The 2017 UCE and UACE Reports on Work of Candidates (RWC) analyse in detail candidates’ performance in the UCE examination. The main purpose of the reports is to provide feedback (backwash) on the candidates’ performance in the subjects they sat during the UCE examination. Focus is on how the candidates responded to the questions set for a given subject examination, centering mainly on the questions the candidates found difficult. Such questions are identified, possible causes of candidates’ mistakes pointed and the expected responses in some cases given.
The reports point out topical areas of the curriculum not adequately covered during the course of teaching as evidence by candidates’ poor responses/answers in these areas. The reports give advice/recommendations on how such topical areas can be managed or taught better with the view to improve the teaching/learning processes in general. It is hoped that schools will find the information contained in the RWC documents useful, and consequently, create a professional avenue for teachers to share topics that students find difficult to understand.
Below is are extracts for UCE 2017 Computer Studies Papers 1-2 and UACE 2017 Subsidiary ICT Papers 1-3.
840/1 COMPUTER STUDIES THEORY PAPER ONE 2017
NB: You can find draft marking guide for this paper on sharebility here.
Introduction:
The paper consisted of three sections; A, B and C. Section A contained 20 compulsory Multiple Choice Questions (MCQs) drawn from the whole syllabus. Section B contains 6 compulsory structured questions drawn from the whole syllabus. Section C contained practical theory questions drawn from the topics; Elementary Computer Programming; Trends in Computing; System Start-Up and Configuration; Computer Communication and Networking and Computer Hardware. The candidates were to answer only one question from this section.
The paper was easier than that of the previous year 2016. The UCE 2017 candidates’ performance was better than that of the previous year.
Question Analysis:
Section A
Questions 1- 20 (MCQ)
Candidates were required to fill in the correct alternatives/choices in the boxes on the right hand side of each of the first twenty questions. All questions were popular.
Weaknesses of the Candidates
- Many candidates did not take time to understand the ‘stem” in each question in order to come up with the right ‘key’
- Many candidates could have thought that multiple-choice questions can only be answered by guesswork!
- The questions needed candidates to have covered the whole syllabus however, some candidates failed to choose one and resorted to circle two or many alternatives which lead to loss of marks.
Advice to the Teachers
- Multiple choice questions are Logic Questions that require a scientific approach not guess work. They require a candidate to scientifically understand the three elements of a multiple choice question. That is:
- The stem – what the question wants the candidate to do.
- The key – the correct answer.
- The destructors – the wrong choices.
Therefore, MCQs require advanced thinking, reasoning and skills in making the right conclusions. They are about making the right choices.
Teachers should encourage the learners to read widely but not restrict them to certain topics only.
Section B
Question 21 (a)
The question required candidates to define computer evolution. It was popularly.
Weaknesses of the Candidates
Many candidates confused the concepts of computer evolution with computer generation.
Advice to the Teachers
Teachers are advised to clarify the difference between computer evolution and computer generation and other seemingly related concepts.
Question 21 (b).
Candidates were required to fill in the correct options given in the question paper. It was popular.
Weaknesses of the Candidates
Some candidates provided alternatives not given to them in the question paper, yet others lacked knowledge about the terms given.
Advice to the Teachers
Teachers are encouraged to explain the different computer terminologies to the learners.
Question 21 (c).
The question required candidates to demonstrate knowledge on how computers are used in the;
(i). Health sector. It was popular.
Weaknesses of the candidates: Candidates gave general uses of computers.
Advice to the Teachers
Teachers should discuss with learners the real uses and application of computers in the various specialized areas.
(ii). Security sector. The question was popular.
Weaknesses of the Candidates
Some candidates considered security of a computer itself instead of how computers can be used to enhance security.
Advice to the Teachers
Teachers are encouraged to emphasize specific roles of computers in the various specialized sectors.
Question 22(a).
The question required candidates to define the term computer hardware. The question was popular and well done.
Weaknesses of the Candidates:
Some candidates confused computer hardware with computer software.
Advice to the Teachers
Teachers are encouraged to give the difference between computer hardware, software and other concepts clearly to their learners.
Question 22(b).
The question required the candidates to categories the different hardware devices given. It was popular and well done.
Weaknesses of the Candidates
- Some candidates failed to match the hardware parts with the provided categories.
- Some candidates were merely guessing as seen from their responses.
Advice to the Teachers:
- Assess learners with several methods.
- Teachers are encouraged to continuously avail learners with similar questions that require hardware identification and categorization.
Question 22 (c). (i).
The question required candidates to explain the functions of the computer components stated. Many candidates attempted the question but failed it.
Weaknesses of the Candidates
- Candidates failed to demonstrate knowledge acquisition in relation to computer hardware.
- Some candidates mistook the power supply unit for uninterruptible power supply unit (UPS).
Advice to Teachers:
Teachers are encouraged to describe computer hardware parts in classrooms practically.
Question 22 (ii).
Required candidates to explain functions of a ROM chip The question was popular but highly failed.
Weakness of the Candidates
- Many candidates confused “ROM chip” with ROM. Others with secondary storage media.
Advice to the Teachers
Teachers are encouraged to teach learners the internal parts of the computer and should endeavor to give the difference between ROM and the ROM chip, RAM and RAM chip.
Question 23 (a) (i).
It required candidates to define a wild card in relation to database management systems. The question was not popular.
Weaknesses of the Candidates
- Some candidates failed to use appropriate words to bring out the gist of the required terms.
- Majority of the candidates failed to relate a wild card in terms of database use.
Advice to the Teachers
Teachers are encouraged to define all terms used in practical application tasks for learners to easily integrate them to practical and theoretical use and explanations.
Question 23 (a) (ii).
This question required candidates to demonstrate the use of wild card in a query criterion. It was a popular question though majority of the candidates had very little knowledge of the wild card application.
Advice to the Teachers
Teachers are encouraged to provide to learners the practical uses of specific terms and features used in software application programs.
