Most of the candidates were unable to:

• discuss briefly the interdependence of agriculture and industry under: tools, implements and machines industries; processing industries and agro-chemical industries;
• with the aid of a diagram, explain the use of the 3,4,5 method in farm survey;
• distinguish between farm machinery and farm implements;
• give six examples each of farm machinery and farm implements
• discuss the root knot disease of tomatoes under causal organism; mode of transmission; two symptoms; and two prevention and control measures;
• distinguish between grafting and budding in plant propagation;
• explain what is meant by forest reserve
• state two advantages of taungya system of farming to each of farmers and foresters;
• describe with the aid of a diagram, the life cycle of yam beetle (Heteroligus meles);
• state two advantages of organic fertilizers over inorganic fertilizers;
• state two advantages and two disadvantages of natural incubation;
• write short notes on methods of rangeland improvement: rotational grazing, reseeding and controlled stocking;
• draw a supply curve using the information provided in the supply schedule;
• use  supply curve to explain the relationship between supply and price;
• state two advantages and two disadvantages of using farm and home visits as a teaching method in agricultural extension work;
• mention three characteristics of agricultural produce in relation to marketing;
• state the law of diminishing returns in agricultural production;
• use the table provided to draw an input-output graph;
• explain the relationships between fertilizer input and sorghum yield;
• state five benefits of commodity boards in the marketing of agricultural produce in West Africa.

Consequent upon the identified weaknesses observable in the candidates’ scripts, the Chief Examiners’ recommend as follows:

• Teachers should endeavour to cover the entire Agricultural Science syllabus before the WASSC examinations;
• Resource persons should be invited to classrooms to teach technical areas in the syllabus;
• Excursions, field trips etc should be organized in schools to enable students gain practical knowledge and skills required in the content of the Agricultural Science syllabus;
• Teachers should use the recommended/current text books, attend workshops and seminars that would improve their teaching proficiency;
• Teachers should emphasize the use of numerical data, tables and graphs in the teaching of Agricultural Science in schools.