(1) Weaknesses observed are as follows:
- Poor computational skills e.g. instead of 50 = ucos 30; e = ; I=, some
candidates wrote u = 50 cos 30; e = and l = respectively.
- Poor understanding of basic concepts such as boiling point, sound wave, projectiles, polarization, cathode ray tube and LASER.
- Inability to explain the purpose of earthing on electrical appliance
- inability to describe how water could be made to boil without heating it.
- Inability to draw inferences from Brownian motion experiments
- rote learning
- poor language expression
- carelessness in symbols identification e.g. confused velocity (v) with voltage (V).
- Inability to interpret statements into workable diagrams.
- wrong conversion of units.
(2) The following remedies were suggested
- Schools should be adequately equipped with learning materials.
- Physics teachers to attend WAEC coordination meetings
- Teachers to give assignments and projects to help concretize knowledge
- Teachers to adequately cover the syllabus
- Qualified physics teachers should be employed for teaching of physics.
- More time should be allotted to the teaching of physics on the schools timetable.
- WAEC to re-introduce qualifying examinations.