THE NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

CANDIDATES’ ITEM RESPONSE ANALYSIS REPORT

FOR THE ADVANCED CERTIFICATE OF SECONDARY
EDUCATION EXAMINATION (ACSEE) 2019

142 ADVANCED MATHEMATICS

 THE NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

CANDIDATES’ ITEM RESPONSE ANALYSIS REPORT FOR

THE ADVANCED CERTIFICATE OF SECONDARY
EDUCATION EXAMINATION (ACSEE) 2019

142 ADVANCED MATHEMATICS

i
Published by
The National Examinations Council of Tanzania,
P.O. Box 2624,
Dar es salaam, Tanzania.

© The National Examinations Council of Tanzania, 2019

All rights reserved.

ii
 Table of Contents
FOREWORD ........................................................................................................... iv
1.0 INTRODUCTION ......................................................................................... 1
2.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH QUESTION
........................................................................................................................3
2.1 142/1 ADVANCED MATHEMATICS 1 .................................................. 3
2.1.1 Question 1: Calculating Devices ........................................................ 3
2.1.2 Question 2: Hyperbolic Functions ...................................................... 5
2.1.3 Question 3: Linear Programming ....................................................... 9
2.1.4 Question 4: Statistics ........................................................................ 13
2.1.5 Question 5: Sets ................................................................................ 18
2.1.6 Question 6: Functions ....................................................................... 21
2.1.7 Question 7: Numerical Methods ....................................................... 28
2.1.8 Question 8: Coordinate Geometry I .................................................. 33
2.1.9 Question 9: Integration ..................................................................... 38
2.1.10 Question 10: Differentiation ............................................................. 42
2.2 142/2 ADVANCED MATHEMATICS 2 ................................................ 47
2.2.1 Question 1: Complex Numbers ........................................................ 47
2.2.2 Question 2: Logic ............................................................................. 51
2.2.3 Question 3: Vectors .......................................................................... 55
2.2.4 Question 4: Algebra .......................................................................... 62
2.2.5 Question 5: Trigonometry................................................................. 67
2.2.6 Question 6: Probability ..................................................................... 72
2.2.7 Question 7: Differential Equations ................................................... 79
2.2.8 Question 8: Coordinate Geometry II ................................................ 87
3.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH TOPIC ... 96
4.0 CONCLUSION AND RECOMMENDATIONS ........................................ 97
4.1 Conclusion ................................................................................................... 97
4.2 Recommendations........................................................................................ 97
Appendix I .............................................................................................................. 98
Appendix II ............................................................................................................. 99
Appendix III.......................................................................................................... 100

iii
 FOREWORD

The National Examinations Council of Tanzania has prepared this report on

the Candidates’ Item Response Analysis (CIRA) for the Advanced
Mathematics examination of Advanced Certificates for Secondary
Education Examination (ACSEE) 2019. The aim of the report is to provide
feedback to students, teachers and other education stakeholders on how the
candidates responded to the items.

The analysis of the candidates’ responses is done in order to identify the

areas where the candidates faced challenges in attempting examination
questions. Basically, the report highlights the candidates’ strengths and
weaknesses which determine whether the education system was successful
or not.

The analysis shows that, the candidates performed well in the topics:
Functions, Linear Programming, Sets, Logic, Statistics, Vectors,
Calculating Devices, Coordinate Geometry II, Algebra, Hyperbolic
Functions, Complex Numbers and Trigonometry. The average performance
was observed in the topics such as Numerical Methods, Differentiation,
Coordinate Geometry I and Differential Equations and the weak
performance in the topics of Integration and Probability. The weak
performance in these topics was due to the candidate’s inability to derive
and apply formulae, axioms, principles and special statistical distribution
functions.

The comments given in this report will help students, teachers, parents,
school managers and administrators to identify proper measures to be taken
in order to improve the candidates’ performance in future examinations
administered by the Council.

Finally, the Council would like to thank everyone who participated in the
preparation of this report.

Dr. Charles E. Msonde

EXECUTIVE SECRETARY
iv
1.0 INTRODUCTION
This report analyses the candidates’ performance in 142 Advanced
Mathematics for the Advanced Certificate of Secondary Education
Examination (ACSEE) 2019. The analysis highlights the strengths and
weaknesses that were observed from the candidates’ responses in order to
provide a general overview of the candidates’ performance.

The Advanced Mathematics Examination had two papers: 142/1 Advanced

Mathematics 1 and 142/2 Advanced Mathematics 2. Advanced
Mathematics 1 had ten (10) compulsory questions with 10 marks each.
142/2 Advanced Mathematics 2 consisted of sections A and B. Section A
comprised four (4) compulsory questions with fifteen (15) marks each.
Section B had four (4) optional questions, each carrying twenty (20) marks.
The candidates were required to answer any two (2) questions from section
B. The questions were set basing on the 2009 Advanced Level Mathematics
syllabus.

A total of 10,649 candidates sat for the Advanced Mathematics

Examination, out of which 9,237 (86.74%) candidates passed. Generally,
the candidates’ performance has increased by 3.0 percent as compared to
the year 2018 whereby 83.74 percent of 11,991 candidates passed. The
candidates who passed these examinations got different grades as indicated
in Figure 1.

Figure 1: Distribution of Grades for the 2018 and 2019 Advanced Mathematics
Examinations
1
This report therefore intends to provide a brief account of the requirements
of the questions and the candidates’ performance in each item. The factors
that accounted for good and poor performance in each question have been
indicated and illustrated using samples of candidates’ responses.
The analysis of the candidates’ performance in each topic is shown in the
appendices in which the green colour stands for good performance, the
yellow colour stands for average performance and the red colour stands for
poor performance. The percentage boundaries 0-34, 35-59 and 60-100 are
used to represent poor, average and good performance respectively. It is
expected that the recommendations in this report will enhance the teaching
and learning of Advanced Mathematics and therefore to improve the
candidates’ performance in the future.

2
2.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH
QUESTION

2.1 142/1 ADVANCED MATHEMATICS 1

2.1.1 Question 1: Calculating Devices

This question had parts (a) and (b). In part (a), the candidates were required to use
 
a non-programmable calculator to (i) calculate log e e 4  2 ln 5  log 5 correct to

six decimal places, and (ii) obtain the value of

4.033  8147650.5 correct to
5
three significant figures. In part (b), the candidates were given the monthly salaries
in Tanzania shillings for 20 employees of KNCU as 260,000.00, 170,000.00,
85,000.00, 505,000.00, 129,000.00, 89,000.00, 220,000.00, 157,000.00,
103,000.00, 480,000.00, 790,000.00, 600,000.00, 340,000.00, 144,000.00,
128,000.00, 90,000.00, 102,000.00, 185,000.00, 219,000.00 and 195,000.00. They
were required to use the statistical functions of the scientific calculator to calculate
(i) the mean (x ) and (ii) standard deviation xn  .

This question was attempted by 10,649 (99.4%) candidates. The percentages of

candidates with weak, average and good scores are shown in Figure 2.

Figure 2: Candidates’ Performance in Question 1

Figure 2 shows that 8760 (82.3%) candidates scored above 3 marks, therefore they
had a good performance in this question. It also shows that 72.5 percent scored
from 6 to 10 marks, amongst 33.6 percent scored all 10 marks. The candidates in

3
this category were able to compute the given expressions and presented the
answers according to the given instructions. In part (a) (i), they were able to use a
non-programmable calculator to compute the value of log e e 4  2 ln 5  log 5
correct to six decimal places as 4.756253 . In part (a) (ii), they computed the
3 0.5
(4.03) ´ (814765)
square root of the expression correct to three significant
5
figures as 163. In part (b), they correctly entered the monthly salaries for 20
employees into the scientific calculator to get the mean ( x ) and standard deviation
( xn ) as 249,550.00 and 190,709.3272 respectively. Extract 1.1 shows the
responses of a candidate who answered the question correctly.

Extract 1.1 A correct response from one of the candidates.

Figure 2 also shows that 17.7 percent of the candidates scored from 0 to 3 out of 10
marks and among them 4.7 percent scored zero. Such candidates could not fix non-
programmable calculators to six decimal places in part (a) (i) and three significant
figures in part (a) (ii). Thus, the majority of candidates obtained the inappropriate
answers such as 4.7562533 in (i) and 162.54483, 162.545 etc. in (ii). In part (b), a
significant number of candidates calculated the mean and standard deviation
manually by using the frequency distribution table instead of using the statistical
functions of a non programmable calculator. This shows that they did not adhere to
the requirements of the question. A sample response from one of the candidates
who did the question poorly is shown in Extract 1.2.

Extract 1.2: An incorrect response from one of the candidates

4
2.1.2 Question 2: Hyperbolic Functions
In this question, the candidates were required to: (a) solve the equation
cosech 1 x   ln x  ln 3  0 , (b) prove that x  ln sec  tan  given that
sinh x  tan and (c) use the hyperbolic functions substitutions to find
1
 x 2
 8 x  25
dx .

A total of 9946 candidates equivalent to 92.9 percent attempted this question.

Amongst, 7644 (76.9%) candidates scored marks ranging from 3.5 to 10.
Therefore, the candidates' performance in this question was good. Figure 3 gives
the percentage of candidates who had weak, average and good scores.

Figure 3: Candidates' Performance in Question 2

The candidates who performed well in part (a) applied the laws of logarithms and
the definition of cosech 1 x  to express cosech 1 x   ln x  ln 3  0 in the form
x 3  3x  0 and solved it to get x  3 . Likewise, in part (b), the candidates were

able to use either the definition sinh x 

e x  ex
2
 
or sinh 1 x   ln x  1  x 2 to

prove that x  ln sec   tan  . Moreover, in part (c), the candidates were able to

5
write x 2  8x  25 as x  42  9 and substituted x  4  3sinh  and
1
dx  3 cosh  d into  x  4 2
9
dx to get

1  x 4
 x 2
 8 x  25
dx  sinh 1 
 3 
  C . Extract 2.1 is a solution presented by one

of the candidates who answered the question correctly.

