Weakness and Remedies

The observed weaknesses of the candidates include:

• inability to relate structure with function of specimens in adaptation questions;
• inability to state observable structural differences of specimens;
• poor spelling of technical terms and one-word answers;
• starting taxonomic names with small letter;
• inability to state the functions of specimen B (rain gauge), C (meter rule) and F (quadrat);
• inability to describe how specimens B (rain gauge) and D (sweep net) could be used;
• inability to name organisms associated with the use of specimen F (quadrat);
• inability to title diagrams correctly;
• 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 off-hand making the answers have little or no link with the question asked;
• inability to state the reason for the sex of specimen P (cockroach);

 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.