Question 23 (a) (iii).
The question required candidates to give the commonly used wild card symbols / characters query criterion.
This question was popular but highly failed by majority of the candidates.
Weaknesses of Candidates
Candidates wrote wrong examples of wild card symbols. Candidates gave general symbols that facilitate the manipulation of a wild card symbol like [] and “ !”
Advice to the Teachers
Teachers are encouraged to emphasize the difference between characters that represent other characters in a query and general characters.
Question 23 (b)(i)
The question required candidates to state characteristics of labels when placed in a spreadsheet by default. It was a popular question but also highly failed by majority of the candidates.
Weakness of the Candidates
- Candidates had limited knowledge about a label in relation to spreadsheet cell application. Many candidates mistook labels for column headings.
Advice to Teachers
- Teachers are encouraged to clearly define the different data types used in a spreadsheet program.
- Teachers are also advised to practically show students the difference between a label and a value during the lesson.
Question 23(b) (ii)
It required candidates to give the uses of a spreadsheet program. The part was popular and well done.
Weakness of the Candidates
- Some candidates gave advantages of a spreadsheet program instead of uses of the program itself.
- Some candidates were mentioning places were the application program is used e.g. in schools, hospitals, banks.
Advice to the Teachers
Teachers are encouraged to emphasize the use of spreadsheets when handling practical lessons.
Question 24(b)( i)
The question required candidates to give what a system administrator does to prevent unauthorized access to some information.
The question was popular but also highly failed.
Weakness of the Candidates
- Candidates had scanty knowledge about the roles of a system administrator in line with systems management.
Advice to the Teachers
Teachers are encouraged to emphasize the different roles carried out by the different ICT professionals in achieving specific systems objectives.
Question 24(ii)
This question required candidates to state the reasons for preventing access to some information on the Internet.
Weaknesses of the Candidates
Many candidates gave the disadvantages of using the Internet.
Advice to the Teachers
Teachers are encouraged to emphasize dangers and misuse of the information on the Internet.
Question 24(b)
This question required candidates to define data transmission media in relation to computer networks. It was popular.
Weaknesses of Candidates:
- Some candidates used some terms within the question to define data transmission media.
- Some candidates gave examples of social media types as data transmission media.
Advice to the Teachers
Teachers are encouraged to define all relevant terminologies with their required meaning.
Question 25(a).
It required candidates to give the importance of some features in word processing i.e. footnote and toggle case. Majority of the candidates answered this part well.
Weaknesses of the Candidates: Some candidates mistook a footnote for a footer.
Advice to the Teachers
Teachers are encouraged to continuously assess and help learners to understand most of the features used in a word processor.
Question 25(b).
The question required candidates to give the difference between “cut” and “copy” as used in word processing. The question was popular but poorly done.
Weaknesses of the Candidates
Some candidates were instead confusing the two concepts with pasting.
Advice to the Teachers
Teachers are encouraged to handle word processing facilities while allowing learners to see the difference while working.
Question 25(c).
This question required candidates to define a presentation software program. The question was popular and well attempted by majority of the candidates.
Weaknesses of the Candidates
Many candidates failed to define what a presentation program is.
Advice to the Teachers
Teachers are encouraged to define concepts basing on “what they are” as opposed to “what they do”. “What they do” can be done by very many other concepts.
Question 26.
- The question required candidates to explain the function of each of the following: “termination” and “variable declaration” as used in programing,
- The use of a compiler, explaining the term “device drivers” and giving forms of computer interfaces provided by the operating system.
- The question was poorly attempted by the majority of the candidates
Weaknesses of the Candidates
- Most of the candidates lacked adequate knowledge of programming concepts. Candidates mistook device drivers for hardware
- Many candidates confused a program code statement with a program itself.
Advice to the Teachers
Teachers should always attempt to clearly explain the role and need for every process in programming and other applications.
Section C
Question 27 (a).
The question required candidates to give factors considered when choosing a LAN model. The question was not popular.
Weaknesses of the Candidates
- Some candidates were instead giving advantages of LAN models, some were giving factors to consider before buying computers.
- Question approach and idea presentation was largely missing. Some candidates were instead generally comparing a peer-to-peer and the client-to-server model.
Advice to the Teachers
Teachers are encouraged to teach computer networking exhaustively to allow learners apply the knowledge easily.
Question 27 (b).
Candidates were required to explain the limitations to full Internet use in Uganda. The question was popular and fairly done.
Weaknesses of the Candidates
- Some candidates were providing advantages and disadvantages of using the Internet in Uganda.
- Some candidates did not understand the question due to wrong question interpretation.
- Majority of the candidates did not explain their ideas satisfactorily, thus leading to loss of marks.
Advice to the Teachers
- Teachers are encouraged to train their learners in better essay writing skills.
- Proper language and presentation skills need to be emphasized more in schools.
- Principles of essay writing MUST be promoted in schools across all subjects. A good essay is assumed to have – points stated in paragraphs, explained, with an example where applicable.
However, all these three items must be connected to the question.
Question 28 (a).
Candidates were required to describe the factors to consider before buying a computer. It was a popular question and well done by majority of the candidates.
Weaknesses of the Candidates
- Some candidates were giving characteristics of modern computers.
- Other candidates were giving answers for part (b) of the question.
- Some other candidates were giving Internet related points.
- Majority of the candidates showed very little content acquisition.
Advice to the Teachers
Teachers are encouraged to exhaust all the subject content to the benefit of the learners.
Question 28 (b).
Candidates were required to explain the ways of caring for computer hardware parts. The question was popular and well done by majority of the candidates.
Weaknesses of the Candidates
- Many candidates were just giving schools’ rules and regulations governing computer laboratory use.
- Most of the points presented by the candidates were related to dust control.
- Candidates were not showing the ‘how’ and ‘why’ parts in relation to hardware care.
- Many candidates could not differentiate “care for hardware” from “care for digital content”
Advice to the Teachers
- Teachers should clearlybring out well “care for hardware” differently from “care for digital content”.