6
Extract 2.1: A correct response

7
In Extract 2.1 the candidate defined cosech 1 x  and sinh x correctly and applied
the appropriate techniques of integration.

On the other hand, 2302 (23.1%) candidates scored 3.0 marks or less. In part (a),
1 1
some candidates defined cosech 1 x incorrectly whereby 1
, and
sinh x cosech x
 
ln 1  1  x 2 were frequently seen. Other candidates reached at x 
1
  3 
sinh ln   
  x 
correctly but they confused the definition of the hyperbolic sine with that of
2
hyperbolic cosine. Such candidates wrote x   3   3
instead of
ln    ln  
e x
e x

2
x 3  3
. In part (b), the confusion in defining hyperbolic sine and
ln    ln  
e e
x x

hyperbolic cosine was also noted. Some candidates defined sinh x as

 
x x
e e
x
e e x
instead of . Such candidates got x  ln tan   tan 2   1 ,
2 2
which do not give a way to x  ln sec   tan  . Also, some candidates used the
sin 
identity tan   to produce the equation sin   cos  sinh x . This equation
cos 
does not give direct connection to the form of the required proof. They were
e x  ex
supposed to define sinh x as to produce an equation
2
e   2 tan e
x 2
 1  0 that could be solved to get x  ln sec   tan  . In part
x

(c), several candidates showed weaknesses in completing the square of

x 2  8x  25 so as to produce x  4  9 . Majority of these candidates had a
2

1 1
wrong solution  x  8 x  25
2
dx  
x  42  41
dx which led to a wrong

1  x4
answer,  x 2  8 x  25
dx  41 cosh 1    c . Extract 2.2 is a sample
 41 
response from a candidate who did the question badly.

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 Extract 2.2: An incorrect response

In Extract 2.2, the candidate defined cosech 1 x incorrectly.

2.1.3 Question 3: Linear Programming

In this question, it was given that “Mr Masumbuko has two traditional stores A and
B for storing groundnuts. He stored 80 bags in A and 70 bags in B. Two customers
C and D placed orders for 35 and 60 bags respectively. The transport costs per bag
from A to C, A to D, B to C and B to D are 8/=, 12/=, 10/= and 13/= respectively.”
The candidates were required to (a), find the number of bags delivered to each
customer in order to minimize the transport cost and (b) determine the minimum
cost of transport.

The analysis shows that 6.3 percent of the candidates who attempted this question
scored from 0 to 3 marks, 13.4 percent from 3.5 to 5.5 and 80.3 percent from 6 to
9
10 marks. Generally, the candidates’ performance was very high, as 93.7 percent
of them got more than 3 marks. Figure 4 illustrates the candidates’ performance in
this question.

Figure 4: Candidates’ Performance in Question 3.

The candidates who performed well in this question were able to present the given
information on a drawing which helped them to formulate the constraints
x  y  80 , x  y  25 , x  35 and y  60 and the objective function
f x, y   1130  2 x  y . The candidates also represented the inequalities
graphically and identified the feasible region as well as the corner points (25, 0) ,
(35, 0), (35, 45), (20, 60), (0, 60) and (0, 25) . Furthermore, they inserted the
corner points into the objective function and recognized that the point (35, 45)
gives 35, 45 and 15 as the required number of bags to be transported from A to C,
A to D and B to D respectively. Moreover, the candidates obtained 1015/= as the
minimum cost of transport. Extract 3.1 is a sample answer obtained by one of the
candidates who answered the question correctly.

10
11
 Extract 3.1: A correct response from one of the candidates

On the other hand, the analysis of the candidates’ responses shows that the
candidates who got the question wrong failed to formulate the inequalities which
satisfy the given conditions. For example, they presented the inequalities as
x  y  80 , x  y  25 , x  35 and y  60 . Further analysis shows that a
significant number of candidates failed to present the given information on a
transportation schedule. Some of them regarded the given question as a normal
linear programming problem while it was a transportation problem. Consequently,
they formulated the constraints as 8x  12 y  80 , 10 x  13 y  70 and objective
function as f x, y   35x  60 y . Others wrote a system of linear equations
8x  12 y  80 , 10 x  13 y  70 instead of inequalities. Extract 3.2 is a sample
answer from the script of the candidate showing incorrect inequalities and
objective function.

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 Extract 3.2: An incorrect response from one of the candidates

2.1.4 Question 4: Statistics

The question was;

(a) The sum of 20 numbers is 320 and the sum of the squares of these numbers
is 5840.
(i) Calculate the mean and standard deviation of 20 numbers.

13
 (ii) If one number is added to the 20 numbers so that the mean is
unchanged, find this number and show whether the standard
deviation will change or not.
(b) A watchmen at Mlimani city shopping centre recorded the length of time,
to the nearest minute, that a sample of 131 cars was parked in their car
park. The results were:
Time (minutes) 5 – 10 11 – 16 17 – 22 23 – 28 29 – 34 35 - 40
frequency 15 28 37 26 18 7
(i) Calculate the median time correct to four decimal places.
(ii) By using the coding method and the assumed mean
A  19.5 , calculate the mean in two decimal places.

The analysis of data shows that 10594 (98.9%) candidates attempted this question
out of which 8926 (84.3%) candidates scored marks ranging from 3.5 to 10. This
implies that the candidates’ performance in this question was good as illustrated in
Figure 5.

Figure 5: Candidates' Performance in Question 4.

A total of 904 candidates (8.4%) scored all 10 marks allotted to this question. In
20 20

 xi  320 , x  5840 and N  20 from

2
part (a) (i), they extracted the data i
i 1 i 1
20

x i
the given word problem. They applied the formulae x i 1
and
N
14
 2
n
 n 
 xi 2
  xi 
to get x  16 and   6 . In part (a) (ii), the candidates realised
 i 1
  i 1 
n  n 
 
 
that the value of the added number is the same as the computed mean in (i).
21 21 20
Consequently, they computed  xi as
i 1
2
 xi   xi  16  6096 and applied
i 1
2

i 1
2 2

21

x
2
i
the formula   i 1
 x 
2
to get   5.855 . Finally, they were able to comment
21
that the standard deviation will change. In part (b) (i), the candidates extracted the
data L  16.5 , N  131 , nb  43 , c  6 and nw  37 from the given frequency
N 
  nb 
distribution table. Then, they used the formulae Median  L   2 c to obtain
 nw 
 
 
time equals 20.15 minutes. In part (b) (ii), the candidates used A  19.5 and c  6
xA
to develop the columns of y  and fy , which enabled them to get
c
 fy
 fy 25 . Moreover, they applied the formula Mean  A  c N to obtain
mean equals 20.65 minutes. Extract 4.1 shows a sample of a solution from one of
the candidates who answered the question correctly.

15
16
 Extract 4.1: A correct response
In Extract 4.1, the candidate extracted data from the word problem and frequency
distribution table correctly and applied the appropriate formulae.

Extract 4.2: A correct response

In Extract 4.2 the candidate calculated the mode instead of median.

17
2.1.5 Question 5: Sets

This question had parts (a) and (b). In part (a), the candidates were required to

prove that  A  B  B  A   A  B    A  B  using the properties of sets. In
part (b), it was given that a student at Sokoine University of Agriculture made a
study about the types of livestock’s in a nearby village. The student came up with
the following findings: 82 villagers kept cattle, 110 villagers kept goats, 73
villagers kept pigs, 59 villagers kept cattle and goats, 53 kept goats and pigs, 32
kept cattle and pigs, 20 kept all three types of livestock’s. If the village has 200
occupants, the candidates were instructed to use Venn diagram to find the number
of villagers who kept (i) only one type of livestock, (ii) only two types of livestock
and (iii) none of the livestock.

The question was attempted by 10,629 (99.3%) candidates, out of which 80.4
percent scored from 6 to 10 marks and 5.0 percent scored all 10 marks. Further
analysis shows that 11.5 percent of the candidates had average performance; their
scores ranging from 3.5 to 5.5 and 8.1 percent scored from 0 to 3.0 marks.
Generally, the candidates’ performance was good as illustrated in Figure 6.

Figure 6: Candidates' Performance in Question 5

The analysis of the candidate’s responses shows that the candidates who did well
in part (a) used correctly the distributive law, complement law, identity law and the

de Morgan’s law in showing that  A  B  B  A   A  B    A  B  . In part
(b), they transformed the given word problem mathematically and presented it on a
18
Venn diagram to obtain the correct answer. Extract 5.1 is a sample response taken
from the script of a candidate who answered the question correctly.

19
 Extract 5.2: A correct response from one of the candidates
Despite the good performance, 110 (1.0%) candidates got the question wrong. In
part (a), some candidates used Venn diagram in proving the given expression
contrary to the requirements of the question. Others confused the concept of set
with that of Logic as they wrote the disjunction symbol   frequently instead of
the union symbol  and the conjunction   instead of the intersection  .
Another common mistake committed by a number of candidates was failure to
state the names of each law applied. In part (b), some candidates were able to draw
Venn diagram but could not position correctly the number of villagers on each
region of the diagram. For instance, they placed 79 instead of 18 in the region for
goats only, 29 instead of 11 in the region for cattle only, 73 instead of 8 in the
region for pigs etc. Thus, it was difficult for them to find the number of villagers
who kept one type of livestock, only two types of livestock and none of the
livestock. In addition, several candidates used the formula to solve the problem
contrary to the requirements of the question. Extract 5.2 illustrate this case.

