10 Reasons Why Candidates Fail 2015 Biology WAEC Practical

Biology practical is not as hard as such but statistics has it that, a good number of students usually a hard time in getting across board, Reasons Why Candidates Fail 2015 Biology WAEC Practical are outlined below based on the factual inference drawn across countries.

1. inability to state the Class Osteichthyes;
2. inability to state correctly the leaf arrangements, leaf shape and leaf venation of specimens A and B;
3. inability to know that adaptation refers to the structures and function;
4. inability to draw guidelines to touch the label on the diagram;
5. using wrong magnification or not writing down the magnification of the diagram;
6. using wrong titles for the diagram;
7. inability to label diagrams correctly;
8. inability to correctly identify the phylum of Specimens G (Worker bee) and H (Soldier termite);
9. inability to state reasons for the Phylum Arthropoda;
10. writing axial instead of axile for the type of placentation of specimen T.

Council’s Recommendations by the Chief Examiner

The chief examiner, having carefully checked through the weaknesses above and even of previous years, the following remedies were stated in curbing the down spiral in the biology practical.

1. students should be abreast with the recent classification of organisms into Class and Order
2. students should be made to draw often in class, so as to perfect their diagrams during examination;
3. students should be encouraged to use modern text books;
4. students should be exposed to practical and scientific knowledge;
5. schools should endeavor to equip their laboratories;
6. teachers should be exposed to field work and laboratory works;
7. teachers should emphasize to students that whenever a question on adaptation is asked that they should relate structures with their respective functions.

General Candidates’ Strength

Students shown a strong understanding about the following concept:

1. adherence to rubrics;
2. ability to start the taxonomic names with capital letter;
3. spelling technical terms correctly;
4. ability to give the agricultural classification of the given specimens in question 4;
5. improvement in the diagram of cut surface by showing double lines e.g. drawing of citrus fruit;
6. ability to answer question 4 excellently well.

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