CANDIDATES’ WEAKNESSES

The observed weaknesses are as follows:

wrong spelling of technical terms e.g grass hopper, weevil for grasshopper, weevil;

describing photosynthesis instead of stating how the leaf is adapted for photosynthesis;

not attempting the compulsory question 6;

inability to state correctly the differences between the excretion in flowering plants and excretion in humans;

lack of sequence in the Carbon cycle;

inability to define test cross correctly;

making a diagram of the Nitrogen cycle instead of the Carbon cycle;

poor crossing of the genetic expression;

constructing  a food chain without showing the direction with arrow heads;                                                                                

poor understanding of sexual reproduction in Rhizopus;       

poor attempt in answering questions requiring detailed explanations;

poor response to questions on ecology and genetics.

           

The following solutions were proffered to overcome these weaknesses;

-     teachers should teach students how to use arrow heads to show the direction of processes in  biological cycles;
-     students should be taught how to answer questions correctly;
-     all the aspects of the syllabus should be touched by the teacher and students;
-     students should be more confident when taking examinations;
-     students should read and understand a question properly before attempting it, e.g candidates were explaining adoption instead of adaptation as required;
-     students should study various textbooks not depending on their teachers’ notes only;
-     teachers should teach students how to make good diagrams;
-     the correct definition of biological terms should be encouraged.