Caribbean Secondary Education Certificate (CSEC®)

Additional Mathematics: SBA Report Guide

version 1.0

Academic Year 2022-2023

Prepared by Ronald N. Emanuel BA, BSc (candidate)

Correspondence concerning this guide should be addressed to Ronald N. Emanuel

Department of Mathematics, Saraswati Vidya Niketan, Cornelia Ida, Guyana.
Email: emanuel@svn.edu.gy

© 2022
 CSEC Additional Mathematics: SBA Report Guide
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version 1.0

The Rationale for this Guide

School Based Assessment is an integral part of student assessment in the course covered by the CSEC
Additional Mathematics syllabus. It is intended to assist students in acquiring certain knowledge,
skills, and attitudes that are associated with the subject matter. The activities for the SBA are linked to
the syllabus and should form part of the learning outcome to enable the student to achieve the
objectives of the syllabus.

During the study of the subject, students obtain marks for the competence they develop and
demonstrate in undertaking their SBA assignments. These marks contribute to the final marks and
grades that are awarded to students for their performance in the examination.

Assignment

The School Based Assessment consists of one project to be marked by the teacher in accordance with
CXC guidelines. There are two types of projects:

1. Project A is based on applying mathematics concepts, skills, and procedures from any topic(s)
in order to understand, describe or explain a real-world phenomenon. The project is theory-
based and no data collection is required.
2. Project B is based on applying mathematical concepts, skills, and procedures from any
topic(s) in order to understand, describe or explain a real-world phenomenon. The project is
experiment-based and involves data collection.

The student will complete only one project, either Project A or Project B.

Role of the Teacher

The teacher will:

(a). Suggest the project for the SBA.

(b). Provide guidance throughout the life of the projects.
(c). Guide the student throughout the project by helping to clarify the problem or by discussing
possible approaches to solving the problem. The teacher will not provide complete solutions to
the problem.
(d). Ensure that the project is developed as a continuous process that occurs during scheduled class
hours as well as outside of class times.
(e). Assess and record the marks of relevant components of the project at a time determined by the
teacher. A mark-scheme with comments pertinent to the conduct of the assessment will be
provided.

Role of the Student

The student will:

(a). Brainstorm a problem to be solved.

(b). Develop project management charts with definite timelines for the life of the project.
(c). Consult the teacher on possible approaches to solving the problem.
(d). Provide a report/documentation of the progress of the project at times determined by the teacher.
(e). Guard against all forms of plagiarism and academic dishonesty.
(f). Ensure that their documents are safely stored and easily accessible.

Components of the Final Report

1. Project A.

The project will be presented in the form of a report and will have the following parts.

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Part Explanation/Example

Project Title A clear and concise title with strong verbs

Rationale for the A real-world problem in mathematics that is chosen from any subject or
Problem/Statement of Problem discipline such as science, business, or the arts.

Mathematical Formulation of the Identification of Important Elements of the Problem. Selection of a method
Problem to solve the problem. This should be clearly outlined and involves the use
of Specific Objectives in the syllabus.

Solution of the Problem --

Application/Interpretation of the Interpreting the solution of the problem in a real-world context.
Solution

Discussion of Adequate discussion of the solution to the problem and its findings.
Findings/Conclusion Discussion must be in an essay format.

2. Project B.

The project will be presented in the form of a report and will have the following parts.

Part Explanation/Example

Project Title A clear and concise title with strong verbs

Rationale for the A real-world problem in mathematics that is chosen from any subject or
Problem/Statement of Problem discipline such as science, business, or the arts.

Method of Data Collection Selection of a method to collect data to solve the problem. This should be
clearly outlined and involves the use of Specific Objectives in the syllabus.

Presentation of Data Using tables and graphs to describe the data gathered

Analysis of Data Appropriate use of mathematical concepts to analyse and interpret the data
collected.

Discussion of Adequate discussion of the solution to the problem and its findings.
Findings/Conclusion Discussion must be in an essay format.

