$#onna#ren&'ber

A%e Se, Re#%#on Fao&r#$e "#n%er Fao&r#$e "&b=e$

1 15 /ale Christian. hitney ouston /athe$atics

2 1! /ale Ieish Celine ion /athe$atics3 1, *e$ale /usli$ Jsher Spanish

, 1" /ale Christian R. >elly istory

5 1, *e$ale in(u hitney ouston Spanish

! 1! *e$ale /usli$ Jsher /athe$atics

" 1, *e$ale in(u hitney ouston 'nglish

% 1% /ale /usli$ Celine ion /athe$atics

& 1! *e$ale Christian R. >elly /athe$atics

1) 1, /ale /usli$ Jsher Spanish

11 13 /ale Christian hitney ouston istory

12 15 *e$ale Christian hitney ouston istory

13 1! /ale Ieish Jsher 'nglish

1, 15 /ale Christian. Celine ion istory

15 1, *e$ale /usli$ R. >elly 'nglish

1! 1! /ale in(u hitney ouston Spanish

.0 THIN9

o you (etect any relationship 4eteen the age of the respon(ents an( their

choice of faourite singer?

#s there a relationship 4eteen the age of the respon(ents an( their choice of

faourite su4@ect?

o you (etect any relationship 4eteen the religion of the respon(ent an( their

choice of faourite singer?

#s there a relationship 4eteen the religion of the respon(ents an( their choice of

faourite su4@ect?

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F ANALYSING THE DATA

1.) aing collecte( your (ata you nee( to organiEe an( analyse the (ata in yournote4oo0 so that you 4egin to see the $eaning or significance of the infor$ation youhae 4efore you. =ou ill also nee( to thin0 of the 4est ays of co$$unicating the

significant features of your fin(ings to yourself an( also to others ho $ay 4eintereste( in hat you hae (one.

1.1 THIN9:

hat are so$e of the techniDues you can use to organiEe your (ata?

=our anser to that Duestion $ay inclu(e the folloing

or(s 6that is ritten state$ents su$$ariEing the $ain points or sets of

infor$ation that you hae gathere( fro$ persons7

Ta4les shoing for ea$ple the freDuency ith hich you o4sere( certain

actions or the nu$4er of ti$es persons gae a certain response to particularDuestions or i(entifie( a gien pheno$enon

+raphs or charts hich $ay 4e ery useful for su$$ariEing nu$erical (ata

an( (isplaying salient features of the (ata

S0etches photographs or $aps hich if the location or physical setting is

i$portant $ay support any er4al (escription

iagra$s an( graphical $o(els hich $ay 4e use( to sho relationships

=ou ill fin( seeral ea$ples of ays in hich (ata $ay 4e presente( in the 4oo0letSocial Stu(ies School-Base( Assess$ent Sa$ple Pac0 aaila4le at $ost secon(aryschools or at the /inistry of '(ucation.

1.2 Analyse your (ata. Jse any techniDues ith hich you are fa$iliar to (o thisinclu(ing

Calculating the nu$4er of responses to each Duestion

Calculating the percentage of persons ho respon( in (ifferent ays to so$eof your Duestions

Ran0 or(ering arious ite$s for ea$ple in ter$s of ho freDuently they are

o4sere( or $entione( or i(entifie(

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Calculating the aerage or $ean or $o(e or $e(ian 6for ea$ple the aerage

nu$4er of persons in househol(s in your co$$unity or the aerage age athich young persons in your co$$unity start (rin0ing alcohol7

Calculate the range or sprea( of the (ata. 6*or ea$ple the (istance 4eteen

the highest an( loest7

raing a graph or a chart as a (iagra$

Researchers are alays loo0ing for any $athe$atical techniDues that ill ena4le the$to fin( patterns an( relationships in (ata.

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G REPORTING YO7R FINDINGS

1.) At this stage you nee( to report on hat you hae foun( out a4out the topic in such aay as to allo anyone rea(ing your or0 to get a clear in(ication of hat you hae(iscoere(.

