Most of the candidates were unable to:
- explain what an agricultural system is;
- list agricultural systems practised in West Africa;
- state advantages and disadvantage of solar energy as s source of farm power;
- list tractor-coupled implements;
- mention effects of drought on plant growth and development;
- state ways in which soil properties is important in crop production (i.e. soil reaction and soil temperature);
- list soil conversion practices that can be used to control erosion on a gentle slope and explain how such practices can be used to conserve the soil;
- discuss briefly the problems associated with the use of poor quality planting materials;
- discuss the production of cocoa (Theobroma cacao) under the following headings (land preparation, climatic requirements, planting and one disease);
- define the term brooder as used in poultry production;
- list characteristics of a good layer;
- give the scientific names of fish species commonly stocked in a pond;
- state fishery regulations;
- explain what an inventory record is;
- state steps involved in the process of taking inventory;
- state ways in which inventory record is important in farm business;
- explain agricultural extension teaching methods such as news bulletin and agricultural shows
In view of the weaknesses noted above the chief examiners advised that:
(1) the teaching and learning of agriculture should be made more practical oriented with adequate exposure of the candidates to modern ways of farming;
(2) excursion and field trips to agricultural institutions and commercial farms should form part of the course requirements for agricultural science in schools;
(3) agricultural science graduates should be made to teach the subject for an in-depth teaching and ease of learning.