- Teachers are encouraged to clearly give the difference between computer hardware maintenance and computer laboratory care when explaining to the learners.
Question 29.
Candidates were required to describe the conditions that would necessitate a computer system reboot. The question was not popular.
Weaknesses of the Candidates
- Some candidates were giving the points but failed to explain them.
- Some candidates showed lack of subject content regarding computer system start-up.
Advice to the Teachers
System start-up and configuration is one of a very practical and new topic in our curriculum. Teachers are encouraged to handle it well.
840/2 COMPUTER STUDIES (PRACTICAL) PAPER TWO 2017
NB: You can find a scanned PDF for this paper on sharebility here.
The paper consisted of two sections, A and B. Section A contained one compulsory question drawn from Word processing and Spreadsheets. Section B contained three (03) questions drawn from Database, Web-designing and Computer Presentations. The candidates were to answer any two questions from this section.
The paper was of the same level of difficulty as that of the previous year, 2016. The candidates of UCE 2017 performed poorer than those of the previous year.
Question Analysis
Section A
Question 1 (a) Word Processing
Candidates were asked to demonstrate skills in font/paragraph/page formatting and footnote referencing in word processing.
It was a popular question.
Weakness of Candidates: Candidates could not ably use the footnote feature.
Advice to Teachers:
Teachers should cover all the Word processing features including referencing features.
Question 1(b) Spreadsheets
Candidates were asked to show the application of formulae, functions, and charts in manipulation of data.
Popularity of the question: popular
Weakness of Candidates: Candidates had difficulties with the correct calculations of net pay.
Advice to Teachers: Teachers should emphasize proper usage of formulae
SECTION B
Question 2. Web-designing
Required candidates to design a two-page website including a form for entering data. It was unpopular.
Weakness of Candidates:
Candidates could not easily design a form with form features like radio buttons, dropdown menus, etc.
Advice to Teachers:
Teachers should expose learners to a variety of web authoring programs not limiting learners to only MS-Publisher.
Question 3. Presentation
Candidates were asked to prepare a five page-slide presentation with a hierarchy chart. It further required candidates to apply animations and transitions.
Popularity of the question; very popular.
Weakness of Candidates:
Candidates had difficulties in producing the correct chart, linking slides and stating the appropriate data.
Advice to Teachers:
Teachers should expose learners to a variety of presentations. They should also give learners a variety of tasks/ exercise to enable them explore the application in depth.
Question 4. Database Management System
Required candidates to design a data-base; enter data in the database using a form and retrieve data using queries. They were also required to assign appropriate data types.
Popularity of the question. It was popular.
Weakness of Candidates
- Use of an appropriate data types
- Formatting currency with a UGX symbol
- Use of appropriate formulas in a form
- Use of appropriate criteria.
Advice to Teachers:
- Emphasis should be put on data types
- Formatting and customization of values in databases
- Proper use of criteria in queries.
S850/1 SUBSIDIARY ICT (THEORY PAPER)
NB: You can find a scanned PDF for this paper on sharebility here.
Introduction
The paper is made up of twenty (20) compulsory structured questions set from the entire syllabus. The paper was of the same level of difficulty as that of the previous year 2016. The performance of the candidates of UACE 2017 was the same as that of the previous year.
Question Analysis
Question 1 (a)
The question required candidates to identify the suitable equipment for cleaning dust during computer maintenance. The question was answered correctly by most candidates.
Weakness of Candidates:
Some candidates lacked knowledge on specialized equipment for cleaning dust in computerized environment.
Advice to Teachers:
Teachers should practically involve learners during computer care and maintenance.
Question 1 (b)
The question required candidates to spell out the application of basic Laboratory equipment. Most Candidates passed this question.
Weakness of Candidates:
Most candidates lacked knowledge of the functions of basic laboratory equipment.
Advice to Teachers:
Teachers should expose learners to various computer hardware equipment and their functions.
Question 2(a)
Required:
Demonstrate the ability to manage computer files. Most candidates showed knowledge of how to manage computer files.
Weakness of Candidates:
Candidates lacked knowledge of the chronological steps in renaming a file/folder.
Advice to Teachers:
Learners should practically be engaged in creation and management of computer files.
Question 2(b)
Candidates were required to give detailed view on the purpose or role of specific software. Most candidates failed the question.
Weakness of Candidates: Most candidates mistook device drivers as storage drives.
Advice to Teachers: Teachers should practically involve learners in installation of hardware.
Question 3.
Required candidates to demonstrate knowledge of the acronyms used in ICT. Most candidates passed this question.
Weakness of Candidates: Writing words starting with lower case letters.
Advice to Teachers: Teachers should emphasize rubric in acronym writing.
Question 4 (a)
Required candidates to demonstrate knowledge of reliable data storage.
Most candidates failed the question.
Weakness of Candidates: Candidates were unable to single out reliable form of storage.
Advice to teachers: Teachers should emphasize the unique features of forms of storage.
Question 4 (b)
Required candidates to demonstrate knowledge of the features of a file and folder.
Most candidates were able to state the features of a file and folder.
Weakness of Candidates: Some candidates mistook the description as a definition.
Advice to Teachers:
- Teachers should emphasize the demand of questioning techniques.
- Expose learners to the different features of a file and folder rather than giving definitions.
Question 5(a) and (b)
Required knowledge of what constitutes a computer system. Most candidates failed this question.
Weakness of Candidates: Candidates misinterpreted the question and gave components of computer hardware.
Advice to Teachers: Teachers should emphasize classification of computer system components.
Question 6.
Candidates were required to demonstrate understanding of computer software.
Weakness of Candidates: Inability of the candidates to indicate “TRUE/FALSE” as instructed.
Advice to Teachers: Teachers should emphasize the rubric in answering questions.
Question 7.
Required candidates:
- To give the meaning of computer hardware.
