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Many candidates were unable to:
- state the functions of the parts of disc plough;
- write the full meaning of WARDA;
- state the functions of a mistblower;
- distinguish between straight fertilizers and compound fertilizers;
- give examples of inorganic fertilizers;
- state ways by which the carbon cycle is important in agriculture;
- draw an annotated diagram of the water cycle;
- calculate the expected plant population;
- state factors that should be considered in planning crop production;
- explain terms such as grafting, thinning and staking as used in crop production;
- give reasons for adopting grafting, thinning and staking in crop production;
- write botanical names of yam species;
- state advantages and disadvantages of inbreeding in animal improvement;
- describe balance sheet;
- outline factors that affect the price of rice;
- give reasons why prices of most agricultural produce are unstable in West Africa; and,
- describe agricultural extension teaching methods such as field day and agricultural shows.
Deriving from the weaknesses noted above, the Chief Examiner advised that:
- Candidates should improve on their quantitative reasoning skills;
- Agricultural science teachers should endeavour to teach the quantitative aspect of topics that have numerical applications in the examination syllabus;
- Agricultural science teachers should endeavour to use appropriate instructional materials to simplify the teaching and learning of some perceived difficult concepts in the examination syllabus.
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