- Weaknesses observed are as follows:
- Many candidates could not read measurements from instruments such as
metre rule, stop watch, protractor, ammeter e.t.c. to the required accuracy.
- Many candidates could not express their calculations to the required
significant figures.
- Inability to carry out instructions logically and in sequence as demanded.
- Inability to use pins to trace rays as many drawings have no pin hole.
- Many candidates were unable to plot graph involving numbers less than unit
e.g. 0.018, 0.31 e.t.c.
- Poor computational skills
- Non adherence to rubric
- Poor language expressions
- late exposure to practical work
- Many candidates obtained negative values for the mass of sand M. Probably teachers did not complete/supplied vague information on the report form misleading the candidates/examiners e.g. teacher(s) stating density of sand as 2 gcm-3 – 4.51 gcm-3.
- rote learning
- labeling of axes with letters x and y which represents specific measures in physics and not general coordinates as in mathematics
- Many could not make deduction from graphs nor draw lines of best fit.
2. The following remedies were suggested:
- Teachers to place emphasis on measurements, plotting of graphs and
making deductions from graphs.
- Teachers to endeavour to cover the scheme of examination.
- Teachers to organize enough practical classes before examination
- Teachers to expose candidates early enough to practical work.
- Teachers to drill candidates on the plotting of graphs and handling of
numerical processes.
- Teachers to be properly motivated
- Teachers should fill and supply correct information as required in the report
forms.
- WAEC to re-accredited schools based on possession of laboratories and equipments
- There should be synergy between parents and school authorities on how
to make candidates develop the right attitude to learning.
- School to provide functional laboratories
- School to engage qualified and well trained physics teachers.
