Many candidates were unable to:

• state the functions of the parts of disc plough;
• write the full meaning of WARDA;
• state the functions of a mistblower;
• distinguish between straight fertilizers and compound fertilizers;
• give examples of inorganic fertilizers;
• state ways by which the carbon cycle is important in agriculture;
• draw an annotated diagram of the water cycle;
• calculate the expected plant population;
• state factors that should be considered in planning crop production;
• explain terms such as grafting, thinning and staking as used in crop production;
• give reasons for adopting grafting, thinning and staking in crop production;
• write botanical names of yam species;
• state advantages and disadvantages of inbreeding in animal improvement;
• describe balance sheet;
• outline factors that affect the price of rice;
• give reasons why prices of most agricultural produce are unstable in West Africa; and,
• describe agricultural extension teaching methods such as field day and agricultural shows.

Deriving from the weaknesses noted above, the Chief Examiner advised that:

• Candidates should improve on their quantitative reasoning skills;
• Agricultural science teachers should endeavour to teach the quantitative aspect of topics that have numerical applications  in the examination syllabus;
• Agricultural science teachers should endeavour to use appropriate instructional materials to simplify the teaching and learning of some perceived difficult concepts in the examination syllabus.