Weakness and Remedies

The observed weaknesses of the candidates include:

• inability to relate structure with function of specimens;
• poor spelling of technical terms and one-word answers, e.g. Anthropoda, Atropoda, Arthropodia instead of Arthropoda and Insecter instead of Insecta;
• starting taxonomic names with small letter;
• breaking a single technical word into two words e.eg. House fly for Housefly;
• inability to title diagrams correctly;
• poor diagram of specimen K (Pride of Barbados flower) in question 4 (f);
• not including the magnification of the diagram;
• using un-ruled or crossing guidelines in labeling diagrams;
• using plural instead of singular for a single guideline;
• using guidelines that do not touch the structure;
• making diagrams without the correct specification;
• labeling with guidelines that are not ruled;
• drawing the wrong specimen and drawing off-hand making their answers have little or no link with the question asked;
• inability to mention specific habitats of organisms;
• inability to tabulate answers on differences;
• inability to compare specimens K (Pride of Barbados flower) and L (Elephant grass) correctly in question 4 (e).

 The following remedies were proffered to overcome the weaknesses:

• students should be made to draw often in class, and be taught the basic skills of drawing;
• students should learn to use rulers to rule guidelines for labels;
• teachers should drill students on spellings so as to improve on their spelling of technical terms;
• students should be taught how to answer adaptation questions;
• students should write their answers themselves without external help;
• Chief Examiners’ Report should be made available to students and compulsory for teachers to read;
• teachers should attend seminars and workshops often;
• teachers should be encouraged to attend WAEC coordination and marking exercise.