- To show knowledge of physical/tangible components of a computer and their functions.
Popularity: Most candidates passed the question.
Weakness of Candidates: Most candidates were unable to point out the connection points.
Advice to Teachers: Involve learners in practical installation of hardware.
Question 8.
Candidates were required to demonstrate knowledge of computer software and their specific function. Most candidates passed this question.
Weaknesses of Candidates:
- Inability of candidates to distinguish system software from operating system. Others candidates took system software to mean application software.
Advice to Teachers: Incorporate practical lessons in the teaching of computer software.
Question 9.
Required candidates to demonstrate knowledge in the storage and retrieval of a file. Majority of the candidates failed this question.
Weakness of Candidates:
Candidates lacked knowledge on memory management, they defined the verbs to ‘read’ and ‘write’ as used in English.
Advice to Teachers:
Demonstrate to learners’ practical application of reading and writing in memory management.
Question 10.
Required candidates to demonstrate knowledge of electronic publication and its application.
Majority of candidates passed this question.
Weakness of Candidates: Some candidates were unable to point out elements in designing a publication.
Advice to Teachers:
- Involve learners in regular practice in designing publication documents.
- Teachers should expose learners to a variety of publication applications.
- Organize study tours for learners to publication houses.
Question 11.
Required candidates to highlight the challenges associated with computer networks and how they can be prevented. Majority of candidates passed this question.
Weakness of Candidates:
Some candidates took physical computer threats to mean network based threats.
Advice to Teachers:
Teachers should emphasize the differences between stand-alone and networked computer threats.
Question 12.
Required candidates to demonstrate knowledge of data communication and its elements.
Popularity: Most candidates passed this question.
Weakness of Candidates: Some candidates demonstrated lack of knowledge of network protocols.
Advice to Teachers: Teachers should emphasize the concept of protocols in networks.
Question 13.
Required candidates to demonstrate understanding of categories of computer hardware. Most candidates passed the question.
Weakness of Candidates: Inability of the candidates to indicate “INPUT/OUTPUT” as instructed.
Advice to Teachers: Teachers should emphasize the rubric in answering questions.
Question 14.
Required candidates to demonstrate knowledge of application software and their specific functions. Majority of candidates failed this question.
Weakness of Candidates:
Some candidates were unable to point out specific roles for each of the given application programs.
Advice to Teachers:
Involve learners in regular practice in all applications as provided by the syllabus.
Question 15.
Candidates were required to demonstrate knowledge of presentation software and its salient features. Majority of candidates failed this question.
Weakness of Candidates:
Some candidates were unable to demonstrate the ability to apply the various features of presentation software.
Advice to Teachers: Involve learners in regular practice in designing presentations.
Question 16.
Required candidates to demonstrate knowledge of different forms of mailing and their implications. Most candidates passed this question.
Weakness of Candidates:
Candidates failed to give different circumstances under which each of the forms of mailing would be most applicable.
Advice to Teachers:
Teachers need to practically engage learners in different forms of mailing.
Question 17.
Candidates were required to list physical devices used to interconnect computerized devices.
Majority of the candidates were able to list the networking hardware correctly.
Weakness of Candidates:
Some candidates mistook networking hardware to mean general computer hardware.
Advice to Teachers:
The networking hardware should practically be demonstrated to the learners.
Question 18.
Required candidates to demonstrate knowledge of how the Internet can be used in daily life activities. Majority of candidates passed this question.
Weakness of Candidates: Some candidates gave uses of computers instead of the Internet.
Advice to Teachers: Engage learners in the Practical use of Internet services.
Question 19.
Required candidates to demonstrate understanding of data communication and services offered. Majority of candidates failed this question.
Weakness of Candidates: Candidates mistook transmission media to mean data communication.
Advice to Teachers:
Teachers should emphasize the meaning of different concepts of data communication.
Question 20.
Required candidates to show an understanding of application areas of E-payment and the benefits in daily life. Majority of candidates passed this question.
Weakness of Candidates: Candidates failed to give different circumstances under which each of the forms of payment would be most applicable.
Advice to Teachers: Teachers need to practically engage learners in different forms of payment.
S850/2 SUBSIDIARY ICT (PRACTICAL)
NB: You can find a scanned PDF for this paper on sharebility here.
Introduction:
There are two parallel practical papers 2 and 3. Each paper consists of five questions set from the topics: Word processing, Electronic Spreadsheets, Electronic presentation, Electronic Publication and databases. A candidate answers any three questions.
The papers were more difficult than those of the previous year, 2016. The performance of the candidates of UACE 2017 was better than that of the previous year.
Question Analysis
Question 1: WORD PROCESSING
The question required candidates to demonstrate knowledge of using a word processing application.
- Candidates were required to insert/draw/create a table, populate it with the data provided, bold and centre the columnar headings of the table; saving this work using a candidate’s name and personal number. It was popular instruction as majority of the candidates did it very well. A few candidates failed to create the table with the given layout. Teachers are encouraged to train students to be analytical for the given text to identify the skills required.
- Candidates were required to copy the table to the next page of the document.
- Most of the candidates were able to copy and paste the table to the next page.
- Some candidates failed to create a new page and instead pasted the table just below the table in page 1 of the document.
Advice to Teachers
Teachers are encouraged to provide a lot of practical work for learners to train on the variety of skills related in creating a new page and all the pasting techniques.
- Candidates were required to sort the records provided in the table in descending order of the salary.
This question was popular amongst the candidates as majority of the candidates successfully performed the skill.
- Some candidates were not able to sort the data/records in ascending order.
- Some candidates never had any knowledge of sorting data in a word processing table.
- Some candidates entered the data in a spreadsheet and pasted the already manipulated table in a word processing document.
Advice to Teachers
Teachers are encouraged to train students on how to select data/records before sorting can happen.
- Candidates were required to italicize the columnar headings and change them to font size 15. Most of the candidates were able to perform the instruction although some failed to change the font size to 15 as some had font 16 in their work.