1.1 THIN9:

o (oes the infor$ation you hae collecte( help you to anser the

Duestion6s7 you set out to inestigate?

o (oes the infor$ation you hae collecte( support or (iffer fro$ hat

other stu(ies hae shon a4out the topic?

ae you co$e up ith any a((itional infor$ation hich is relate( to the

topic an( i$portant enough to inclu(e in your report?

ae you really collecte( all the infor$ation nee(e( to anser all the

Duestion6s7 as0e(?

#f not hat coul( you (o (ifferently the net ti$e to i$proe on hat you

hae (one?

1.2 #n your note4oo0 rite clear (etaile( state$ents of your fin(ings one 4y one. ereyou nee( to hae your ta4les charts neatly (ran an( all the 0ey points containe( inthe$ clearly (escri4e( for the rea(erKs 4enefit.

1.3 rite also a full eplanation of hat your fin(ings $ean in relation to the Duestion6s7as0e(.

1., #n your note4oo0 rite (on the $ain conclusions that you reache( as a result ofyour inestigation.

1.5 Sho too ho 'AC conclusion is supporte( 4y the (ata you collecte( 4y your onrea(ing or 4y any other stu(ies ith hich you are fa$iliar.

*or ea$ple 4ase( on the (ata collecte( a stu(ent ho researche( the Duestions set (on inTa4le 1 on page % of this 4oo0let $ight rite the folloing conclusions.

4In y s&dy I loo$ed a& &e careers preerred by sen!or s&den&s !n 5 2econdary2cool. By &e!r responses &o a es&!onna!re, and &o es&!onsI as$ed &e !n!n&er/!e7s, a lar-e a8or!&y o &e s&den&s so7ed apreerence or careers !n!nora&!on &ecnolo-y, !n par&!clar cop&erpro-ra!n-, sys&es analys!s andcop&erass!s&ed des!-n.

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A s!!lar s&dy done &en years a-o !n &!s scoolrepor&ed &a& os& o &e s&den&s a&&a& &!e 7an&ed &o prse careers !nla7 and ed!c!ne. T!s &!e arond, ed!c!ne7as &e &!rd co!ce ocareers, a&er !nora&!on &ecnolo-y and bs!ness. a7 7ase/en lesspoplar and 7as &e s!& co!ce. Te can-e !n career or!en&a&!on ay bede &o &e can-e !n &e econo!c ac&!/!&!es carr!ed on a& &e presen& &!e.

I also ea!ned &e edca&!onal re!reen&s or prs!n- careers !n !nora&!on&ecnolo-y. Te resl&s 7ere ra&er cons!n-. Te boo$s oncareers all s&ressed &a&a&ea&!cs 7as e&reely !por&an& &o &ose 7o7!sed &o do s&d!es !n &!s !eld,b& &7o o &e persons 7o are &e,eper&s4 !n da&a process!n- !n &e ;epar&en& o2&a&!s&!cs sa!d &a& &ey a&ed a&ea&!cs !n scool, and a!led &e!r 5


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H RECOMMENDATIONS

1.) hat reconunen(ations can you $a0e 4ase( on your fin(ings?

'#T'R

1.1 rite a letter to the nespaper a person in a releant goern$ent or priate officeor to any influential person in the co$$unity setting (on your reco$$en(ationsan( giing suggestions for i$ple$enting the$.

#nclu(e the letter in your note4oo0 4ut you $ay also sen( a copy to the nespaperor to the person or group concerne(.

;R1.2 Phone a call-in progra$$e an( (iscuss your reco$$en(ations ith the host. #n your

note4oo0 $a0e notes on your (iscussion inclu(ing the points that you $a(e an( theresponse of the host an( any other callers.

