Weakness and Remedies

The observed weaknesses are as follows:

• poor spelling of some technical terms e.g Spyrogyra for Spirogyra; dysentry for dysentery; thyphoid for typhoid; diarhea for diarrhoea;
• poor expression in questions requiring explanation;
• poor drawings of diagrams;
• inability to compare biological processes appropriately;
• poor performance in questions that require application of knowledge;
• not giving a title to the diagram;
• drawing the urinogenital system of a female instead of the reproductive system;
• inability to answer questions that require corresponding answers correctly;
• inability to use technical terms to describe some processes;
• poor grasp of Genetics;
• not putting ‘X’ as a sign for crossing in question 4;
• inability to explain how blood loss by a car accident victim could be restored in question 6 (e).

  The following solutions were proffered to overcome these weaknesses
-     teachers should  teach students the rules guiding drawing of biological diagrams;
-     teachers should make students draw often while making emphasis to the view of the diagram;
-     teachers should be encouraged to attend WAEC coordination;
-     teachers should be engaged in seminars and several trainings to aid their teaching;
-     students should study the correct spellings of technical terms;

• the correct definition of biological terms should be encouraged;
• students should endeavour to write legibly;
• teachers should lay emphasis on genetics;
• students and teachers should use standard text books;
• teachers and students should cover the syllabus before putting in for the examinations;
• teachers and students should endeavour to use Chief Examiners’ Reports to study.