20
 Extract 5.2: An incorrect response from one of the candidates

2.1.6 Question 6: Functions

The question had parts (a) and (b). In part (a), the candidates were required to (i)
x
1
mention any two properties of f ( x)  b and (ii) draw the graph of f ( x)   
x

2
x2  2x  3
for  3  x  3 . In part (b), the candidates were given y  and asked
x2  4
to; (i) find the vertical and horizontal asymptotes, and (ii) sketch the graph of y.

21
A total of 10,658 (99.5%) candidates did this question. As Figure 7 shows, 94.5
percent of those candidates scored the marks ranging from 3.5 to 10. Therefore, the
question was best performed in this examination.

Figure 7: Candidates' Performance in Question 6

In part (a) (i), the candidates who performed well mentioned two properties of
f ( x)  b x out of the following: f x  is a one-to-one function; domain of f(x) is
 ,  and its range is 0,  ; the graph of f x  is a curve passing through
1, b and 0, 1 ; f x  is an increasing function that approaches zero as x
approaches negative infinity for b  1 ; and f x  is a decreasing function that
approaches zero as x approaches positive infinity for 0  b  1 . The properties
which were frequently observed in candidates’ responses are domain is a set of all
real numbers and range is a set of all positive numbers. In part (a) (ii), they used
the properties mentioned in part (a) (i) or otherwise to draw the graph of
x
1
f ( x)    correctly. In part (b) (i), the candidates solved an equation x 2  4  0
2
 x2  2x  3 
to get vertical asymptotes x  2 and x  2 and evaluated y  lim  
 x 4 
x  2

to get horizontal asymptote y  1 . In part (b) (ii), they solved an equation

x2  2x  3
 0 to get x - intercepts, x  1 and x  3 . Also they evaluated the
x2  4
x2 - 2 x - 3 3
value of y = 2
when x  0 to get y  intercept  . Moreover, they
x - 4 4
22
used the information obtained in both parts (i) and (ii) as well as a table of values
to sketch the graph. Extract 6.1 is a sample response taken from a candidate who
did the question correctly.

23
24
25
26
 Extract 6.1: A correct response

In Extract 6.1, the candidate had sufficient understanding of the properties and
graphs of exponential and rational functions.

On the other hand, 591 (5.5%) candidates scored low marks ranging from 0 to 3.0.
In part (a) (i), majority of them could not state the properties of f ( x)  b x
correctly. For instance, some candidates wrote "the graph is not complete curve
and not complete straight line" while others stated that "the function is

27
commutative or distributive or associative". These responses indicate that they had
insufficient knowledge on the properties of exponential functions. In part (a) (ii),
several candidates prepared a table of values correctly but did not adhere to the
properties of exponential functions based on the given interval  3  x  3 . Some
candidates drew the graph that resembles step function while others presented
graph with arrows. In part (b) (i), the analysis of candidates' responses shows that
majority of the candidates made confusions on asymptotes as they exchanged the
values of the horizontal asymptote with that of vertical asymptotes. Also, some
candidates could not obtain the correct values of asymptotes due to computational
errors. Moreover, in part (b) (ii), several candidates did not find intercepts of the
function. Lack of intercepts and use of incorrect values of asymptotes led them to
sketch incorrect graph. Extract 6.2 shows a sample response from a candidate who
did the question poorly.

Extract 6.2: An incorrect response

In Extract 6.2, the candidate computed did not understand the requirements of the
question as he computed the required asymptotes interchangeably.

2.1.7 Question 7: Numerical Methods

This question had parts (a), (b) and (c). In part (a), it was given that the value
b
A   f ( x) dx represents the area under the graph of y  f (x) between x = a
.a

and x = b . The candidates were required to derive the trapezium rule with six

28
 b
ordinates in finding the approximation of A   f ( x) dx . In part(b), the candidates
.a
3
x 7
were required to approximate 
1 1  x4
dx correct to three decimal places by using

trapezium rule obtained in (a). In part (c), the candidates were required to use the
7 x3
approximation obtained in part (b) and the actual integral of 
1 1 x4
dx to

calculate the relative error correct to three decimal places.

A total of 10,253 candidates corresponding to 95.8 percent attempted the question.

Out of such candidates, 48.9 percent scored 0 to 3 marks, 28.6 percent 3.5 to 5.5
marks and 22.5 percent scored 6 to 10 marks. The candidates’ performance in this
question was average, since 51.1 percent scored above 3 marks. Figure 8 shows the
candidates’ performance in this question.

Figure 8: Candidates' Performance in Question 7

The analysis shows that the candidates who had a good performance demonstrated
the following strengths: In part (a), they sketched the graph of f ( x ) , divided the
area under the graph of f ( x ) into five strips whereby the shape of each strip was
nearly a trapezium, calculated the approximated area of each strip and added them
ba
 y1  y6  2 y2  y3  y4  y5  . In part (b),
b
to get the formula  f ( x )dx 
a 10
they constructed a table of values with correct entries for the ordinates y1, y2, y3, y4,
y5 and y6 as 0.500, 0.436, 0.292, 0.217, 0.172 and 0.143 respectively. They then
29
substituted the upper and lower limits of the given definite integral and the
7x3
1 1  x 4 dx equal to 1.726. In part
ordinates into the formula obtained in (a) to get

(c), most candidates opted to use the substitution u = x 4 to solve for dx to get
du
dx = and to change the boundaries of integration into u = 1 and u = 2401 .
4 x3
7 x3 1 2401 du
1 1  x 4 1 1  u
They then expressed the integral 4
dx into and solved it to get

 a0  a
1.773. Finally they used the formula a  and the results obtained in part
a0 a0
(a) and (b) to get 0.027 as the required relative error. Extract 7.1 is a sample
answer from one of the candidates who performed well.

30
Extract 7.2: A correct response

31
Despite the average performance in this question, a total of 2915 (28.4%)
candidates did not answer the question correctly. In part (a), many candidates
derived the Simpsons rule instead of trapezium rule as shown in Extract 7.2. Some
candidates derived the Trapezium with n ordinates instead of 6 ordinates. Such
candidates ended with the formula A   y1  yn  2 y2  y3  ...  yn 1  . Other
h
2
candidates regarded ordinates as strips as a result they ended up with the formula
ba
 y1  y7  2 y2  y3  y4  y5  y6 
b
with seven ordinates ie.  f ( x )dx 
a 10
instead of six ordinates. In part (b), a number of candidates failed to realize that h
is an interval between two consecutive ordinates as they used formulae such as
ab b- a b- a
h and h = instead of h = which let to wrong approximation
n n n- 1
of the given integral. In part (c), the candidates encountered the following
challenges: Some candidates did not express the limits of integration in terms of u.
7 du 7 7
For example, they wrote ò1
u
(
= ln u = ln 7 - ln1 =1.81 instead of ln 1+ x .
1
4
) 1

This shows that they could not remember that if you are working with a definite
integral, the limits of integration will change as well. Other candidates failed to
1
identify that the ant derivatives of the integrand is ln u . Also, several candidates
u
7
x3
evaluated the actual integral of 1 1  x 4 dx correctly but they calculated the
percentage error instead of relative error.

32
 Extract 7.2: An incorrect response

In Extract 7.2, the candidates derived the Simpson’s rule instead of Trapezium
rule.

2.1.8 Question 8: Coordinate Geometry I

This question had parts (a), (b) and (c). In part (a), the candidates were required to
derive the formula for calculating the area of a rectangle whose vertices are
A(x1 , y1 ) , B (x2 , y2 ), C (x3 , y3 ) and D (x4 , y4 ). In part (b), the candidates were
instructed to use the formula obtained in part (a) to find the area of the rectangle
33
whose vertices are 1, 1 , 3, 5 ,  2, 4 and  1,  5 . In part (c), they were asked
to show that the line 3x  4 y  14  0 is a tangent to the circle
x 2  y 2  4x  6 y  3  0 .

The analysis of data shows that 9023 (84.3%) candidates attempted this question,
of whom 3663 (40.6%) candidates scored the marks ranging from 3.5 to 10 and
among them 0.8 percent scored all 10 marks. Therefore, the candidates'
performance in this question was average. Figure 9 gives a summary of the
candidates' performance.

Figure 9: Candidates' Performance in Question 8

The candidates with good performance were able to sketch the given rectangle on
xy plane and construct vertical lines that connect each vertex to the x - axis to
develop four trapeziums as required in part (a). They also derived the formula for
calculating area of the rectangle by finding sums and differences of the areas of
trapeziums. Others used determinant approach of finding area of triangle to derive
the required formula as shown in Extract 8.1. The candidates who attempted part
(b) correctly substituted the values of x1 , y1   1, 1 , x2 , y2   3, 5 ,
x3 , y3    2, 4 and x4 , y4    1,  5 into the formula derived in part (a) to get
Area  21 square units. In part (c), the candidates managed to express
3x  14
3x  4 y  14  0 as y  and substituted it into the equation
4
x 2  y 2  4 x  6 y  3  0 to obtain the quadratic equation 25x 2 + 220 x + 448 = 0 .
Finally, they substituted a  25 , b  220 and c  448 into the condition b 2  4ac
to get 48400  48400 , which fulfil the requirements of the question. Also, a few

34
candidates attempted the question by showing that the radius of the circle equals to
the perpendicular distance of a centre from the line. They calculated the radius (r =
4) and centre C(-2, -3) from x 2  y 2  4 x  6 y  3  0 . Then, they computed the
perpendicular distance of the centre from the line 3x  4 y  14  0 to get d = 4
units verifying that the given line is a tangent to the circle. Extract 8.1 is a sample
response taken from the script of one of the candidates.