Advice to Teachers
Teachers are encourages to train learners on italicize the work, adjusting/varying font sizes in tasks given to them.
- Candidates were required to add rows at the bottom of the table and use the in-built function to determine the sum and average for salary and age respectively.
Majority of the candidates were able to insert a row but were not able to perform the calculations as required. Some candidates just typed in the values for sum and averages.
Advice to Teachers
Teachers are encouraged to train students on how to use the in-built function in word processing.
- Required to insert a column on the right hand side of the table, type the text provided and align it vertically.
Majority of the candidates were able to insert the column as required.
However, most of the candidates failed to align the work vertically in the centre.
Advice to Teachers
Teachers are encouraged to teach learners to manipulate data in a table in different forms, work with text alignment.
- Candidates were required to insert a row on top of the table, merge it and type in a suitable heading.
Most candidates were able to insert, merge the row and insert a heading of their choice. Some candidates failed to create a row above the table.
Advice to Teachers
Teachers are encouraged to train students on how to insert, delete a row(s) in a table.
- Candidates were required to align the table in the centre of the page.
Most of the candidates were not able to place the table in the middle of the page and the instruction was unpopular.
Advice to Teachers
Teachers are encourages to train learners on how to move table/text/object in a page as required.
- Required to insert a header containing a candidate’s name and personal number in UPPER case.
Majority of the candidates were able to insert a header as required though some instead typed the name in sentence case.
Advice to Teachers
Teachers are encouraged to train students in how to alter letter case in word processors.
- Candidates were required to save and print the work.
This instruction was done very well although we still have cases of candidates who fail to burn their work onto Compact Disks and to print.
Question 2: ELECTRONIC PRESENTATION
- The question required candidates to design a five-slide presentation about abstinence that would include:
- Topic, name and current/automatic data.
- Slide 2 to include introduction and definition of abstinence
- Slide 3 to include advantages of abstinence among the youth
- Slide 4 to include a table that would illustrate the number of youths affected by early sex in yearly percentages.
- Slide 5 to include a column graph to represent data in slide 4.
- Candidates were required to insert relevant graphics to the topic.
- Required to apply suitable animations in the presentation.
- Candidates were required to insert a footer of their name and personal number.
- Candidates were required to save their work using their names and personal numbers.
- A candidate was required to demonstrate the skill of printing.
Popularity of the question
This question was the most attempted question among all questions in S850/2.
Weaknesses of the Candidates
- Some candidates failed to generate the required number of slides (5 slides) as stated in the question.
- Some candidates failed to put any content on some of the slides.
- Some candidates produced their slides in a distorted order.
- Some candidates could not choose the required slide layout.
- Poor interpretation of instructions.
- Majority of the candidates failed to activate Current/automatic date, – appropriate clip art,
Chart illustration on slide – table layout on slide.
- Some candidates failed to select the correct chart type on slide 5.
- Some candidates failed to select correct data source on the chart in slide 5.
- Some candidates failed to identify relevant graphics for the presentation as they were not presented in support files. (Some inserted nude pictures).
- Some candidates have a challenge in differentiating between animation schemes and slide transition.
- Some candidates did not insert a single graphic in the presentation.
Advice to Teachers
Teachers are encouraged to put emphasis on the following aspects as they teach their students how to create electronic presentations.
- The characteristics of a good electronic presentation.
- Difference between current and/or automatic date and how to apply each.
- The different print layouts for electronic presentations.
- Illustrate to them the difference between animations and slide transitions.
- How and when to use the different slide layouts.
- Selection of various relevant graphics in respect to the theme topic being presented.
- Gradually generate a gallery of images on computer students’ computer to supplement the inbuilt MS Office gallery for clip Art.
- Train learners on how to insert minimal animations and transitions in the presentation. (i) Encourage learners to stick to only those skills that are tested in the question.
(j) To teach learners on how to use a slide master to save time while generating slides that are uniform.
Question 3: DATABASES
- The question required a candidate to use an appropriate database program and load a given support file POPU and save it using his or her name and personal number.
Weakness of Candidates
Some of the candidates that attempted the question loaded the file but failed to rename it as required.
Advice to Teachers:
Teachers should put emphasis on how to rename database files.
- Required the candidates to demonstrate the skill of opening a database table in design view and adjust the given data types appropriately especially the one of currency, number and date/time.
Weakness of Candidates
Some candidates failed to assign the fields appropriate data types.
Advice to Teachers
Teachers should teach students the use of appropriate data types and where they apply accordingly.
- Required candidates to demonstrate the skill of entering data in the field IDNos as provided and turn on a primary key on this field.
Weakness of Candidates
Some candidates failed to fully enter the records given in the question.
- Required the candidates to change primary key to IDNo., and delete the current primary key field thereafter.
Weaknesses of Candidates
- Majority of the candidates failed to turn on a primary key.
- Some candidates failed to delete the current primary key field (ID).
Advice to Teachers
Teachers are encouraged to train students on how to switch primary keys from one field to another.
- The question required candidates to create queries that would filter students from two specific fields at the same time.
Weakness of Candidates
Most of the candidates failed to query the fields with Boolean data types (yes/no).
Advice to Teachers
Teachers are encouraged to provide learners with a variety of exercise that train students to work with a range of query criterion with ease.
- Required a candidate to print his/her work.
- Required candidates to demonstrate a skill of producing a report for only particular fields and apply a footer of the candidate’s name.
Weakness of Candidates
Most of the candidates failed to turn on a footer area of the report and others used a text box instead of a label.
Advice to Teachers
Teachers should thoroughly teach their learners on how to create and format the various objects in a database program.
- Required candidates to insert a footer in a form object.
Weakness of Candidates: Majority of the candidates failed to perform this function.
Advice to Teachers
Teachers are encouraged to repeatedly encourage their learners to insert form or report footer in their work.
- Required the candidates to print all their work. Majority of the candidates that attempted this number were able to provide a print out for assessment.
