Weakness and Remedies
The observed weaknesses are as follows:
- inability to spell technical and biological terms correctly;
- poor spelling of scientists’ names e.g Swann instead of Schwann;
- poor handwriting;
- inability to label the organelle responsible for cell reproduction;
- inability to answer question 4 on conservation laws appropriately;
- inability to define antigen and ecological niche;
- poor understanding of some questions asked;
- inability to state the roles of a mango tree in its ecological niche;
- not giving titles to their diagrams;
- inability to properly give answers to questions;
- some could not name the blood cell in humans that does not possess a nucleus because they could not comprehend that the organelle for cell reproduction is the nucleus;
- candidates could not give the implication of the cell not possessing the organelle for cell reproduction.
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 teach students topics on conservation;
- 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;
- students and teachers should use standard text books;
- teachers and students should cover the syllabus before putting in for the examinations;
- regular trainings and seminars should be attended by teachers;
- teachers and students should endeavour to use Chief Examiners’ Reports to study.