Project Title
The title of the paper should be direct, accurate, explanatory, and concise. There is no prescribed word
limit, but authors should keep the title succinct and clear. See the table below for guidance on how to
develop effective titles using the examples given.

Effective Title Ineffective Title Rationale

Effect of Depression on the Decision to A Study of the Effect of Depression on More direct: Unnecessary words have
Join a Clinical Trial the Decision to Join a Clinical Trial been cut.

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Why and When Hierarchy Impacts Hierarchy and Team Effectiveness More precise: The relationship between
Team Effectiveness: A Meta-Analytic variables has been clarified; the type of
Integration research (meta-analysis) has been
specified.

Closing Your Eyes to Follow Your Closing Your Eyes to Follow Your Heart More informative: A creative title has
Heart: Avoiding Information to Protect a been balanced with a substantive
Strong Intuitive Preference subtitle.

Rational for the Problem/Statement of Problem

An introduction provides a summary overview of the nature and purpose of your research topic. It
provides the reader with the background information necessary to understand and contextualise your
research. It gives the reader the justification of the project and a literature review of the topic.

The three sub-components are found in your paper introduction: the thesis statement, the purpose or
the justification of the research, and the impact and implications statement.

(a) Thesis statement

A thesis statement usually appears at the conclusion of the introductory paragraph of a paper.
It offers a concise summary of the main point or claim of the essay, research paper, etc. It is
usually expressed in one sentence, and the statement may be reiterated elsewhere.

Here, for example, is a research question posed by a student in a psychology class, along with
that student’s thesis statement.

Research Question:
How and to what extent have the great apes—gorillas, chimpanzees, and orangutans—demonstrated
language abilities to those of humans?

Thesis:
Researchers agree that apes have acquired large vocabularies in American Sign Language and in
artificial languages, but they have drawn quite different conclusions in addressing the following
questions: (1) How spontaneously have apes used language? (2) How creatively have apes used
language? (3) To what extent can apes create sentences? (4) What are some implications of ape
language studies?

One should note that while the research question in the above example points to the direction
of the research, the thesis makes such direction clearer and more detailed. Also, one can
discern that this paper would have four major questions to answer, and hence the
methodology and research design would be tailored to answering these questions.

(b) Purpose statement

The purpose statement summarises the objectives and justification of the research. This
statement should be written clearly and plainly. It is an opportunity to clearly articulate the

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rationale behind your research, providing guidance in establishing a research question and the
resultant paper.

A purpose statement usually appears toward the end of the introduction. The purpose
statement may be expressed in several sentences (2-3 sentences) or even an entire paragraph.
A purpose statement is specific enough to satisfy the requirements of the project, without
which the project will have no aim or direction and the project would be meaningless in its
attempt to answer the research question.

Here is an example of a purpose statement:

Example 1: “Egyptian patients’/guardians’ experiences and perception about clinical

informed consent and its purpose: Cross-sectional study” by Metwally AM and Amer HA, et
al. https://doi.org/10.1371/journal.pone.0252996

This study aimed at identifying participants’ perception of IC purpose as per what is currently practised
and as per their preferences and comparing the current versus the preferred purposes of IC practices
within and between types of health care facilities in Egypt.

Method

The research methodology will comprise the following aspects.

(a) Research Design

Research design is a plan to answer your research question. A research method is a strategy
used to implement that plan. Research design and methods are different but closely related
because good research design ensures that the data you obtain will help you answer your
research question more effectively.

Candidates who design a quantitative research project should elaborate on their use of any of
the four types of research design:

● Descriptive
● Correlational
● Causal-Comparative/Quasi-Experimental
● Experimental Research

These attempts to establish cause-effect relationships among the variables. These types of
designs are very similar to true experiments but with some key differences. A separate
handout will be given that differentiates these types of research designs.