35
 Extract 8.1: A correct response

In Extract 8.1, the candidate correctly derived and applied the formula for
calculating area of rectangle using coordinates of vertices.

Conversely, 1738 (19.3%) candidates scored zero. In part (a), it was noted that a
large number of candidates did not apply the concepts of area of trapeziums to
derive the formula for calculating area of the rectangle. Some candidates used the
formula for finding the distance between two points and Area  length  width .
This approach excludes one vertex as it involves only three vertices. Also, a greater
proportion of candidates decided to use the determinant method, which seems to be
an alternative means of writing the required formula. But the incorrect formulae
x1 y1
x1 y1
x2 y2
1 x2 y2
A  x 3 y 3 and A  dominated in candidates' responses. The mistakes
2 x3 y3
x4 y4
x4 y4
x1 y1
in part (a) and computational errors in part (b) caused many candidates to have
incorrect responses for part (b). For example, the candidates who applied the

36
 x1 y1
x2 y2
formula A  x3 y 3 got 42 square units instead of 21 square units. In part (c),
x4 y4
x1 y1
majority of the candidates used the condition b 2  4ac rather than the concept of
radius of a circle. Such candidates produced an incorrect equation as shown in
Extract 8.2. This indicates that they had insufficient knowledge and skills in
expanding squares of linear expressions. A few candidates who used the concept of
radius did computational errors particularly in calculating the perpendicular
distance of a centre from the line 3x  4 y  14  0 . Several candidates
differentiated x 2  y 2  4 x  6 y  3  0 , the procedure which does not lead to the
correct answer. Other candidates developed a wrong equation 3x  4 y  17  0
from x 2  y 2  4 x  6 y  3  0 with intention of applying the concept of
perpendicular lines, m1m2  1 . This concept could not work for the asked case.
Extract 8.2 shows a sample response from one of the candidates who attempted the
question incorrectly.

Extract 8.2: An incorrect response

37
In Extract 8.2, the candidate developed a wrong equation.

2.1.9 Question 9: Integration

This question comprised parts (a) and (b). In part (a), the candidates were required
to obtain a reduction formula of I n in terms of I n2 from I n   sec n xdx and use it

 sec
5
to integrate xdx . Part (b) required the candidates to find the length of an arc
given by x  a(cos    sin  ) and y  a(sin    cos  ) between
  0 to   2

A total of 6,820 candidates (63.7%) attempted this question. This implies that more
than one third of the candidates did not answer the question. The analysis of data
shows that 70.7 percent scored 0 to 3 marks, 25.0 percent scored 3.5 to 5.5 marks
and 4.3 percent from 6 to 10 marks. Further analysis shows that 41.7 percent
scored zero. Therefore, the question was poorly performed as indicated in Figure
10.

Figure 10: Candidates' Performance in Question 9

The factors that contributed to the poor performance are as follows: In part (a),
some candidates were unable to write secn x as the product of secn- 2 x and sec2 x

 sec
n 2
so that they can integrate x sec 2 xdx by parts to obtain the formula

n2 1
In    I n 2  tan x sec n 2 x . Such candidates failed to find  sec 5 x dx as
 n  1  n  1
well because it required them to apply the reduction formula obtained previously.
38
  sec
5
Most of them worked out x dx using the method of integration by parts as
illustrated in Extract 9.1. These candidates lost some marks because they did not
adhere to the instructions. In part (b), some candidates could not find the arc length
because they had a problem in differentiating the parametric equations
x  a cos    sin   and y  a sin    cos   . Others substituted 360o as the
a 2
upper limit into instead of 2 . Such candidates came up with 64,800a units
2
instead of 2a 2 units. It was also found that a number of candidates used the
2 2 2 2
b  dx   dy  b  dx   dy 
incorrect formula       dx instead of       d . These
a
 d   d  a
 d   d 
candidates got the incorrect length of the arc as they integrated a with respect x
to get 2a instead of 2a 2 .

Extract 9.1: An incorrect response

39
In Extract 9.1, the candidates did not use the reduction formula to integrate
 sec
5
xdx

On the other hand, there were 80 (1.2%) candidates who answered this question
n2 1
correctly. They derived the reduction formula I n    I n 2  tan x sec n 2 x
 n 1  n 1
from I n   sec n xdx and used it to find  sec
5
xdx in part (a). In part (b), the
candidates were able to find the length of an arc from the given parametric
equations. Extract 9.2 represents a sample solution from one of the candidates who
had adequate skills on the concepts of Integration.

40
41
 Extract 9.2: A correct response

In Extract 9.2, the candidates derived correctly the reduction formula and was able
to calculate the length of an arc.

2.1.10 Question 10: Differentiation

n
 1  x2 
This question had parts (a), (b) and (c) which asked as follow: (a) if y   
2 
1  x 
dy
show that (1  x 4 )  4nxy  0 ; (b) if the minimum value of
dx
f ( x)  2 x  3x  12 x  k is one –tenth of its maximum value, find the value of
3 2

f f  y
k; and (c) (i) If f ( x, y)  x 3 y  e xy , find and (ii) If z  x 2 tan 1   ,
2
and
x y x
2z
find at (1,1).
xy

The data analysis reveals that out of 8263 (77.2%) candidates who answered this
question, 3551 (43.0%) scored the marks ranging from 3.5 to 10. Therefore, the
candidates' performance in this question was average. Figure 11 shows the
percentage of candidates with weak, average and good scores.

42
 Figure 11: Candidates' Performance in Question 10

Further analysis shows that 93 (1.1%) candidates scored all 10 marks. The
n
 1  x2 
candidates who answered part (a) correctly, differentiated y    by
2 
1  x 
introducing natural logarithm or otherwise and arranged the resulting equation into
dy
(1  x 4 )  4nxy  0 to meet the requirements of the question. In part (b), they
dx
differentiated f x   2 x 3  3x 2  12 x  k at once to get f x   6 x 2  6 x  12 .
Also, the candidates realized that at maximum or minimum point f x   0 , hence
they solved 6 x 2  6 x  12  0 to get x  2 or x  1 . Thereafter, they realized
that f x  has maximum value at x  2 and minimum value at x  1 using the
second derivative test. Finally, they got f  2  20  k and f 1  7  k , which

were used to formulate the equation  7  k 

1
20  k  that gives k  10 . The
10
f
 3x 2 y  y 2 e xy and
2
candidates who answered part (c) (i) correctly obtained
x
f
 x 3  2 xye xy from f x, y   x 3 y  e xy . Likewise, in part (c) (ii) they
2 2

y
2z x 4  3x 2 y 2  y
obtained   1 from z  x 2 tan 1   and x, y   1, 1 . These
xy x  y 
2 2 2
x
candidates had sufficient knowledge and skills on partial derivatives. Extract 10.1

43
is a sample answer of one of the candidates who performed well parts (a) and (c) of
the question.

44
 Extract 10.1: A correct response

In Extract 10.1, the candidate had correct understanding on both total and partial
differentiation.
Analysis of the candidates’ performance also reveals that 4712 (57.0%) candidates
scored 3.0 marks or less. Their responses showed a number of weaknesses. In part
(a), a considerable number of the candidates could not recall the quotient rule
dv du du dv
u v v u
dy dy
correctly. For instance, some used  dx 2 dx instead of  dx 2 dx .
dx v dx v
Apart from that, some of the candidates who decided to introduce natural logarithm
did some errors in applying the laws of logarithms particularly the quotient rule.
In part (b), a significant number of candidates could not interpret the sentence "the
minimum value of f ( x)  2 x 3  3x 2  12 x  k is one –tenth of its maximum

value" correctly. As a result, they wrote

1
k  7  20  k instead of
10
k 7 
1
20  k  . Also, few candidates could not solve the equation
10
 7  k  20  k  correctly. They ended up with incorrect answer such as k  1
1
10
and k  9 . In addition, some candidates evaluated maximum or minimum point
incorrectly by solving f x   0 instead of f ( x )  0 . Extract 10.2 illustrate such
45
case. In part (c) (i), a notable number of the candidates were unable to get correct
f f
of f x, y   x 3 y  e xy . The incorrect answers
2
partial derivatives and
x y
f f f
 3x 2 y  e xy and  x 3  2 ye xy  3x 2 y  e y
2 2
or and
x y x
f
 x 3  2 xe xy were frequently seen in the candidates' responses. In part(c) (ii),
2

y
2z 2 z z z
many candidates misinterpreted as  . instead of
xy xy x y
2 z   z 
   . This misinterpretation led to incorrect answer such as
xy x  y 
2z
 0.61072 . Moreover, majority of the candidates who attempted this
xy
question denoted partial differentiation as total differentiation. These candidates
df df d 2z f f 2z
wrote , and instead of , and indicating insufficient
dx dy dxdy x y xy
knowledge in mathematical language.

46
 Extract 10.2: An incorrect response

In Extract 10.2, the candidate solved f x   0 instead of f ( x )  0

2.2 142/2 ADVANCED MATHEMATICS 2

2.2.1 Question 1: Complex Numbers

This question comprised parts (a), (b) and (c). In part (a), the candidates were
4
 1  i   3 
8

required to express the complex number    in the form a  ib . In

 1  i   1  i 
part (b), they were required to show that (r cos   i sin  )  r n ein . In part (c), it
n

was given that the point P represents the complex number z  x  iy on the
Argand diagram and the candidates were required to describe the locus of P if
z 1  3 z  i .

The analysis shows that the question was attempted by 10344 (96.6%) candidates,
of whom 36.9 percent scored from 9 to 15 marks, 30.8 percent from 5.5 to 8.5
marks and 32.2 percent from 0 to 5.0 marks. Further analysis indicates that 327
candidates (3.2%) did the question well and scored all 15 marks while 425
candidates (4.1%) scored 0. The general candidates’ performance in this question
was good because 67.7 percent scored marks ranging from 5.5 to 15. Figure 12
illustrates this case.

