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.