- Weaknesses observed are as follows:

- Many candidates could not read measurements from instruments such as

metre rule, stop watch, protractor, ammeter e.t.c. to the required accuracy.

- Many candidates could not express their calculations to the required

significant figures.

- Inability to carry out instructions logically and in sequence as demanded.

- Inability to use pins to trace rays as many drawings have no pin hole.

- Many candidates were unable to plot graph involving numbers less than unit

e.g. 0.018, 0.31 e.t.c.

- Poor computational skills

- Non adherence to rubric

- Poor language expressions

- late exposure to practical work

- Many candidates obtained negative values for the mass of sand **M**. Probably teachers did not complete/supplied vague information on the report form misleading the candidates/examiners e.g. teacher(s) stating density of sand as 2 gcm-3 – 4.51 gcm-3.

- rote learning

- labeling of axes with letters **x** and **y** which represents specific measures in physics and not general coordinates as in mathematics

- Many could not make deduction from graphs nor draw lines of best fit.

2. __The following remedies were suggested__:

- Teachers to place emphasis on measurements, plotting of graphs and

making deductions from graphs.

- Teachers to endeavour to cover the scheme of examination.

- Teachers to organize enough practical classes before examination

- Teachers to expose candidates early enough to practical work.

- Teachers to drill candidates on the plotting of graphs and handling of

numerical processes.

- Teachers to be properly motivated

- Teachers should fill and supply correct information as required in the report

forms.

- WAEC to re-accredited schools based on possession of laboratories and equipments

- There should be synergy between parents and school authorities on how

to make candidates develop the right attitude to learning.

- School to provide functional laboratories

- School to engage qualified and well trained physics teachers.