Weakness and Remedies

The observed weaknesses are as follows:

• poor expression in questions requiring explanation;
• poor drawings of diagrams;
• poor performance in questions that require application of knowledge;
• not giving a title to the diagram;
• inability to label the diagram drawn;
• inability to spell technical terms correctly;
• inability to answer questions that require corresponding answers correctly;
• inability to explain the reason why a Rhesus negative woman married to a Rhesus positive man might lose her second pregnancy.
• poor grasp of Genetics;
• inability to cross the genetics question properly;
• not putting ‘X’ as a sign for crossing in question 4;
• inability to answer questions on evolution properly;
• inability to explain the importance of lightning, Nitrosomonas and Azotobacter in question 6 (a).

  The following solutions were proffered to overcome these weaknesses

•  teachers should  teach students the rules guiding drawing of biological diagrams;


• 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;
• students should endeavour to write legibly;
• teachers should lay emphasis on genetics and the importance of the cross sign when answering the questions on genetic crossing;
• evolution topics should be taught to students
• 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.