9 Reasons Why Candidates Fail 2017 Biology WAEC Theory

Reasons Why Candidates Fail 2017 Biology WAEC Theory are never the same with the previous years and this call for more adherence and been careful to details. The prevalent reasons why candidates retake a particular WAEC paper differs, therefore, you are urged to carefully check through as this may still repeat itself if necessary cares are neglected.

1. wrong spelling of the name of the scientist that developed the binomial system of classification;
2. writing pH as PH when referring to the characteristics of enzymes;
3. inability to outline the procedure for testing for starch in a leaf sequentially;
4. use of wrong grammar or words to relay their answers;
5. inability to use technical terms to describe some processes;
6. inability to name the instrument used for collecting tiny insects from a leaf or stem;
7. inability to draw the instrument used for collecting tiny insects from a leaf or stem;
8. inability to explain the process of perceiving smell in humans properly;
9. not putting “X” as a sign for crossing in question 4;

What are the WAEC Recommendations?

The chief Examiner made the following recommendations based on the prevailing reasons that led to the failure, kindly consider them.

1. teachers should teach students the rules guiding drawing of biological diagrams;
2. teachers should make students draw often;
3. students should learn biological processes sequentially;
4. teachers should be engaged in seminars and several trainings to aid their teaching;
5. students should study technical terms properly;
6. the correct definition of biological terms should be encouraged;
7. students should endeavour to write legibly;
8. teachers should lay emphasis on genetics and relationships as most candidates did not do well in the questions 3 and 4.

Candidates Strength

The observed strengths of the candidates include; ability to answer questions precisely;

1. ability to supply their answers in the space provided;
2. ability to follow instructions stated;
3. proficiency in answering questions requiring recall of facts
4. some candidates could arrange the taxonomic groups of living things in order of hierarchy;
5. ability to answer the questions peculiar to their country;
6. naming viral diseases of humans;
7. naming macro-elements required for the formation of chlorophyll in plants;

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