Weakness of Candidates
- Some candidates failed to print the database objects which they had created while others printed only one object.
Advice to Teachers
- Teachers are encouraged to teach learners how to print database objects or their screen shots.
Question 4: ELECTRONIC PUBLICATION
- Candidates were required to open a support file saved as phone pub and manipulate it as guided by the instructions given.
Majority of the candidates that attempted this number were able to identify the file and open it.
- Required candidates to:
- Insert a text box and resize it to height 0.789” and width 8.936”.
- Insert a logo for the Yunno Secondary School anywhere in the publication.
Majority of the candidates were able to insert a textbox and a logo for the school.
Majority of the students failed to set a specific text box size as required. Some failed to insert the logo.
- (i) Candidates were required to insert pictures from the support folder in specific positions on the template provided in the support file. Majority of the candidates were able to insert the picture in the specified positions.
Weakness of Candidates
- Some candidates were not able to resize the pictures so as to fit in the specified slots.
- A few of the candidates failed to position the pictures in the specified slots.
Advice to Teachers
Teachers are encouraged to teach students all aspects concerning insertion and manipulation of pictures and other graphical images.
(ii) The instruction required candidates to type text in a specific text box and vary the font size and name as specified. Majority of the candidates were able to type the text (Yuno Secondary School).
Weakness of Candidates
Majority of the candidates also failed to vary the font sizes and font face as required by the question.
Advice to Teachers
Teachers are encouraged to train learners to follow practical instructions strictly.
- Candidates were required to group the objects in the entire publication.
Weakness of Candidates: Many candidates failed to group the objects.
Advice to Teachers
Teachers are encouraged to train learners in the skill of grouping objects because it is essential in desktop publishing.
(e)&(f) Candidates were required to type the given text in the specific area Z, centre align it and insert the candidate’s name as the recipient.
Weakness of Candidates
- Majority of the candidates typed the text but failed to align it to the centre.
- Majority of the candidates failed to locate the exact area where to type the text.
- Some candidates failed to insert the recipient’s name in the expected space
(g) Required to save the publication as candidate’s name and personal number and provide a print out. Most of the candidates were able to save and print their work.
General advice regarding Desktop Publishing
- Teachers should give learners enough time to practice.
- Teachers should teach learners all concepts related to Desktop publishing e.g. creating logos, using Word Arts in design, grouping items, manipulating various graphical objects to form a new entity, etc.
- Teachers are encouraged to take their students through design of various publications.
Question 5: ELECTRONIC SPREADSHEETS
- The question required a candidate to load a file Data and rename the file as candidate’s name and personal number. This instruction was performed well.
Advice to Teachers
Teachers are encouraged to teach their students how to rename files or save existing files with a new name.
- Candidates were required to insert two columns and add labels for total and position. This task was performed well.
- Using relevant functions, candidates were required to obtain the total votes per candidates and as well position each candidate in respect to total votes polled.
- Majority of the candidates successfully worked out this task.
- Some candidates could not automatically generate correct values for the rest of the records using the auto-fill feature.
Advice to Teachers
Teachers are encouraged to teach their students how to use the Auto Fill feature to save time.
- Candidates were required to determine the maximum number of votes polled in each county.
- Candidates were required to determine the number of total votes polled from each county.
For parts (d) and (e) some candidates failed to place the total votes per county in the appropriate position on the worksheet.
Advice to Teachers
Teachers are encouraged to teach their students the various spreadsheet functions and to emphasize the skills of appropriate layout of data on a worksheet.
- Candidates were required to fit the table on one page. Majority of the candidates were not able to fit the table on the page.
Advice to Teachers
Teachers are encouraged to teach learners on how to use the various view modes in spreadsheets (Norma, Page Layout and Page Break Preview) because they are essential when fitting spreadsheets on pages and setting various page layout features.
- Candidates were required to insert a row, merge it and enter the heading to run across the work. Majority of the candidates were able to insert a new row, merge cells in it and add a title.
- Candidates were required to use selected columns to create a 2D stacked line graph. Majority of the candidates were able to plot a graph as required.
- Candidates were required to insert a chart heading and axes titles.
A few candidates chose the wrong chart type and demonstrated little knowledge about charts and chart accessories.
Advice to Teachers
Teachers are encouraged to train their students in the use and insertion of various chart types and how to add the different chart accessories.
- Candidates were required to transfer the chart to another worksheet. Majority of the candidates were able to copy and or/cut and paste to another worksheet.
Advice to Teachers
Teachers are encouraged to train learners on how to insert, delete worksheets in a workbook.
- Candidates were required to insert a header of a name and personal number in the work. Most of the candidates were able to insert a header in their spreadsheets.
- Candidates were required to print a copy of the work done. Majority of the candidates were able to print their work.
S850/3 SUBSIDIARY ICT PRACTICAL PAPER THREE 2017
NB: You can find a scanned PDF for this paper on sharebility here.
Question 1: WORD PROCESSING
- Using a word processing software open the file documentary xy and save it as your names and personal number.
Skills required
- Opening the support file folder
- Copying and pasting the file documentary xy from the support file folder.
- Renaming the file documentary xy to the candidate’s name and personal number.
Popularity of the question
Majority of the candidates were able to perform this instruction.
Weaknesses of Candidates
Some candidates were not able to rename the file.
Advice to Teachers
Teachers should train learners on how to copy and paste, rename files and general file management.
- Underline the heading with dotted lines
Skills required
- Selecting the heading
- Underling the heading with dotted lines.
Majority of the candidates were able to perform this instruction.
Weaknesses of Candidates
Some candidates were not able to select the required underling style from the underline options.
Advice to Teachers
Teachers should train learners in different underling styles and options.
- Drop cap by three lines the first paragraph
Skills required
- Selecting the first character of the first paragraph Drop cap to three lines.
