(1)     Weaknesses observed are as follows:
                 -     Poor computational skills e.g. instead of 50 = ucos 30; e = ; I=, some
                       candidates wrote u = 50 cos 30; e =  and l =  respectively.
                -      Poor understanding of basic concepts such as boiling point, sound wave,   projectiles, polarization, cathode ray tube and LASER.
               -    Inability to explain the purpose of earthing on electrical appliance
               -    inability to describe how water could be made to boil without heating it.
               -    Inability to draw inferences from Brownian motion experiments
               -    rote learning
               -    poor language expression
               -    carelessness in symbols identification e.g. confused velocity (v) with voltage (V).
               -     Inability to interpret statements into workable diagrams.
               -     wrong conversion of units.
       (2)  The following remedies were suggested
              -     Schools should be adequately equipped with learning materials.
              -     Physics teachers to attend WAEC coordination meetings
              -     Teachers to give assignments and projects to help concretize knowledge
              -     Teachers to adequately cover the syllabus
              -     Qualified physics teachers should be employed for teaching of physics.
              -      More time should be allotted to the teaching of physics on the schools timetable.
              -     WAEC to re-introduce qualifying examinations.