;R1.3 iscuss your reco$$en(ations ith a co$$unity group 6for ea$ple P.T.A

Co$$unity Council7

#n your note4oo0 rite the points you $a(e an( the responses of the group $e$4ersto your points.

aing co$plete( all the actiities set out in this $anual you shoul( hae in yournote4oo0 a co$plete recor( of the or0 that you hae (one as your alternatie to theschool 4ase( assess$ent that school can(i(ates are reDuire( to co$plete. =ou ill 4eas0e( Duestions on Paper )392 to test hat you hae learnt fro$ co$pleting theseactiities. >eep your note4oo0 an( use it to reise for the ea$ination. Then you ill 4ereDuire( to su4$it it to C:C for it to 4e ea$ine(. Re$e$4er to rite your na$e an(registration nu$4er clearly on the front coer of your note4oo0.

You should spend about one week on the activities in Section H.

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Caribbean SecondaryEducaion Ceri!cae "CSEC#

Socia$ Sudie%

S&eci'en Te%

(enera$ Pro!ciencyPa&er )*+,


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APPENDI> I

SPECIMEN TEST .//0

CARIBBEAN E>AMINATIONS CO7NCIL

SECONDARY SECONDARY ED7CATION CERTIFICATE

(CSEC)

SOCIAL ST7DIES

Paper 2?@1 - Genera Pror##eny

I *o&r

#n a((ition to the 1 hour can(i(ates are ao!ed .2 '#n&$e" to rea( through the paper.

riting MAY4egin (uring this ti$e.

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Instructions: T!s paper cons!s&s o FI!es&!ons. =o M7ST ans7er all FI4Ees&!ons. =o7!ll a/e "#!or &o 7r!&e yor ans7ers. A ans7ers M7ST be7r!&&en !n &e spaces pro/!ded on&!s es&!on paper.

Before you start to rite your ansers rite the $op# that you chose to research fro$ thelist supplie( fro$ C:C.

................................................................................................L.......................................LL.

.........................................................LLLLLLLLLLLLLLLLLLLLLL..

1. 6a7 rite your research Duestion or Duestions.

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647 'plain hy you ere intereste( in the topic you chose to research.................................................................................................L.......................................LL.


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647 escri4e T; aspects of your (ata collectionoutline( in 36a7 a4oe ith hich you erenot co$pletely satisfie(.................................................................................................L.......................................LL.


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6c7 State ho you oul( i$proe any ;


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(0 'ar5")

To$a 3 'ar5"

>. A Social Stu(ies stu(ent collecte( the folloing (ata fro$ a sa$ple of fie stu(ents in herfor$ at school as part of her research on the topic Cigarette s$o0ing a$ong schoolchil(ren in the ton of Peaceille.

Iean 15 years ol( fe$ale starte( s$o0ing at 12 s$o0es 5 cigarettes a (ay. Paul 1" yearsol( $ale starte( s$o0ing at 13 s$o0es 2 cigarettes a (ay. Chan(ra 1! years ol( fe$alestarte( s$o0ing at 15 s$o0es # cigarette a (ay. >ofi 1% years ol( starte( s$o0ing at 1!s$o0es 1) cigarettes a (ay. ;$ar 1" years ol( has neer s$o0e( cigarettes.

6a7 Arrange the (ata in the for$ of a ta4le shoing all the (etails gien.

................................................................................................L.......................................

LL.


................................................................................................L.......................................LL.


................................................................................................L.......................................

LL.

(? 'ar5")

647 ra a 4ar chart to sho the nu$4er of cigarettes s$o0e( 4y 'AC stu(ent in the sa$ple.

................................................................................................L.......................................LL.

23


28/34


................................................................................................L.......................................LL.


................................................................................................L.......................................LL.

(? 'ar5")

24


29/34

6c7 Consi(er the research Duestion #s cigarette s$o0ing $ore popular a$ong 4oys than a$onggirls in Peaceille?M

o you thin0 that the stu(ent ill 4ea4le to anser this research Duestion satisfactorily if the(ata in the passage at 5 a4oe are all that she has collecte(? +ie reasons for your anser.

................................................................................................L.......................................LL.


................................................................................................L.......................................LL.