47
 Figure 12 Candidates’ Performance in Question 1

The analysis of the candidates’ responses shows that the candidates who got the
question right displayed the following strengths. In part (a), they multiplied the
4
 1  i   3 
8
1+ i 3
term and in the expression    by 1 + i which is the
1- i 1- i  1  i   1  i 

 2i   3 1  i  
8 4

conjugate of the denominator 1- i , to get      and simplified it to

 2   2 
5
  0i . In part (b), many candidates realized that cos   i sin  equal to e i and
4
hence were able to show that (r cos   i sin  )  r n ein . A few candidates
n

employed the principle of mathematical induction by showing the left hand side of
the given equation equals to rei when n = 1 , r k eik when n = k and
r k 1e 
i k 1
 rei when n = k + 1 . In part (c), they were able to insert z  x  iy into
2 2
 5  3
z  i  3 z  i and manoeuvred it to get x   y      . Moreover, they
2

 4 4
were able to conclude that the locus of point P represents the circle whose centre is

48
 5  3
 0,  and radius r  units. Extract 11.1 shows a response of a candidate who
 4  4
did well in this question.

49
Extract 11.1: A correct response from one of the candidates
50
On the other hand, the candidates who scored low marks faced the following
challenges: In part (a), they failed to identify that the conjugate of 1  i is 1  i and
hence unable to express the given expression in the form a  ib as shown in
Extract 11.2. In part (b), they forgot to use the Euler’s formula to prove that
r n  cos n  i sin n   r nein instead they tried to derive it. In part (c), some
candidates did not know how to find the magnitude of the resulting expression
after putting z  x  iy into z  i  3 z  i while others could not complete the
2 2
5  5  3
square of x 2  y 2  y  1 to get x 2   y      due to weaknesses in
2  4 4
algebra.

Extract 11.2: An incorrect response

In Extract 11.2, the candidates was unable to use the concept of conjugate.

2.2.2 Question 2: Logic

The question consisted of parts (a), (b) and (c). In part (a), it was given that P
stands for “She is tall” and Q for “She is beautiful”. The candidates were required
to write the verbal representation of the statements (i) P  Q , (ii) P ~ Q , (iii)
~ P ~ Q and (iv) ~ P ~ Q . In part (b) the candidates were instructed to use the
laws of algebra of propositions to simplify P  P  Q Q  P  Q . In part (c),
the candidates were required to (i) find a simplified sentence having the following
truth table and (ii) draw the corresponding electric network.

51
 p q r
T T T T
T T F T
T F T T
T F F T
F T T T
F T F F
F F T F
F F F F
The analysis of data shows that 9467 (88.7%) candidates out of 10,675 candidates
scored the marks ranging from 5.5 to 15 and among them 2252 (21.1%) scored all
15 marks. Generally, the candidates’ performance was good as shown in Figure 13.

Figure 13: Candidates' Performance in Question 2

In part (a), the candidates were able to relate the logical connectives with English
language words;  (and/but),  (or) and ~ (not). Hence, they managed to write
the given symbolic statements by using words. In part (b), the candidates managed
to simplify P  P  Q Q  P  Q by applying identity and distributive laws
to get P  Q . In part (c), most candidates focused on either the truth value T or F
for the asked sentence in the given truth table to formulate the non - simplified
compound statement. The candidates who focused on T had the statement
 p  q  r    p  q ~ r    p ~ q  r    p ~ q ~ r   ~ p  q  r  while
those who focused on F had the statement  p ~ q  r    p  q ~ r    p  q  r  .
52
The statements were simplified to p  q  r  . Therefore, they all came up with the
similar electrical network. Extract 12.1 shows a response of one of the candidates
who performed well in this question.

Extract 12.1: A correct response

In Extract 12.1 the candidate had clear understanding on verbal representation of

logical sentences, laws of algebra of proposition, truth table and electrical network.

53
In spite of good performance, 1208 (11.3%) candidates scored 5.0 marks or less. In
part (a), a number of candidates used "full stop" to replace the logical connective
 . This indicates that they lacked knowledge of logic language in relation to
English language. Some candidates repeated the words while others introduced the
articles or new auxiliary verbs. For instance, they wrote "she is tall and she is
beautiful" instead of "she is tall and beautiful" while others wrote "she doesn't tall
and she doesn't beautiful”. Furthermore, a few number of them constructed the
truth tables for each sentence. This indicates that they did not understand the
requirements of the question. In part (b), most candidates used the laws of algebra
of proposition incorrectly to simplify P  P  Q Q  P  Q . As a result, they
ended up with incorrect simplified statements such as p  q and T. Analysis of the
candidates’ responses also shows that some candidates applied the correct laws but
did not state the appropriate names of laws or did not write the names at all.

In part (c) (i), several candidates failed to extract a correct logical statement from
the truth table. For instance, some candidates obtained  p  q  r    p  q ~ r 
which indicates that they do not focus on either truth value T or false value F.
Also, some candidates extracted a correct statement but could not simplify it to
p  q  r  . Consequently, the candidates drew a wrong electrical network in part
(c) (ii). In addition, some candidates drew an electrical network without
simplifying the statement derived from the table. Extract 12.2 is a sample response
of a candidate who did the question badly.

54
 Extract 12.2: An incorrect response

In Extract 12.2, the candidate constructed the truth table of the given statements
instead of writing in words, applied the laws incorrectly and failed to extract a
correct statement from the table.

2.2.3 Question 3: Vectors

This question comprised parts (a), (b) and (c). In part (a), it was given that
a  2i  3 j  4k and b  2i  j  2k . The candidates were required to find (i) the
projection of a onto b , (ii) the angle between a and b and (iii) the unit vector of
a  b . In part (b), it was given that the position vectors of point K and L are
3i + 2 j - 5k and i  3 j  2k respectively. The candidates were required to find
55
the position vector of the point M which divides KL in the ratio of 4 : 3 . In part (c),
the candidates were required to find the velocity and acceleration when t  0 from
the displacement vector r  a i cos n t  b j sin wt where a and b are arbitrary
constants.

The analysis of data shows that 17.3 percent of 10,562 candidates who attempted
this question scored from 0 to 5.0 marks, 24.3 percent from 5.5 to 8.5 marks and
58.4 percent from 9.0 to 15 marks. Further analysis shows that 82.6 percent of the
candidates scored more than 5.0 marks, of whom 383 (3.6%) candidates scored all
15 marks. On the basis of this analysis, the candidates’ performance in this
question was good. Figure 14 illustrates the information given above.

Figure 14: Candidates’ Performance in Question 3

The good performance was due to the following reasons: In part (a) (i), the
a .b
candidates used the formula and obtained 5 as the projection of a onto b . In
b
part (a) (ii), most candidates computed a · b , a and b as 15, 29 and 9
respectively, then inserted in either the formulae a . b  a b cos  or
a  b  a b sin  , to get an angle whose magnitude is 21.8o . In part (a) (iii), most
a b 1
candidates used the formula to obtain (2i  4 j  4k ) as the unit vector of
ab 6

56
ab . In part (b), a number of candidates employed the formulae
nOK  mOL nOK  mOL 1
OM  and OM  to obtain (13i + 18 j - 7k ) and
nm nm 7
- 5i + 6 j + 23k as the position vectors which divide KL internally and externally
respectively in the ratio 4 : 3 . In part (c), the candidates were able to differentiate
r  ai cos nt  b j sin wt with respect to t to get v  nai sin nt  wb j cos wt . On
replacing t with 0, they got v  wb j . Finally, they differentiated
v  nai sin nt  wb j cos wt to get a  n 2ai which is the acceleration at t  0 .
Extract 13.1 is a sample response from one of the candidates who answered
question 3 correctly.

57
58
 Extract 13.1: A correct response from one of the candidates

On the other hand, the weak performance of candidates was due to the following
reasons: In part (a), it was noted that a significant number of candidates used the
a.b
incorrect formulae. Examples of the more usual mistakes were to write Pba  ,
a
a.b a b
Pba  b and Pba  . Such candidates got the incorrect projections. For
a b
a.b 15
example, the candidates who applied the formula Pba  got 29 instead of
a 29

59
5. It was also noted that most candidates had some success in quoting the formula
a.b
Pba  but several candidates found the arithmetic difficult and did not obtain a
b

correct answer of the expression 

 2 i  3 j  4 k    2 i  j  2k  .
Such case is
4 1 4
shown in Extract 13.2. In part (a) (ii), it was surprising to see how a considerable
number of candidates used the incorrect formulae such as a  b  a a sin  ,
a  b  a a sin  etc. These candidates got the incorrect angles between a and b .
For instance, the candidates who used the formula a  b  a a sin  got   68.2
a b
instead 21.80 . In part (a) (iii), most candidates recalled the formula
a b
correctly but did not get the required cross product of a and b as they calculated
i j k
the determinant of  2 3 4  incorrectly. For instance, some candidates wrote
2 1 2 

2i  4 j  4k as the vector representing a  b instead of 2i  4 j  4k . In part (b),
many candidates exchanged the value of n with that of m ie. 4:3 corresponds to
m:n and not n:m. For instance the position vector of the point which divides KL
mOK  nOL
internally was found using the formula OM  instead of
nm
nOK  mOL
OM  . This case is illustrated in Extract 13.3. In part (c), some
nm
candidates treated vector r  ai cos nt  b j sin wt as a normal function and
therefore presented the corresponding velocity and acceleration as v = bw and
a = - an 2 instead of v  wb j and a  n 2ai respectively. Other candidates went
through the trouble of integrating r  ai cos nt  b j sin wt , this was a wastage of
b
time as the question did not require them to do so. Such candidates wrote - j
w
a
and - j as the corresponding velocity and acceleration at t = 0 contrally to the
n2
demand of the question.

