Biology Paper 2 WASSCE (SC), 2018

Weakness and Remedies

 

The observed weaknesses are as follows:

  • poor spelling of some technical terms e.g Spyrogyra for Spirogyra; dysentry for dysentery; thyphoid for typhoid; diarhea for diarrhoea;
  • poor expression in questions requiring explanation;
  • poor drawings of diagrams;
  • inability to compare biological processes appropriately;
  • poor performance in questions that require application of knowledge;
  • not giving a title to the diagram;
  • drawing the urinogenital system of a female instead of the reproductive system;
  • inability to answer questions that require corresponding answers correctly;
  • inability to use technical terms to describe some processes;
  • poor grasp of Genetics;
  • not putting ‘X’ as a sign for crossing in question 4;
  • inability to explain how blood loss by a car accident victim could be restored in question 6 (e).

  The following solutions were proffered to overcome these weaknesses
-     teachers should  teach students the rules guiding drawing of biological diagrams;
-     teachers should make students draw often while making emphasis to the view of the diagram;
-     teachers should be encouraged to attend WAEC coordination;
-     teachers should be engaged in seminars and several trainings to aid their teaching;
-     students should study the correct spellings of technical terms;

  • the correct definition of biological terms should be encouraged;
  • students should endeavour to write legibly;
  • teachers should lay emphasis on genetics;
  • students and teachers should use standard text books;
  • teachers and students should cover the syllabus before putting in for the examinations;
  • teachers and students should endeavour to use Chief Examiners’ Reports to study.