Most students were firmly in the black after finishing their business papers yesterday with only minimal complaints registered by their teachers.
Luke Glynn, ASTI representative in Presentation College, Athenry, Galway, said the papers were difficult in parts, but most questions were familiar to students and there were few surprises.
Eileen Fehin of the Business Studies Teachers Association said the higher-level paper was fine except for the applied business question, where the language was "obscure" and the questions were consequently very challenging.
"Because it is a compulsory question, it would have disrupted a lot of students. Some of them did not have enough time on other questions because of it," she said.
Glynn said the short questions (section 1) on the higher-level paper were "fairly easy", although some students may have been thrown by being asked to explain what a SWOT was.
SWOT stands for strengths, weaknesses, opportunities and threats, he helpfully explained. Students were also asked to explain inflation. Obviously, given the current economic climate, it was something most students had studied closely, said Glynn.
The applied business question was "nice and short", but the language in it was vague, he said. "Most students would have liked something a little bit more specific."
The questions on the piece were also difficult for that reason. One of them was about how to manage "the change process".
Questions 6 and 7 (section three) suited the accountancy students in particular, he said. Question 6 was a straightforward question on balance sheets and a profit and loss account. After that, students had to calculate acid test and debt equity ratios. "They are on the course and should be known by students," said Glynn.
Fehin said most of the questions in the second half were straightforward, if a little "testing".
Ordinary-level students had a tough paper, said Glynn. While there was a good choice, the short questions were difficult. "Things like EDI and privatisation were very challenging for ordinary-level students."
Question 2 asked students to work out the break-even point, but there was only 10 marks up for grabs, which was low considering the amount of work needed, said Glynn.