12 Reasons Why Candidates Fail 2015 Biology WAEC Theory

Many could be the reasons why you fail biology which may have thought it to be personal, however, WAEC Reasons Why Candidates Fail 2015 Biology WAEC Theory are comprehensively outlined below of which none is personal.

The observed weaknesses are as follows:

1. wrong spelling of technical terms e.g., grass hopper, weevil for grasshopper, weevil;
2. describing photosynthesis instead of stating how the leaf is adapted for photosynthesis;
3. not attempting the compulsory question 6;
4. inability to state correctly the differences between the excretion in flowering plants and excretion in humans;
5. lack of sequence in the Carbon cycle;
6. inability to define test cross correctly;
7. making a diagram of the Nitrogen cycle instead of the Carbon cycle;
8. poor crossing of the genetic expression;
9. constructing a food chain without showing the direction with arrow heads;
10. poor understanding of sexual reproduction in Rhizopus;
11. poor attempt in answering questions requiring detailed explanations;
12. poor response to questions on ecology and genetics.

WAEC Recommendation by the Chief Examiner

The chief examiner proffered the following recommendations having identified the peculiar.

1. teachers should teach students how to use arrow heads to show the direction of processes in biological cycles;
2. students should be taught how to answer questions correctly;
3. all the aspects of the syllabus should be touched by the teacher and students;
4. students should be more confident when taking examinations;
5. students should read and understand a question properly before attempting it, e.g. candidates were explaining adoption instead of adaptation as required;
6. students should study various textbooks not depending on their teachers7 notes only;
7. teachers should teach students how to make good diagrams;
8. the correct definition of biological terms should be encouraged.

General Candidates’ Strength

Candidates proved a worthwhile strength in the following:

1. ability to present their answers concisely;
2. using tables as required to differentiate between the excretion in flowering plants and excretion in humans;
3. ability to describe the mode of feeding in Tapeworm;
4. adhering to instructions e.g., not answering question 5 which is not peculiar to their country;
5. display of knowledge of some of the tested items;
6. ability to state the effect and remedy of kidney stones, nephritis and diuresis; ability to write legibly;
7. ability to state the benefits of including roughage in the diet of humans.

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