Biology Paper 3 (Practical) WASSCE (SC), 2018

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.