60
 Extract 13.2: An incorrect response
In Extract 13.2, the candidates computed the projection of a onto b incorrectly.

61
 Extract 13.3 An incorrect response
2.2.4 Question 4: Algebra

This question comprised parts (a), (b) and (c). In part (a), the candidates were
1
required to (i) express in partial fractions and (ii) deduce the formula for
r (r  1)
n
1
 r (r  1) . Part (b) had the descriptions "A teacher bought pens, pencils and note
r 1

books for her students. She bought 3 pens, 6 pencils and 3 notebooks in the first
week.1 pen, 2 pencils and 2 notebooks in the second week as well as 4 pens, 1
pencil and 4 notebooks in the third week. If she spent 3000, 1100 and 2600
shillings in the first, second and third week respectively". The candidates were
required to find the price of each item using the inverse matrix method. In part (c),
the candidates were required to use synthetic division in finding the quotient and
the remainder when 2 x 4  3x 3  2 x  5 is divided by x  5 .

The analysis of data indicates that 10480 (97.9%) candidates attempted the
question, out of whom 8233 (78.6%) candidates scored the marks ranging from 5.5
to 15 marks. Therefore, the general performance of the candidates in this question
was good. Figure 15 shows the percentage distribution of candidates with weak,
average and good scores.
62
 Figure 15: Candidates’ Performance in Question 4

Further analysis shows that 400 (3.8%) candidates scored all marks allotted to the
question. Their responses showed various strengths as follows: In part (a) (i), the
candidates used the method of undetermined coefficients or otherwise to write
1 1 1
as  . With this form, the candidates managed to get
r (r  1) r r 1
n
1 n
 r(r  1)  n  1 . In part (b), they represented the price of each pen, pencil and
r 1

notebook as x, y and z respectively. This enabled them to translate the given word
 3 6 3  x   3000 
    
problem in matrix form as  1 2 2  y    1100  . Thereafter, they computed the
 4 1 4  z   2600 
    
 3 6 3  6 4  7
   
determinant of  1 2 2  as 21, its cofactors as  21 0 21  and its inverse
 4 1 4  6 3 0 
   
 6  21 6 
1  
as  4 0  3 . Finally, the candidates pre-multiplied the inverse on both
21 
  7 21 0 
 x   500 
   
sides of the matrix equation to get  y    200  . In part (c), such candidates used
 z   100 
   
63
synthetic division correctly to find the quotient and remainder as
2 x 3  7 x 2  35x  177 and 890 respectively. Extract 14.1 is a sample solution of a
candidates who attempted part (a) and (c) correctly.

64
 Extract 14.1: A correct response

In Extract 14.1, the candidate displayed proper knowledge and skills on sigma
notation, telescopic series and synthetic division.

Despite good performance, 202 (1.9%) candidates scored zero. In part (a) (i),
majority of these candidates could not express the given expression into partial
A B
fraction. For instance, some of them wrote 1   , hence ended up with
r r 1
incorrect values of A and B. In part (a) (ii), some candidates seemed to apply the
principle of mathematical induction which do not complement the requirements of
1 1
the question. Others substituted r  0 into  resulting to the term which
r r 1
cannot be defined. This indicates that the candidates had insufficient knowledge on
sigma notation because the question required them to start with r  1 and not
r  0 . In part (b), there were few candidates who did not realize that the word
problem can be summarized into matrix equation. Majority of the candidates who
realized, did not assign variable to the price of each item or assigned the variables
incorrectly. For example some candidates assigned the variables to weeks while
others formulated a correct matrix equation but could not solve it correctly. Errors
in finding determinant or cofactors resulted to a wrong inverse and consequently a
wrong final answer. In addition, several candidates skipped key steps of finding the

65
determinant and the inverse of 3 3 matrix, probably they used scientific
calculator. Such candidates were supposed to show clearly all algebraic steps in
finding the inverse. Further analysis shows that some candidates solved the
equation using crammers rule instead of inverse method while others had an
understanding of the concept but they post-multiplied the inverse instead of pre-
 3000   6  21 6 
    1
multiplying it. They wrote  1100    4 0  3 , which cannot be
 2600    7 21 21
   0 

 6  21 6   3000 
1    
operated. These candidates were supposed to write  4 0  3   1100  .
21 
  7 21 0   2600 

In part (c), the common weakness was the use of long division method instead of
synthetic division. Also, some candidates did computational errors in either
synthetic or long division method. Extract 14.2 is a response showing some
mistakes done by one of the candidates.

66
 Extract 14.2: An incorrect response

In Extract 14.2, the candidate applied the principle of mathematical induction and
long division inappropriately.

2.2.5 Question 5: Trigonometry

This question consisted of parts (a), (b), (c) and (d). The candidates were required
to: (a) show that sin5  sin2 - sin  sin2 (2co3  1) by using the factor
1  sin
formula; (b) simplify the expression using small angles
5  3tan - 4cos
approximation up to the term  2 ; (c) prove that
containing
cos (tan  3)(3tan  1)  3sec  10sin , and (d) find the greatest and least
1
values of the expression .
4sin x - 3cos x + 6

This question was opted by 5798 (54.2%) candidates, of which 34.7 percent scored
below 7 marks, 36.0 percent from 7 to 11.5 marks and 29.3 percent from 12 to 20
marks. Further analysis shows that 20 candidates scored all 20 marks while 276
candidates (4.8%) scored zero. These results imply that the performance of
candidates in question 5 was good as illustrated in Figure 16.

67
 Figure 16: Candidates’ Performance in Question 5

The candidates who did part (a) correctly expressed sin 5  sin 2  sin  as

2 sin 5   cos 5     sin 2

1 1
which was then simplified to
2 2
sin 2 2 cos 3  1 . The candidates who got part (b) right realised the need to
2
substitute  for sin  , tan  and 1  for cos  in the expression
2
1  sin 1  1 
to get ; Factorised the expression into
5  3tan - 4cos 2  3  1
2
2  3  1
2

1 1
and finally expanded binomially to get 1  2  42 . The candidates
2  1 2  1
sin 
who scored all marks in part (c) were able to use the identity tan   and
cos 
sin 2   cos 2   1 in showing that cos  tan   33 tan   1  3sec   10 sin  .
The candidates who scored all marks in part (d) expressed 4sin x - 3cos x correctly
in R-form as 5sin  x  36.87 , managed to identify that  5  4 sin x  3 cos x  5
and therefore 1  4 sin x  3 cos x  6  11 and finally concluded correctly that the
1 1
greatest and lowest value of the function are 1 and
4sin x  3cos x  6 11
respectively. Extract 15.1 is a sample response from a candidate who had adequate
skills on the question.

68
69
70
 Extract 15.1: A correct response from one of the candidates

Despite the good performance, there were candidates who scored low marks. In
part (a), they failed to recall the factor formula
 A B   A B 
sin A  sin B  2 sin  cos  to show the validity of the given
 2   2 
expression. Most of them expressed the left hand side of the given equation as
2 cos 5  2 sin 5  2   sin  and hence unable to perform the proofs as
1 1
2 2
illustrated in Extract 15.2. In part (b), some candidates failed to recall and apply
the double angle identity and small angle approximation for trigonometric sine,
cosine and tangent. Other candidates got stuck after they have reached at
1 
. Such candidates did not continue with the next stage of factorization.
2  3  1
2

1  1
A few candidates managed to effect the factorization of into
2  3  1
2
2  1
71
but could not use the binomial theorem to expand it into an expression containing
2 . In part (c), a number of candidates had no clue of using the trigonometric
sin 
identities tan   and sin 2   cos 2   1 . Thus, they were unable to prove
cos 
that cos  tan   33 tan   1  3sec   10 sin  . In part (d), most candidates
failed to transform the denominator 4 sin x  3cos x  6 of the expression
1
in the form R sin( x   ) which could enhance them to find the
4sin x  3cos x  6
greatest and least values. In addition to that other candidates managed to express
4sin x  3cos x as 5sin  x  36.87 but failed to identify that
 5  4 sin x  3 cos x  5 and hence unable to find the required values.

Extract 15.2: An incorrect response

In Extract 15.2, the candidates failed to apply factor formula.

2.2.6 Question 6: Probability

The question aimed at determining the candidates’ knowledge on the concept of
Probability as follows:
(a) (i) Show that nCr 1  nCr  n1Cr 1 .
(ii) A machine produces a total of 10,000 nails a day which on average
5% are defective. Find the probability that out of 500 nails chosen
at random 10 will be defective.
(b) (i) Find the probability that in four tosses of a fair die a 2 appears at
most once.
(ii) The mean weight of 400 female pupils at a certain school is 65 kg
and the standard deviation is 5 kg. Assuming that the weights were
normally distributed, find how many pupils weigh between 50 kg
and 60 kg.
(c) A random variable X has the probability density function

72
  px, for 0 x2

f(x)   p 4  x , for 2  x  4 .
 0,
 else where
(i) Find the value of the constant p.
(ii) Sketch the graph of f (x) .
1 5
(iii) Evaluate P  X   .
2 2

The analysis of data shows that 1543 (14.4%) candidates opted this question. This
shows that most candidates did not attempt it. Also, it was the poorest performed
question whereby 1182 (76.6%) candidates scored 6.5 marks or less. Figure 17
shows the percentage of candidates with low, average and good scores.