Popularity of the Question
Majority of the candidates were able to perform this instruction
Weaknesses of Candidates
Some candidates were not able to select the required drop cap style from the drop cap options.
Advice to Teachers
Teachers should train learners in different formatting and drop cap options.
- Convert paragraph two into columns with a line in between skills required: Selecting the second paragraph
- Formatting one column paragraph to two columns with a line between
Popularity of the question
- Majority of the candidates were able to convert the paragraph into two columns.
Weaknesses of Candidates
- Some candidates were not able to put a line between the columns
- Some candidates formatted to three columns
Advice to Teachers
- Teachers should train learners how to format paragraphs using column options.
- Insert page numbers, centre aligned in the A, B, C format.
Skills required
- Format page number into the A, B, C format
- Selecting the centre aligned page number option
Popularity of the question
- Many candidates inserted page numbers but not the required A, B, C format
Weaknesses of Candidates
- Some candidates failed to format the page numbers into the required A, B, C format.
- Some candidates who inserted the right format failed to centre align the page numbers.
Advice to Teachers: Should train learners how to format page numbers
- Insert an appropriate watermark of size 38
Skills required
- Inserting a watermark
- Changing the watermark to size 38
Popularity of the question: Many candidates were able to insert watermark
Weaknesses of candidates
- Some candidates failed to format watermark to size 38
Advice to Teachers: Teachers should train students how to customize watermarks.
- Insert a page break after the first paragraph
Skills required: Inserting a page break after the first paragraph
Popularity of the question: Many candidates inserted a page break
Weaknesses of Candidates: Some candidates failed to insert a page break
Advice to Teachers: Teachers should train learners how to insert page breaks
- Insert the image 100JPG on the first page
Skills required: Inserting the image from the support file folder
Popularity of the question
- Many candidates were able to insert to the image from support file folder into the document
Weaknesses of Candidates:
- Some candidates failed to insert the required image 100JPG
Advice to Teachers
- Teachers should train students how to insert pictures from existing files and manipulate them accordingly.
- Apply page border to first page only
Skills required
- Inserting page border on the required position in the document.
Popularity of the question: Many candidates inserted the page number
Weaknesses of Candidates
- Some candidates failed to insert the page border only on the first page
Advice to Teachers
- Teachers should train students how to use different page bolder options
- Insert your name as header and footer as today’s date.
Skills required: Inserting header and footer
Popularity of the question: Many candidates inserted header and footer as required.
Weaknesses of candidates: Some candidates failed to insert today’s date.
Advice to Teachers: Teachers should train students how to format headers and footers
- Set the paper size A5 for the whole document and print your work
Skills required: Setting the page size to A5
Popularity of the question
- Many candidates set the page size to A5
- Many candidates printed work
Weaknesses of Candidates: Some candidates failed to set page size to A5
Advice to Teachers:
- Teachers should train students how to use different page layout options
QUESTION 2: DESKTOP PUBLISHING
The question required the candidate to design a four-cover for a magazine using the following guidelines
- Appropriate layout, paper balance and font variation and relevant pictures
The candidates were required to have knowledge of different layouts of electronic publication particularly the magazine covers, various fonts such as colour, size, styles and background design.
Weaknesses of Candidates
- On layouts, candidates could not use the appropriate layouts
- On variations, candidates failed to clearly bring out variation in font sizes, colour and font faces as required by the question paper.
- On paper balance, candidates failed to optimally utilize the working space available to bring out a clear output.
Advice to Teachers
- Teachers are encouraged to demonstrate basic principles of electronic publication software to their learners
- Teachers should encourage their learners to have regular practice in the computer laboratories.
- The candidates were required to insert a clip to represent the Author at the bottom of the cover.
Weaknesses of Candidates
- The candidates failed to identify and insert relevant clip at the bottom of the cover.
Advice to Teachers
- Teachers are encouraged to train their students in how various clips and/or graphics can be appropriately inserted in publications.
- Candidates were required to use their name as the author of the magazine.
Weaknesses of Candidates
Candidates failed to identify the area where to insert the author’s name.
- Candidates were required to insert an automatic current date to appear as date of publication.
Weaknesses of Candidates
- Candidates failed to insert an auto date instead they simply typeset the date.
Advice to Teachers
- Teachers should demonstrate to the learners how to insert an auto date in electronic publication.
- Candidates were required to apply suitable background for the cover.
Weakness of Candidates: Candidates failed to apply background colour
Advice to Teachers
- Teachers should demonstrate to the learners how to apply different backgrounds using the formatting tools in electronic publication.
- Candidates were required to insert their name and personal number as a header.
Weaknesses of Candidates
- Many candidates failed to insert their name and personal number as header.
- Candidates were required to save and print their work.
Candidates were able to save and print their work as was required by the question paper.
General Recommendations
- Old versions of Microsoft office like Office 2003, 2007 do not have magazine lay out. Schools should adopt use of new versions of Microsoft office like Office 2010, 2013 and 2016.
- Teachers should encourage students to have regular practices on electronic publications so as to master the required skills.
- Teachers are encouraged to teach full package requirements so as to expose learners to a variety of skills in electronic publication.
Question 3: DATABASE
- The question required candidates to create a database for the Medical centre and save it as the candidates’ name and personal number.
Popularity of the Question
It was not so popular since few candidates attempted this question.
Weaknesses of the Candidates
Some candidates created the database but failed to save it as stated in the question (Candidates’’ name and personal number).
Advice to Teachers
Teachers should thoroughly teach their students the steps (techniques) of creating and saving a database as required.
- The question required candidates to create a table in design view with the given field names and the corresponding field properties and save it as “Patient Bio Table”.
Popularity of the Question: This question was not popular.
Weaknesses of the Candidates
- Some candidates failed to assign the right data types/field properties as required by the question.
Advice to Teachers
- Teachers should teach the learners how to assign appropriate data types and field properties to the given fields.
- The question required candidates to create a form from the patient bio table and save it as patient bio form. The form was to be used to enter records in the patient bio table.
