Mathematics School Based

Assessment (S.B.A.)

Candidates: Candidates’ Number:

Rajae Miller: 100067

RayJay Dockery: 1000670950

Chiquen Hart: 100067

Celando Matchevelli: 1000672058

Carlisle Stewart: 1000673100

Priscilla Walker: 1000673399

Javis Lloyd: 1000672007

1
2
 Contents

Project Title…………………………………………………………………………….3

Introduction ……………………………………………………………………………4

Method of data collection……………………………………………………………...5

Presentation of Data…………………………………………………………………....6

Calculations……………………………………………………………………………13

Analysis of Data……………………………………………………………………….14

Discussion of Findings………………………………………………………………...15

Conclusion……………………………………………………………………………..16

3
 Project Title

An investigation on the academic performance of Fifth Form students of Manchester High

School for Chemistry, to find out the pass rate of students and to find a solution to maximize on

the number of students that pass the subject.

4
 Introduction

Chemistry is essential for meeting our basic needs of food, clothing, health, energy, clean air and

clean water. It is required for a wide variety of careers including Scientists, Medical professions,

Engineers etc. These are very common career choices among youth and therefore students need

to master the subject. Failing chemistry poses a huge threat on these students’ future as they will

not achieve their ambitions. At the end of Fourth Form, all 78 students that study Chemistry were

called to a meeting to discuss the End of Year Chemistry examination scores. The Chemistry

teachers explained that majority of the students failed the subject and that improvements were

vital. The teachers could not understand why so many of the students were failing. This SBA

project is aimed at investigating the Chemistry academic performance of the fifth form

Manchester high students to find the pass rate and derive a solution to maximize on the number

of students that pass the subject.

5
 Method Of Data Collection

The researchers developed a set of questions pertaining to the academic performance of the fifth

form students that study chemistry and issues that affects their performance. Two of the

researchers were selected for conducting a Questionnaire. The researchers went to each firth

form class, questioned the chemistry students orally, and recorded the responses. A Teacher

Questionnaire was also made as a Google form and sent to the chemistry teachers so they could

answer the questions in their own time. Once a response from all the teachers came in, they were

recorded.

The data that was collected from both Questionnaires were analyzed and used to determine the

aggregate pass rate, and to discover the reasons for the students’ failure.

6
 Presentation Of Data

The table below shows the frequency of students that scored certain percentages on the

Chemistry exam for 78 students. 

SCORES (%) FREQUENCY OF STUDENTS

0-9 1
10 - 19 1
20 - 29 3
30 - 39 13
40 - 49 18
50 - 59 20
60 - 69 8
70 - 79 11
80 - 89 3

The histogram below represents the data in the table above.

7
 The number of students that scored certain percentages

24
22
20
20
18
18
16
Number of Students

14
12 13
10 11
8
8
6
4
2 3 3
0 1 1
0-9 10 - 19 20 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 89

Scores (%)

8
The histogram below shows the number of students that passed and failed the Chemistry exam.

The number of students that scored below and avove 60%

80

70

60

56
50
Number of Students

40

30

20 22

10

0
0 to 59 60 to 89

Scores (%)

The pass mark for the Chemistry exam is 60%.

9
The pie chart below shows the ratio between students who scored below 60% and above 60% on

the chemistry exam.

Students (78)
Students that scored
60% and above

22

56

Students that scored

less than 60%

Students that scored 60% and above Students that scored less than 60%

The table below shows the number of students that preferred Biology, Chemistry and Physics of

the three science subjects.

PREFERRED SCIENCE SUBJECT NUMBER OF STUDENTS

Biology 56
Chemistry 9
Physics 13

10
The chart below shows the number of students that preferred Biology, Chemistry and Physics

among the three science subjects.

The number of students that preferred Biology, Chemistry

and Physics

60
55
50
Number of Students

45
40
35 Biology; 56
30
25
20
15
10 Chemistry; 9 PhysicsPhysics, 13
5
0

Science subjects

Science Subjects

The table below shows the major issues that affect the academic performance of fifth form

students in Chemistry.

ISSUES NUMBER OF STUDENTS

Not Studying 25
Not Studying & Practicing enough 11
The teaching style of the Teacher 28
Lack of Motivation 17
Procrastination 3
Difficulty of subject/ lack of understanding 5
Laziness 3
Dislike the Subject 5
Social Media/ spending most free time on 2
mobile devices

11
 *Students gave more than one issue and a number of students shared the same issues.

The chart below represents the data that is in the table above.

