Biology practical isn’t so hard part of the subject in the examination but unfamiliarity with biological rules have been the leading causes for poor performance. This year’s Reasons Why Candidates Fail 2016 Biology WAEC Practical are as well in line.
The observed weaknesses of the candidates include:
- poor spelling of technical terms e.g York, yoke for yolk; ‘bite’ for ‘bile’, ‘thorasic’ for ‘thoracic’.
- inability to draw the correct specimen required;
- drawing with wrong titles;
- not including the magnification of the diagram;
- making diagrams without the correct specification;
- labeling with guidelines that are not ruled;
- inability to distinguish between longitudinal section and transverse section (maybe on the part of the teacher too);
- starting taxonomical names with small letters;
- inability to state the exact locations of specimens H(Liver), K(Lung) and M(Kidney) in the body of mammals;
- inability to name the content of the gall bladder;
- inability to state the changes in the colour formed for food test;
- writing ‘poisonous’ gland instead of ‘poison’ gland;
- using arrows in the opposite direction for the food chain.
General Recommendations by the Council
After thorough examinations of candidates’ script, the following recommendations were made:
- appropriate specimens should be provided for students for the practical examinations;
- students should be made to draw often in class, and be taught the basic skills of drawing;
- students should learn to use rulers to rule guidelines for labels;
- students should be taught the way to report observations of food tests;
- teachers should drill students on spellings so as to improve on their spelling of technical terms;
- students should be taught how to answer adaptation questions;
- Chief Examiners’ Report should be made available to students and compulsory for teachers to read;
- teachers should be made to attend seminars and workshops.
Noticeable Candidates’ Strength
The observed strengths of the candidates include:
- writing answers neatly and clearly;
- ability to follow the instructions of the questions;
- ability to answer one-word questions satisfactorily;
- drawing without shading or painting;
- ability to identify the organism growing on specimen B (bread with mould).
- ability to state observable differences and similarities of specimens S (Toad) and U (Lizard);
- ability to state the differences between specimens A (fresh bread) and B (bread with mould);
- ability to name the habitat of specimens S (Toad), U (Lizard) and W (Locust);
- ability to construct a food chain from the specimens listed.
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