The inadequacies in the performance of candidates were attributed to the following weaknesses:

• poor study habits;
• lost of sight of key words in definitions;
• inability to interpret correctly between the demands of the items framed with “why” from “explain why”;
• poor communicative expression;
• poor computational skill;
• failure to present precise and acceptable definition of concepts such as latent heat, root-mean-square value of a.c, overtone as applied to musical note, - Elastic limit and Yield point.;
• inability to explain (i)  the effect of temperature on surface tension of a liquid;  (ii) “electron gun”.
• wasted time by recopying the questions in their answer booklets;
• poor use of units in the final answers;
• failure to use appropriate concepts of physics to explain banking of roads at bends, projection lantern and centripetal/centrifugal forces.

The suggested remedies were as follow:

• Re-training of teachers should be organized by State Ministries of Education in collaboration with WAEC;
• Physics Teachers should make greater effort to ensure adequate coverage of the syllabus;
• Teachers should emphasis practical applications during classroom teaching;
• Physics teachers are encouraged to make use of recent editions of text books;
• More periods should be allotted to the teaching of Physics in schools time-table;
• Physics teachers should as much as practicable relate class instructions to events taking place in the students’ environments;

- Schools should intensify the teaching of English and Mathematics so as to improve candidates’ communicative and computational skills respectively