Figure 17: Candidates’ Performance in Question 6

The analysis of the candidates’ responses revealed a number of weaknesses. In part

(a) (i), some candidates were unable to distinguish the formulae for combination
n!
and permutation. They used the incorrect formula n cr  , hence failed to
(n  r )!
show that n
Cr 1  nCr  n 1Cr 1 . Such candidates were supposed to recall that
n! n(n  1)(n  2)...(n  r )
n
cr  and deduce that n
Cr 1  and
(n  r )! r! ( r  1)r !

73
n 1
cr 1 
n  1! which could help them to produce n 1
Cr 1 by
( r  1)! n  1  r  1!
manipulating n Cr 1  nCr . In part (a) (ii), a significant number of candidates did not
realize that the problem could be solved by applying binomial distribution formula.
n( E )
Some candidates used the formula P( E )  while the question required them
n( S )
to use the formula P X  x  n c x p n q n  x where n = 500 , p = 0.05 , q  0.95 and
x  10 to get P X  10  0.000297 . Also, they could use the concept of
C10 ´
500 9500
P10 defective  
C490
combination such that 10000
. Other candidates
C500
managed to recall the binomial distribution formula P X  x  n c x p n q n  x but
could not extract correctly the parameters x, n , p and q from the problem.

Likewise, in part (b) (i), the majority of the candidates did not apply the binomial
n( E )
distribution formula. Again, they used the formula P( E )  which led to
n( S )
incorrect answer. Also, some candidates used the binomial distribution formula but
interpreted P( X  1) incorrectly by writing P( X  1)  1  P( x  0)  P( x  1) .
The candidates were supposed to define P( X  1)  P( x  0)  P( x  1) and

applying the formula P X  x  n c x p n q n  x to get P X  1 

125
. In part (b) (ii),
144
boundary  mean
several candidates applied the correct formula standard unit 
standard deviation
but did not find boundaries for lower and upper limits. They calculated the
standard units directly from 50 kg and 67 kg, hence ended up with incorrect answer
 3  z  0.4 . The candidates were supposed to realize that the weight recorded as
being between 50 kg and 67 kg can actually have any value from 49.5 kg to 67.5
kg. Therefore, the appropriate range of standard units is  3.1  z  0.5 which
gives P 3.1  z  0.5  0.69049 and 276 i.e 400  0.69049 as the number of
pupils whose weight lie between 50 and 67. Also, a considerable number of
candidates were unable to read the probability of the calculated range of standard
units P 3.1  z  0.5 using scientific calculators or mathematical tables.
Moreover, a few candidates multiplied the mean (65) and standard deviation (5) to
get 325 as the number of pupils weighing between 50 and 67. In part (c) (i), many

74
 
candidates did not apply the property 

f ( x ) dx  1 , thus failed to get the correct

 px 0 x2

value of p from f(x)   p 4  x  2  x  4 . Some candidates formulated an
 0
 else where
incorrect equation px  4 p  px and solved it to get p  0 . Consequently, such
candidates sketched the incorrect graph of f(x) in (ii) and obtained the incorrect
1 5
value of P  x   in (iii). The question could be solved by formulating an
2 2
2 4 1
equation 
0
pxdx   p(4  x )dx  1  2 p  2 p  1 and solving it to get p 
2 4
 1
 4x 0 x2

1 1 5  11
which leads to f(x)   4  x  2  x  4 and P  x    . Extract 16.1
4 2 2  16
0 else where



is a sample response of a candidate who performed this question poorly.

75
 Extract 16.1: An incorrect response

In Extract 16.1, the candidate applied inappropriate formulae and ignored the
properties of probability density function.
Although many candidates performed poorly in this question, one candidate
attempted the question correctly and scored all 20 marks. Extract 16.2 shows a
solution of such candidate.

76
77
78
 Extract 16.2: An incorrect response

In Extract 16.2, the candidate demonstrated a correct understanding on binomial

distribution, normal distribution and the general concept of probability density
function.

2.2.7 Question 7: Differential Equations

This question consisted of parts (a), (b) and (c). In part (a), the candidates were
required to form a differential equation whose general solution is x = e2t ( A + Bt )
where A and B are constants. In part (b), the candidates were required to (i) show
that y  2  cos x is a particular integral of the differential equation
d2y
 4 y  8  3 cos x and find the general solution and (ii) find the particular
dx 2
d2y
solution of the differential equation  4 y  8  3 cos x , such that when
dx 2
dy
x = 0 , y = 1.5 and  0 . In part (c), it was given that “A rumour is spreading
dx
through a large city at a rate which is proportional to the product of the fractions of
those who heard it and of those who have not heard it, so that x is the fraction of
those who heard it after time t. The candidates were required to (i) show that
c
x provided that, initially a fraction c had heard the rumour and (ii)
c  (1  c)e kt
find x as function of t and the fraction of the population expected to have heard it
by 6:00 pm if 10% have heard the rumour at noon and another 10% by 3:00 pm,.

This question was opted by 5106 (47.7%) candidates, of which 36.6 percent scored
from 7 to 20 marks and among them only 11 (0.2%) candidates scored all 20
79
marks. Therefore, the performance in this question was satisfactory as illustrated in
Figure 18.

Figure 18: Candidates’ Performance in Question 7

As illustrated in Extract 17.1, the candidates who answered part (a) correctly
dx
differentiated the equation x = e2t ( A + Bt ) to get  2e2t  A  Bt   Be2t and
dt
d 2x
2
 4e2t  A  Bt   4 Be2t as the first and second derivatives respectively.
dt
d 2x dx
Finally, they correctly eliminated the constants A and B to get 2
 4  4x  0
dt dt
which was the required differential equation. In part (b) (i), majority of the
candidates realized that they were required to substitute the second derivative of
d2y
y = 2 - cos x into  4 y to get 8  3cos x and conclude that y = 2 - cos x is a
dx 2
d2y
particular integral of  4 y  8  3cos x . Also, they managed to find the
dx 2
complementary solution yc  A cos2 x  B sin 2 x and combined it with the
particular integral y p = 2 - cos x to produce the general solution
y  A cos2 x  B sin 2 x  2  cos x . In part (b) (ii), a considerable number of the
1
candidates obtained correctly y  cos 2 x  2  cos x as the particular solution for
2

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 d2y
the differential equation  4 y  8  3cos x . In part (c), most candidates were
dx 2
dx
able to formulate the differential equation  kdt . They were also able to
x 1  x 
1 1 1
break into the sum of and so that they can integrate both sides
x 1  x  x 1 x
1 1 c
of the equation   kt to show that x  . Furthermore, they
x 1 x c  (1  c)e kt
1
expressed x as a function of t and got x = which enabled them to find the
1 + 9e- kt
9
fraction of the population who heard the rumour by 6:00 pm as .
25

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83
84
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 Extract 17.1: A correct response from one of the candidates

In this question 63.4 percent scored below 7 marks and among them 47.7 percent
scored zero. The candidates who scored zero lacked knowledge and skills to deal
with Differential Equations problems. In part (a), most of them differentiated
correctly the equation x  e2t  A  Bt  but they could not eliminate the constants A
and B to formulate a second order differential equation. In part (b), a very large
number of candidates attempted to find the particular solution instead of the
general solution. This was a wastage of time because the particular integral was
one of the given information. Part (c) (i) was also poorly done due to failure of
candidates to comprehend the given information into the first order differential
dx c
equation  kx 1  x  as a prerequisite step in showing that x  .
dt c  1  c  e  kt
In part (c) (ii), a number of candidates failed to proceed much further through not
recognizing that the given equation in (i) provided a clue on finding the fraction
expected to have heard the rumour by 6:00 pm. Extract 17.2 shows a sample
solution of a candidate who answered part (a) incorrectly.

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 Extract 17.2: An in correct response from one of the candidates

2.2.8 Question 8: Coordinate Geometry II

The question consisted of parts (a), (b), (c), (d) and (e). The candidates were
required to:
(a) show that the equation of a tangent to the parabola y 2  4ax at point
( x1 , y1 ) is yy1  2a( x  x1 ) ,
(b) find the perpendicular distance of the point (10,10) from a tangent to the
curve 4 x 2  9 y 2  25 at (18, 1) ,
(c) show that 16 x 2  25 y 2  64 x  150 y  111  0 is an equation of ellipse,
x2 y2
(d) (i) show that y  mx  c is a tangent to the hyperbola  1
a2 b2
when c 2  a 2 m2  b 2 ,
(ii) determine the equation of tangent line to the hyperbola
5x 2  4 y 2  1 given the slope of the tangent line is -2,
(e) (i) transform the equation x 2  y 2  4 x  2 x 2  y 2 into a polar
equation,
(ii) draw the graph of the polar equation obtained in (i) above in the
interval 0    2 .

87
About three quarters of the candidates (75.4%) attempted this question out of
whom 79.6 percent scored the marks ranging from 7.0 to 20. Therefore, the
candidates' performance was good. Figure 19 shows the percentage distribution of
candidates for weak, average and good scores.