Issues that affect the academic performance of 5th form Chemistry

students
30

25

20

15
Number of Students

10

0
g h r on on ng s ct ia
yin ug he i di es bj
e ed
d o ac va ati n zin
tu en te oti tin st
a La su lM
tS in
g he fM as er th
e ci a
No tic
t cr d So
ac of c ko Pr
o
fu
n
li k
e
pr yle La o Di
s
d st c k
an in
g
/l
a
g ch ct
in a e
udy te bj
st e su
t Th he
No oft
lty
cu
ffi
Di

12
The table below shows the ways the students think they can improve on their performance in

Chemistry.

Methods For Improved Performance Number of students

Studying More 40
Extra Lessons 19
Practice more/ practice past papers 20
Focus/ pay attention in class 10
Better teaching 11
Motivation 3

*Students gave more than on ways they believe they can improve their performance and a

number of students shared the same methods.

The chart below represents the data in the table above.

Ways 5th form Chemistry students think they can improve on

their performance in the subject.
45
40
35
Number of Students

30
25
20
15
10
5
0
Study more Exta Lessons Practice more Be more Better teaching
focussed
Methods for improving performance

Series 1

13
Teacher Questionnaire Responses

The table below shows the teachers' comments on different questions.

Questions Teachers’ Response

What are your comments on the performance of Just a few

the majority of your fifth form Chemistry

students? (Do most of them perform well or just

a few?)

What do you think cause the majority of your Not studying, laziness, lack of understanding,

students to perform how they perform, whether students don’t practice past papers, students

excellent or bad, in Chemistry?  show no interest for the subject

In your opinion, how do you think your fifth Actively participate in class, show interest, read

form students can improve on their academic their textbooks, past paper sessions, studying

performance in Chemistry?  from early and not waiting on days before the

exam. Students who need additional help can

attend extra classes

Do you think of your students are prepared for No

the CSEC exams?

14
 Calculations

The percentage of students that failed:

Number of Chemistry students = 78

56 100
%= ×
78 1

5600
= = 72
78

*Therefore, 72% of the Chemistry students failed.

The percentage of students that passed:

22 100
%= ×
78 1

2200
= = 28
78

*Therefore, only 28% of the Chemistry students passed.

The aggregate pass rate is calculated by the number of students that sat the exam divided by the

number of students that passed the exam. Therefore, the pass rate is 28%.

15
 Analysis of Data
The data collected from the Questionnaire revealed that the number of students that failed is

more than the number of students that passed. The mode score in the Chemistry exam was 50-

59%. A student scored a zero on the exam and a number of students got scores as low as 10-

49%. Out of the 78 students, 56 failed and only 22 passed.

Majority of the students’ preferred science subject is Biology, chosen by 56 students, followed

by Physics, 13 students, and last, Chemistry with only 9 students: Chemistry is the least

preferred.

The teachers' teaching style was the most said issue by the students that negatively affects their

academic performance in Chemistry. Second was not studying. Five students said that they

performed poorly because they dislike the subject.

Majority of the students think that studying more will improve their performance. A number of

students think that they are not getting good teaching and so think that getting better teaching

will improve their grades. Extra Lessons was also suggested.

All the chemistry teachers said that just a few of their students perform well. The teachers’

responses also show that students are not studying, not showing interest, and they lack

understanding of the concepts. They said that students need to begin studying from early,

participate in class, study past papers and those that need additional help can attend extra class.

They said they don’t think their students are ready for CSEC.

16
 Discussion Of Findings

72% of the students that sat the Chemistry exam failed and only 28% passed. Chemistry is not a

highly loved subject among the fifth form Manchester high school students. Majority of the

students either crammed for the exam or never studied at all. Students lack motivation,

understanding of the subject and some feel they need better teachers. Most students know that if

they study hard, they will get excellent grades. The teachers response validates the data collected

in that just a few of their students perform well and their reasons for the students’ poor

performance aligns with the students’ responses. Because of these issues they don’t think the

students are prepared for the chemistry CSEC exams. The fact that a few students are able to

perform well shows that there is no problems with the teacher’s teaching styles; it is just an

excuse. Students need to become serious about their studies as there is not much time left for

CSEC.

17
 Conclusion

The aggregate pass rate for the Chemistry exam was 28%. The reason for such a low pass rate is

because majority of the students never studied properly for the exam. The teachers do their job in

explaining to the students whenever they don’t understand. The problem lies at the point where

they show no interest for their own lessons and doesn’t try to grasp the concepts for themselves.

To perform better, the students need to study their notes and practice past papers. Those that

need additional help should attend extra classes. They are to participate in class. The students

need to realize that chemistry is important and that failing will immensely affect their career.

18