waecE-LEARNING
Agricultural Science Paper 2, Nov/Dec 2011  
Questions: 1 2 3 4 5 6 7 8 9 10 Main
General Comments
Weakness/Remedies
Strength






weakness/remedies

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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