Weakness and Remedies

The observed weaknesses are as follows:

• inability to spell technical and biological terms correctly;
• poor spelling of scientists’ names e.g Swann instead of Schwann;
• poor handwriting;
• inability to label the organelle responsible for cell reproduction;
• inability to answer question 4 on conservation laws appropriately;
• inability to define antigen and ecological niche;
• poor understanding of some questions asked;
• inability to state the roles of a mango tree in its ecological niche;
• not giving titles to their diagrams;
• inability to properly give answers to questions;
• some could not name the blood cell in humans that does not possess a nucleus because they could not comprehend that the organelle for cell reproduction is the nucleus;
• candidates could not give the implication of the cell not possessing the organelle for cell reproduction.

            The following solutions were proffered to overcome these weaknesses
-     teachers should teach students the rules guiding drawing of biological diagrams;
-     teachers should make students draw often while making emphasis to the view of the diagram;
-     teachers should teach students topics on conservation;
-     teachers should be encouraged to attend WAEC coordination;
-     teachers should be engaged in seminars and several trainings to aid their teaching;
-     students should study the correct spellings of technical terms;

• the correct definition of biological terms should be encouraged;
• students should endeavour to write legibly;
• students and teachers should use standard text books;
• teachers and students should cover the syllabus before putting in for the examinations;
• regular trainings and seminars should be attended by teachers;
• teachers and students should endeavour to use Chief Examiners’ Reports to study.