Weakness and Remedies
The observed weaknesses of the candidates include:
- inability to relate structure with function of specimens;
- poor spelling of technical terms and one-word answers, e.g. Anthropoda, Atropoda, Arthropodia instead of Arthropoda and Insecter instead of Insecta;
- starting taxonomic names with small letter;
- breaking a single technical word into two words e.eg. House fly for Housefly;
- inability to title diagrams correctly;
- poor diagram of specimen K (Pride of Barbados flower) in question 4 (f);
- not including the magnification of the diagram;
- using un-ruled or crossing guidelines in labeling diagrams;
- using plural instead of singular for a single guideline;
- using guidelines that do not touch the structure;
- making diagrams without the correct specification;
- labeling with guidelines that are not ruled;
- drawing the wrong specimen and drawing off-hand making their answers have little or no link with the question asked;
- inability to mention specific habitats of organisms;
- inability to tabulate answers on differences;
- inability to compare specimens K (Pride of Barbados flower) and L (Elephant grass) correctly in question 4 (e).
The following remedies were proffered to overcome the weaknesses:
- students should be made to draw often in class, and be taught the basic skills of drawing;
- students should learn to use rulers to rule guidelines for labels;
- teachers should drill students on spellings so as to improve on their spelling of technical terms;
- students should be taught how to answer adaptation questions;
- students should write their answers themselves without external help;
- Chief Examiners’ Report should be made available to students and compulsory for teachers to read;
- teachers should attend seminars and workshops often;
- teachers should be encouraged to attend WAEC coordination and marking exercise.