Bowen Sec 3E SS EOY 2023

Class Register Number Name END-OF-YEAR EXAMINATION 2023 I believe, therefore I am HUMANITIES Paper 1 Social Studies Secondary 3 Express 26 September 2023 1 hour 45 minutes Additional materials: Writing booklet INSTRUCTIONS TO CANDIDATES 1. Write your full name, class and index number on the writing booklet. 2. Write in dark blue or black pen on both sides of your writing booklet. 3. There are two sections in this paper. Answer all parts in both Sections A and B. The number of marks is given in brackets [ ] at the end of each question or part question. At the end of the exam, hand in your writing booklets for Section A and Section B SEPARATELY. DO NOT OPEN THIS PAPER UNTIL YOU ARE TOLD TO DO SO. For Examiner’s Use Section A 35 Section B 15 Total 50 This document consists of 6 printed pages including the cover page. 1

SECTION A (Source-Based Case Study) Answer all questions. Exploring Citizenship and Governance Study the Background Information and the sources carefully, and then answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. In answering the questions, you should use knowledge of the issue to help you interpret and evaluate the sources. 1 Study Source A. What does this source tell you about the students’ experience with HBL? Explain your answer. [5] 2 Study Source B. Why was the article published? Explain your answer. [6] 3 Study Sources C and D. How different are these sources? Explain your answer. [7] 4 Study Source E. How reliable is the source as evidence of the government’s support to students during HBL? Explain your answer. [7] 5 “It is the responsibility of the government to support students for Home-Based Learning (HBL).” Using the sources in this case study, explain how far you would agree with this statement. [10 ] 2

How was the Home-Based Learning (HBL) experience for students in Singapore during the COVID-19 Circuit Breaker? BACKGROUND INFORMATION The outbreak of the COVID-19 pandemic in Singapore had resulted in the adoption of remote learning, or Home-Based Learning (HBL), from 8 April to 4 May 2020. During this period, all schools in Singapore and Institutes of Higher Learning, such as polytechnics and ITEs, continued providing instructions to students to support their learning digitally. This meant that teachers often tapped on the use of educational platforms (such as Google Classroom and Student Learning Space) and video conferencing tools (such as Zoom and Google Meet) as an alternative to physical teaching to minimise disruption in the students’ learning. The heavy dependence on technological devices during HBL was met with mixed reactions from students in Singapore. While some students enjoyed the flexibility offered by HBL, others reported feeling concerned by the lack of teachers’ support and socio-emotional support from peers. The limited number of digital devices, such as tablets or laptops, have also made remote learning challenging in households with multiple school-going children. Additionally, some students found it difficult to use multiple educational platforms independently. Study the sources to find out the experiences of students during HBL. Source A: A cartoon published by Families for Life, a community organisation which aims to build strong and resilient families in Singapore, May 2020. 3

Source B: An opinion article published by a Singaporean, published on The Independent, an independent news media company, 1 June 2020. The numbers show that only 31 per cent of those living in 1-2 room HDB flats own personal computers. To address this, the Ministry of Education loaned around 20,000 devices, such as tablets and laptops, to those that need it for HBL. Other local community groups, such as Engineering Good, provided another 2,600 laptops to help the cause, as well as lending SIM cards and Wi-Fi dongles to families that also need them. But even so, the lack of hardware isn’t the only problem. Other issues they struggle with include computer literacy skills. Despite having tablets and laptops at their fingertips, many households still struggle because they don’t know how to use these gadgets in the first place. Digital learning is here to stay, so the government needs to work harder to overcome these digital issues to successfully move the country forward. Source C: Adapted from a research paper entitled ‘The psychosocial impact of home-based learning among students during the COVID-19 Pandemic in Singapore’, published on 23 August 2021. During HBL, whatever little time students got to spend with friends was mostly on virtual platforms, such as the phone, social media or video chats. The majority of students surveyed missed meeting their friends in person and missed going to school. On top of this, the feeling of being confined to a limited space at home with reduced outdoor activity and physical interaction with peers was a significant challenge that the students had to overcome. On the other hand, some students reported feeling more independent during HBL. This is because they are better able to take charge of their own study routines, and feel less distracted in the comfort of their homes. Most of the students we surveyed had started a new hobby or learned a new skill during HBL in the comfort of the home environment. Source D: Adapted from an article published by Temasek Polytechnic, as part of Mental Health Awareness month, published on 31 May 2021. New students starting at polytechnics and Institutes of Technical Education (ITE) were also affected mentally during the circuit breaker as they were expected to learn independently from home and were only allowed to go to school in small groups if necessary. Such drastic changes in their routines have caused many young people to feel distressed. Muhammad Ishardy, a student in ITE College East, said: “At home, there are a lot of distractions such as my phone and my bed. But in school, there is a teacher to supervise and fewer distractions.” Ishardy also shared that his mental health had gotten worse during the circuit breaker period. He found it harder to communicate with his teachers online, as he had to wait for their replies when clarifying his doubts, making him slower in completing his work. This made him feel worried. 4

Source E: Adapted from an article published by the Singapore Research Nexus (SRN), a research initiative by the National University of Singapore, 15 October 2020. The SRN aims to publish research materials for academics and policy makers. Even after government efforts to provide digital devices to most needy households through donations and loans, a survey last year found that out of 573 households with children, 21 percent did not have Internet access, and 39 percent did not have laptops, desktops, or tablets. Research shows that some low-income households were not aware of the digital support programmes that could help them. Parents interviewed cited when being turned off by the complicated application process to request for additional devices, while some students shared feeling embarrassed to admit that they do not have the necessary devices in front of their peers. The inadequate access to digital devices and connectivity among low-income households is a serious problem that needs to be addressed. With technology becoming more widespread, we must tackle digital poverty, failing which, digital divides will lead to more social divides that will