(b) Description of Sampling Process

When describing the sampling process, candidates should be careful to note the following

● Identification of the target population;

● Specification of the sampling frame or otherwise justified;
● Description of same selection methodology/selection of subjects/participants

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This section also must include a statement describing how informed consent was obtained
from the participants (or their parents/guardians) and indicate that the study was conducted in
compliance with appropriate rules and regulations (or within the confines of the laws of the
State, if applicable).

(c) Data Management

Collection and recording, storage and retrieval of data is important for the good outcome of a
research study. Candidates will describe how data was collected and recorded throughout the
research. This section might be like the methodology or be included in the methodology as a
step taken. Here, the researcher will elaborate further on the way in which he/she collected
and recorded the data.

Candidates should have steps in place to securely store and retrieve data since the data
collected contains sensitive and personal information about the participants. Their privacy and
confidentiality must be always protected throughout the course of the study. The candidate
should ensure that at no time confidential information be misplaced or leaked. Here, the
candidate will describe the process of data security.

(d) Organisation of Data

Finally, the researcher will provide a concise discussion on the data extraction procedures
from the raw database into tabular form, with the inclusion of all tables in the report in the
appendix.

Analysis of Data

This is the major and most important part of the research report. The section includes an interpretation
of the study findings, considering the stated hypotheses and presented results. Clearly indicate which
hypotheses were supported by the findings. Highlight study implications, taking care to be appropriate
given the scope of the findings and the potential for error.

Highlight how the findings are similar or different from prior theory and research. There should be a
correspondence between the introduction and the discussion of findings, in that the work presented to
articulate the rationale could be referenced in relation to the findings being analysed here.

Discussion of Findings/Conclusion
Discuss the characteristics of the study samples as related to study limitations and the generalisability
of their findings. In doing so, authors strive to identify and reduce the potential for bias and consider
the implications of their sample around external validity. Make sure to utilise appropriately specific
and system-centred language to describe findings across groups.

Research reports must include the implications for the practice of the study findings. This section
should contain a clear statement of the extent of practical application in the school context of the
current assessment, prevention, or treatment methods. Describe the study limitations related to threats
to the validity and generalisability of the findings. And finally, provide recommendations and possible
solutions to the problem which comes out of the study.

This section also will conclude the report. The conclusion is a short statement (i.e., 1–3 sentences; 30-
70 words) that summarises the research findings and explains their implications to a general

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readership. It should be comprehensive and reflects the hypothesis/objectives and be supported by

data. The candidate should note that it will reflect the thesis statement and the impact and implications
statement in the introduction above.

Project management
Admittedly, research takes time: time for drafting a research question, working hypotheses, method,
collection of data, analysing of data, and writing and revising the research paper in the style
recommended by your instructor. While an early start to planning project work is highly
recommended, a realistic schedule of the dates for submission of the various parts should be
developed by the teacher and individual candidates. The onus will be, however, on the candidate to
meet the required deadlines in the process should he/she desire to have a polished product at the end
of the research project.

The following table is a suggested guide for the management of the research project. Candidates may
adapt this to best suit their needs.

NO. STAGE OF THE RESEARCH FINISHED BY

1. Choose a topic to research.

2. Identify the variables and draft a research question.

3. Draft a possible thesis.

4. Choose a research design.

5. Select a sampling process. Briefly describe this process.

6. Select a sampling population and sampling frame. Briefly describe

this process.

7. Select an instrument design. List the instruments to be used.

8. Construct/create the instruments to be used to collect data.

9. Briefly describe a method to be used to collect the data from 5 to 8.

10. Briefly describe the process of data collection, storage, and retrieval.
Outline the steps taken to secure the data.

11. Present the data using charts, graphs, tables, etc.

12. Analysis of the data using at least three statistical tools (see mark
scheme)

13. Consult sources for further study.

14. Begin writing the report.

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Avoiding plagiarism

Plagiarism is a serious offence in the academic community and avoiding it is something to which
every research student should aim. Your research paper is a collaboration between you and your
sources. To be fair and ethical, you must acknowledge your debt to the writers of those sources. If you
don’t, you are guilty of plagiarism which can result in being graded zero in your research paper.