Popularity of the Question
It was not so popular since few candidates attempted this number in this paper.
Weaknesses of the Candidates
- Some candidates failed to save the form as required
- Some candidates failed to create the form and instead created queries and tables which were saved as patient bio form’
- Some candidates failed to enter all records as given in the question
Advice to Teachers
- Teachers should teach students how to enter database records using a form
- Teachers should teach students how to select all fields of the table while creating a form.
- And (e) they required the candidates to create a table in design view with the given properties, save it as “Patient Billing Table” and populate it with the given data.
Popularity of the Question: This question was not popular .
Weaknesses of the Candidates
- Some candidates failed to assign the primary key to the right field and others did not assign at all.
- Some candidates entered partial data in the table and others did not enter at all.
Advice to Teachers
- Teachers should teach students the importance of a primary key field and characteristics of a primary key in a database table.
- As above.
- The question required the candidates to create a one-to-one relationship between the two tables.
Popularity of the question: This question was not popular.
Weaknesses of the Candidates
- Some candidates simply created any type of relationship and not-to-one to one relationship as required by the question.
Advice to Teachers
- Teachers should guide the learners on how to create different relationships.
- The question required the candidates to create a query that could extract date from the patient bio table with patients who were not diagnosed with malaria and save it as Anti malaria.
Popularity of the question: This question was not popular.
Weaknesses of the Candidates
- Some candidates did not know the right criterion to use and the corresponding field to apply the criterion.
Advice to Teachers
- Teachers should guide the learners on how to create queries using the right criterion and which field to apply the criterion.
- Candidates were required to create a report including specific fields that were coming from both tables and save it as clinic report. The report was to include a report footer of the candidates’ name and personal number.
Popularity of the question: This question was not popular.
Weaknesses of the Candidates
- Some candidates did not know how to create a report that required selection of fields from 2 different tables.
- Some candidates failed to include the report footer
- Some candidates included page footer instead of report footer
Advice to Teachers
- Teachers should guide the learners on how to create a report and include specific fields from two given tables
- Teachers should teach the learners the clear difference between page footer and report footer
- The question required candidates to print all their work. This question was not popular.
Weaknesses of the Candidates
- Some candidates did not know how to print all their work i.e. including the entire given database objects.
Advice to Teachers
- Teachers should guide the learners on how to print all their work i.e. including all the given database objects.
- Teachers should provide heavy duty printers to help the learners both during practice and in exams.
Question 4: ELECTRONIC PRESENTATION
- Learners were required to create six slides about adolescence
Slide i Candidates were required to give introduction about the topic.
| Slide ii | Candidates were required to give a title for a slide and at least four bulleted points about characteristics of male adolescents.
|
| Slide iii | Candidates were required to give a title for a slide and at least four bulleted points about characteristics of female adolescents.
|
| Slide iv | Candidates were required to give a title for a slide and at least four bulleted points on effects of uncontrolled adolescents.
|
| Slide v | Candidates were required to give a title for a slide and at least four bulleted points on advice to adolescents.
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| Slide vi | Candidates were required to give a title and the given contacts in the question paper. |
Popularity of the question
Very many candidates attempted this question and performed well.
Weaknesses of the Candidates
- Most of the candidates could only raise one point which was not enough and satisfactory.
- Some candidates inserted images that were not provided in the support file.
- Some candidates did not assign any slide titles.
Advice to Teachers
- Encourage learners to give at least four to five points
- Encourage learners to make proper use of support files especially use of provided images
- Slide titles are very necessary for a professional presentation
- Required candidates to provide pictures only from the support files not anywhere else.
Popularity of the Question: Most candidates attempted it.
Weaknesses of the Candidates
Some of the candidates inserted pictures that were not provided for in the support files
Advice to Teachers: Encourage learners to stick to the support filed provided
- Candidates were required to run the slides automatically without stopping and this required them to activate a loop that runs continuously until escape.
Weaknesses of the Candidates
The skill was hard for the candidates and very many failed it.
Advice to Teachers
Teachers should exhaust the entire syllabus to give an opportunity to the learners to be able to attempt most of the questions.
- Candidates were required to insert their full name and automatic date.
Popularity of the question: Most candidates attempted it.
Weaknesses of the Candidates: The date was unable to run automatically for many candidates
Advice to Teachers:
Teachers are advised to teach learners the different types of dates i.e. fixed and automatic
- Candidates were required to save the work using their names and personal number.
Popularity of the question: Most candidates attempted it
Weaknesses of the Candidates
A few candidates were unable to save in their full names and personal numbers
Advice to Teachers:
- Teachers should emphasize seriously the skills of saving
- Avoid saving in unrequired names like Presentation 1.
- Candidates were required to print all the slides on one page.
Popularity of the question: Most candidates correctly attempted this question
Weaknesses of the Candidates:
A few candidates printed in form of a slide per page thus failing the question
Advice to Teachers:
Teachers are advised to exhaust all the presentation printing techniques.
Question 5: ELECTRONIC SPREADSHEETS
What did the question require?
The question required the candidates to apply the following skills of spreadsheets application:
- Statistical, math and trig functions, bordering the active cells and also modifying the worksheet in the given work book by renaming the worksheet.
- Identifying specific cells in a work sheet e.g. C25 and C26.
Popularity of the question
- It was attempted by the majority of the candidates compared to other questions
- Average and sum functions were popular to candidates
- Inserting footer of your name and personal number
Weaknesses of the Candidates?
Many candidates were unable to
- Print on a worksheet on a page or on an A4 paper
- Copy from one worksheet to another
- Rename a worksheet
- Apply all borders on the worksheet
- Rotate titles to an angle of 60 degrees
- Sort totals in descending order according to total mark
- Use count function appropriately
Advice to the Teachers
- Teachers should expose students to common functions like logical, statistical, math and financial functions
- Teachers should encourage students to practice how to print this application properly Teachers should practice continuous assessment method.
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