................................................................................................L.......................................LL.

(0 'ar5")

6(7 Suggest ONEalternatie research Duestion 4ase( on the sa$e topic that the stu(ent $ightinestigate.

................................................................................................L.......................................LL.


................................................................................................L.......................................LL.

(1 'ar5")To$a .1 'ar5"

END OF TEST

25


30/34


Caribbean Secondary

Educaion Ceri!cae "CSEC#

Socia$ Sudie%

Mar- Sc.e'e /or S&eci'enTe%



31/34

APPENDI> II

CARIBBEAN E>AMINATIONS CO7NCIL

SECONDARY SECONDARY ED7CATION CERTIFICATE

(CSEC)

SOCIAL ST7DIES

MAR9 SCHEME FOR SPECIMEN TEST

Paper 2?@1 - Genera Pro6##eny

1. 6a7 At least ;


32/34

3. 6a7 - etails on 'AC aspect specifie( in the Duestion 63 $ar0s7- etails on any TR'' aspects 62 $ar0s7- etails on any T; aspects 61 $ar07

647 +ie 1 $ar0 for 'AC aspect clearly (escri4e(. 62 17 62 $ar0s7

6c7 - Fali( suggestion for i$proe$ent clearly (eelope( 62 $ar0s7- Fali( suggestion for i$proe$ent $entione( not(eelope(61 $ar07

To$a 'ar5"

,. 6a7 - ;ne i$portant fin(ing state( fully an( clearly 61 $ar07

647 - +ie 2 $ar0s for 'AC ali( reason clearly an( fullystate(. 62 27 6, $ar0s7

OR

- +ie 1 $ar0 for 'AC ali( reason $entione(. 62 17 62 $ar0s7

To$a 3 'ar5"

5. 6a7 - Ta4le shos A releant (etails 63 $ar0s7- Ta4le o$its no $ore than ;


33/34


Caribbean SecondaryEducaion Ceri!cae "CSEC#

Socia$ Sudie%

Li% o/ Re%earc. To&ic%



34/34

APPENDI> III

SECONDARY SECONDARY ED7CATION CERTIFICATE(CSEC)

SOCIAL ST7DIES

Paper 2?@1 - Genera Pro6##eny

TOPICS FOR RESEARCH FOR PRI4ATE CANDIDATES

The folloing list of topics is proi(e( for Priate Can(i(ates ho hae registere( to rite thePaper )392 - The Alternatie to School-Base( Assess$ent.

Can(i(ates are reDuire( to choose ONE topic fro$ this list an( co$plete the actiities set out in the/anual for Priate Can(i(ates proi(e( 4y C:C.

L#"$ o6 Top#"

1. Punish$ent in the school or co$$unity2. The effects of (iorce on fa$ily $e$4ers in $y co$$unity3. Parenting pro4le$s of $y peers,. The changing role of o$en in the fa$ily5. o$en in $anage$ent positions!. /ale responsi4ility in the fa$ily". The practice of arrange( $arriages in $y co$$unity%. =oung people an( early parenthoo( in $yco$$unity

&. Foluntary groups in $y co$$unity1). Social action of religious (eno$inations in $y co$$unity11. Pro4le$s of secon(ary school gra(uates in fin(ing e$ploy$ent12. eisure actiities of fa$ilies in $y co$$unity13. ea(ership styles in organisations in $y co$$unity1,. The pro$otion of ancestral 6tra(itional7 custo$s in $y co$$unity15. Choices of careers a$ong young people in $y co$$unity1!. Situations in $y co$$unity hich gie rise to the nee( for hu$an rights action1". The inole$ent of young people in organise( sports in $y co$$unity1%. The actiities of clu4s in $y co$$unity1&. The role of the police serice in $y co$$unity

2). Alcohol9(rug a4use in $y co$$unity21. ;pportunities9pro4le$s of senior citiEens in $y co$$unity

$estern %one "ffice1223@21@1

Documents

Manual for Private Candidates (1)