Three different types of plagiarism are (1) failing to cite quotations and borrowed information, (2)
failing to enclose borrowed language in quotation marks, and (3) failing to put summaries and
paraphrases in your own words. This section will consider the APA Style of citation to avoid each of
the three types of plagiarism.

Citing quotations and borrowed information

You must cite all direct quotations and any borrowed information or ideas from a source: summaries
and paraphrases, statistics, and other specific information.

The APA recommends an author-date style of citations. Here is how the author-date style works:

1. The source is introduced by a signal phrase that includes the author’s last name and date of
publication in parentheses;
2. The material being cited is followed by a page number in parentheses;
3. At the end of the paper, an alphabetised list of references gives the publication information
about the source.

Here is an example of APA citation:

In-text citations

Noting that apes’ brains resemble those of our human ancestors, Leakey and Lewin (1992) argued that
in ape brains “the cognitive functions on which human language could be built are already present” (p.
244).

Entry in the list of references

Leakey, R., & Lewin, R. (1992). Origins reconsidered: In search of what makes us human. New York:
Doubleday.

Note how the source was signalled in the sentence and a direct quotation was used. Other signalling
phrases can be used as well.

To show a reader that you are using the source’s exact phrases or sentences, you must enclose them in
quotation marks. To omit them is to claim that the language is your own. Such omission is plagiarism
even if you have cited the source.

A summary condenses information; a paraphrase reports information in about the same number of
words but in a different sentence structure. When you summarise or paraphrase, you must restate the

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source’s meaning using your own language. Moreover, you must indicate the original source through
citation.

Here is an example of summarising or paraphrasing from an original source:

Original source

If the existence of a signing ape was unsettling for linguists, it was also startling news for animal
behaviourists.

[From Davis, Eloquent Animals, 1976, p. 26]

Unacceptable borrowing of phrase

Davis (1976) observed that the existence of a signing ape unsettled linguists and startled animal
behaviourists (p. 26).

Unacceptable borrowing of structure

Davis (1976) observed that if the presence of a sign-language-using chimp was disturbing for scientists
studying language, it was also surprising to scientists studying animal behaviour (p. 26).

Acceptable paraphrase

Davis (1976) observed that both linguists and animal behaviourists were taken by surprise upon
learning of an ape’s ability to use sign language (p. 26).

To avoid plagiarising an author’s language, set the source aside, write from memory, and consult the
source later to check for accuracy and correctness of meaning. This strategy prevents you from being
captivated by the words and sentence structure of the source you are citing. Remember, you are
reporting on what the source said and not how they said it. Hence, you must only convey the meaning
of the cited source when summarising and paraphrasing.

Varying signalling phrases in APA papers

Here is a list of various signalling phrases you can use or adapt to your paper.

Model Signalling Phrase

According to Terrace, ….

As Davis has noted, ….

“...,” claimed linguist Noam Chomsky.

“...,” wrote professor of Psychology at Toronto University, Jordan Peterson.

Psychologist H. S. Terrace has offered an odd argument for this view, asserting that “...”

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You would have noticed that certain kinds of verbs are used in signalling phrases. The choice of the
verb used in signalling phrases depends on what the source says. Is it making a claim? Is it just
reporting information? Is it presenting an alternative view or argument? Is it rebutting an argument?

Here is a list of verbs you can use in your signalling phrases. Note that these verbs are in the past
tense.

admitted contended reasoned

agreed declared refuted
argued denied rejected
asserted emphasised reported
believed insisted responded
claimed noted suggested
compared observed thought
confirmed pointed out wrote

Document formatting; Sample paper

The APA Style has specific requirements for the formatting of the final document (or manuscript).
Candidates are expected to adhere to those requirements. In addition to providing an APA template,
the following guidelines will be helpful to the student:

Font type Times New Roman Spacing 1.5 to 2.0 spacing

Font size 12 pt Text alignment Left align

Font colour Black Page borders Not required

Margins 1 inch Page numbers Upper right-hand corner

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