Figure 19: Candidates’ Performance in Question 8

Further analysis shows that 160 (1.5%) candidates scored all 20 marks. Their
responses described various strengths as follows. In part (a), such candidates
dy 2a
obtained  from y 2  4ax which produced the slope of a tangent at
dx y
2a 2a
( x1 , y1 ) as . Finally, the candidates substituted the slope into the formula
y1 y1
y  y1
slope  or otherwise to arrive at yy1  2a( x  x1 ) . In part (b), some
x  x1
dy 4x
candidates managed to obtain  from 4 x 2  9 y 2  25 which was used to
dx 9y
compute the slope of a tangent at  18, 1 as 8. Then, they formulated an equation
of the tangent, 8x  y  145  0 which was used together with the formula
ax  by  c
d and the point (10, 10) to get 26.67 units as the required
a 2  b2
perpendicular distance. In part (c), the candidates were able to complete the square

88
 ( x  2) 2 ( y  3) 2
on 16 x 2  25 y 2  64 x  150 y  111  0 to get   1 which is a
25 16
standard form of the equation for an ellipse. In part (d) (i), they substituted
x2 y2
y  mx  c into  1 and simplified the resulting equation to
a2 b2
b 2
 a 2m2  x 2  2a 2mcx  a 2c2  a 2b2  0 . Thereafter, they substituted
A  b 2  a 2 m 2 , B  2a 2 cm and C  a 2 c 2  a 2 b 2 into the condition B 2  4 AC
1
to obtain c 2  a 2 m2  b 2 . In part (d) (ii), some candidates identified that a 2 
5
1
and b2  by comparing 5x 2  4 y 2  1 with the standard equation of the
4
x2 y2
hyperbola 2
 2  1 . Then, they used the condition c 2  a 2 m2  b 2 and the
a b
1
slope of the tangent m  2 to get c   55 and consequently the equation of
10
1
the tangent y  2 x  55 . Also, other candidates substituted the equation of
10
the tangent y  2 x  c into 5x 2  4 y 2  1 to formulate an equation
11x 2  16cx  4c 2  1  0 . By applying the condition B 2  4 AC , the candidates
1 1
were able to get c   55 and y  2 x  55 . In part (e) (i), the majority
10 10
of the candidates replaced x and x 2 + y 2 in the equation x 2  y 2  4 x  2 x 2  y 2
with r cos  and r 2 respectively and simplified the resulting polar equation
r 2  4r cos  2r to get r  2  4 cos  . In part (e) (ii), the candidates constructed
a table of values for r and  in the interval 0    2 using the polar equation
obtained in (i). The table enabled them to draw the graph of the polar equation.
Extract 18.1 shows a solution of a candidate who performed well in this question.

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90
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 Extract 18.1: A correct response

In Extract 18.1, the candidate had clear understanding on tangency to parabola and
hyperbola, equation of ellipse and polar equations and graphs.

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On the other hand, there were 1648 (20.4%) candidates who scored 5.0 marks or
less. In part (a), several candidates reached at yy1  2ax  2 x1  y12 correctly but
could not replace y12 with 4ax1 so as to arrive at yy1  2a( x  x1 ) . In part (b),
dy dy
most candidates got  8 instead of  8 which led to a wrong equation of
dx dx
the tangent particularly 8x  y  143  0 . Also, other candidates substituted
ax  by  c
(18, 1) into d  instead of (10, 10) . In part (c), a number of
a 2  b2
candidates had a correct struggle in rearranging the equation
2 2
x y
16 x 2  25 y 2  64 x  150 y  111  0 into the form 2
 2  1 but most of them were
a b
unable to use the concept of completing the square and therefore, they failed to
( x  2) 2 ( y  3) 2
express the given equation into   1 . In part (d) (i), several
25 16
candidates failed to produce the equation (b 2  a 2 m2 ) x 2  2a 2 mcx  a 2c 2  a 2b 2  0
x2 y2
from y  mx  c and   1 . Also, other candidates did not realize that they
a2 b2
were required to use the condition of tangency B 2  4 AC to produce a relation
that could be manoeuvred to obtain c 2  a 2 m2  b 2 . In part (d) (ii), many
candidates formulated a wrong equation of the tangent by differentiating
dy 5 x 5x
5x 2  4 y 2  1 to get  , equating to  2 and simplifying it to
dx 4 y 4y
8 y  5x  0 . Also, some candidates used the answer obtained in (i). They correctly
1 1
determined that m  2 , a 2  , b2  and substituted the numerals to
5 4
c 2  a 2 m2  b 2 but they did computational errors which led to inappropriate values
11 11
of c, particularly c  instead of c   . In part (e), several candidates had
20 20
a correct solution in (i). Majority of the candidates had a correct table of values but
drew incorrect graph of r  2  4 cos  in (ii). Also, there were some candidates
who presented a table with incorrect values due to failure to set the scientific
calculator to read radians instead of degrees. Extract 18.2 shows a sample solution
of a candidate who attempted part (d) (ii) incorrectly.

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 Extract 18.2: An incorrect response
In Extract 18.2, the candidate was unable to find equation of a tangent.

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3.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH TOPIC

The Advanced Mathematics Examination consisted of two papers namely

142/1 Advanced Mathematics 1 and 142/2 Advanced Mathematics 2. The
examination tested 18 topics, of which 10 were in paper 1 and 8 in paper 2.
The topics which were tested in paper 1 are Calculating Devices,
Hyperbolic Functions, Linear Programming, Statistics, Sets, Functions,
Numerical Methods, Coordinate Geometry I, Integration and
Differentiation. The topics which were tested in paper 2 are Complex
Numbers, Logic, Vectors, Algebra, Trigonometry, Probability, Differential
Equations and Coordinate Geometry II.

Based on the boundaries introduced earlier, the analysis of data shows that
the candidates' performance in 12 topics was good. These topics are
Functions, Linear programming, Sets, Logic, Statistics, Vectors,
Calculating Devices, Coordinate Geometry II, Algebra, Hyperbolic
Functions, Complex Numbers and Trigonometry. Moreover, the analysis
shows that the average performance was observed in 4 topics. Such topics
are Numerical Methods, Differentiation, Coordinate Geometry II and
Differential Equations. The good performance in those topics was
attributed to the candidates’ ability to state, recall, apply and use the correct
formulae, techniques, laws and identities as well as performing
mathematical operations correctly.

On the other hand, the candidates' performance in 2 topics of Integration

and Probability was weak. The weak performance in these topics was due
to the candidate’s inability to use the integration by parts to derive a
reduction formula and differentiate the parametric equations in finding
length of an arc. Other reasons include failure of candidates to apply the
principle of combination, binomial distribution, normal distribution and the
probability distribution for a continuous random variable in answering
questions, see Appendix I.

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4.0 CONCLUSION AND RECOMMENDATIONS

4.1 Conclusion

The CIRA report has been specifically prepared to provide the awareness to
the stakeholders about the candidate’s responses in ACSEE 2019.
Therefore, it presents strengths and weaknesses observed from candidates’
responses. The report shows that in 2019, a total of 9237 (86.74%)
candidates passed showing an increase of 3.0 percent as compared to 2018
whereby 83.74 percent of the candidates passed.

The analysis of data shows that the candidates had good performance in 12
topics, average performance in 4 topics and poor performance in 2 topics
see Appendix II. The factors for either good or poor performance are
indicated in section 3.0.

4.2 Recommendations

In order to improve the candidates’ performance in future examinations, it

is recommended that:
(a) Teachers should teach all the topics as stipulated in the syllabus.
(b) Students should be encouraged to study in groups so that they can
be able to apply the principle of combination, binomial distribution,
normal distribution and probability distribution for continuous
random variables in answering the examination questions.
(c) Teachers should identify slow learners and give them extra teaching
on how to find integral of product of functions by using the
technique of integration by parts.
(d) Teachers should give students enough exercises, tests as well as
examinations on how to find the length of an arc by differentiating
the parametric functions.
(e) Teachers should teach and encourage students to put more efforts in
learning the topics whose performances is constantly poor,
particularly Integrations and Probability (see Appendix III).

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 Appendix I
Analysis of Candidates’ Performance in Each Topic for the 2019 Advanced
Mathematics Examination

The % of Candidates
Number of Question

who scored at 35 or

Remarks
above
S/N Topic

1 Functions 1 94.5 Good

2 Linear Programming 1 93.7 Good
3 Sets 1 91.9 Good
4 Logic 1 88.7 Good
5 Statistics 1 84.3 Good
6 Vectors 1 82.7 Good

7 Calculating Devices 1 82.3 Good

8 Coordinate Geometry II 1 79.6 Good

9 Algebra 1 78.6 Good

10 Hyperbolic Functions 1 76.9 Good

11 Complex Numbers 1 67.8 Good

12 Trigonometry 1 65.3 Good

13 Numerical Methods 1 51.1 Average

14 Differentiation 1 43.0 Average
15 Coordinate Geometry I 1 40.6 Average

16 Differential Equations 1 36.6 Average

17 Integration 1 29.3 Weak
18 Probability 1 23.4 Weak

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 Appendix II
Analysis of Candidates’ Performance in Each Topic for the 2018 & 2019
Advanced Mathematics Examination
2018 2019

Candidates who

Candidates who
scored at 35 or

scored at 35 or
Number of

Number of
The % of

The % of
Remarks

Remarks
Question

Question
above

above
S/N Topic

1 Functions 1 85.5 Good 1 94.5 Good

2 Linear Programming 1 93.6 Good 1 93.7 Good

3 Sets 1 91.5 Good 1 91.9 Good

4 Logic 1 78.0 Good 1 88.7 Good

5 Statistics 1 92.1 Good 1 84.3 Good

6 Vectors 1 56.6 Average 1 82.7 Good

7 Calculating Devices 1 80.1 Good 1 82.3 Good

8 Coordinate Geometry II 1 76.4 Good 1 79.6 Good

9 Algebra 1 50.4 Average 1 78.6 Good

10 Hyperbolic Functions 1 93.5 Good 1 76.9 Good

11 Complex Numbers 1 47.8 Average 1 67.8 Good

12 Trigonometry 1 53.8 Average 1 65.3 Good

13 Numerical Methods 1 81.2 Good 1 51.1 Average

14 Differentiation 1 65.8 Good 1 43.0 Average
15 Coordinate Geometry I 1 79.7 Good 1 40.6 Average
16 Differential Equations 1 56.8 Average 1 36.6 Average
17 Integration 1 47.4 Average 1 29.3 Weak
18 Probability 1 23.9 Weak 1 23.4 Weak

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 Appendix III
The performance of candidates topic wise in 2017, 2018 and 2019

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