Candidates' Weaknesses and Suggested 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.