BECE Candidates’ Weaknesses In Science And Remedies | Extract From Chief Examiners Report For BECE 2023 Integrated Science

BECE Candidates’ Weaknesses In Science And Remedies | Extract From Chief Examiners Report For BECE 2023 Integrated Science

Teachers preparing students for any examination are always worried about the potential weaknesses in answers that their students will provide during the examination. Fortunately, the main examining body, the West Africa Examination Council always provide BECE candidates’ weaknesses in Science (Integrated) during the last held examination.

WAEC Summary of 2019 BECE Integrated Science Paper Two (2)

A. SUMMARY OF CANDIDATES’ STRENGTHS

The following are a summary of the strengths of the candidates:

(1) The questions on biology appeared to be most favourable to the candidates and hence scored good marks in that area.

(2) Most candidates followed the rubrics of the questions and arranged their questions well

(3) Most candidates were able to complete their work within the given time.

(4) Many candidates exhibited legible and good handwriting

B. SUMMARY OF WEAKNESSES

(1) Spellings of some simple words continue to be a problem for most candidates. For example “skin” is wrongly spelt as “skain”, “solid” is wrongly spelt as “soild” “virtual” is wrongly spelt as visual, and “space” is wrongly spelt as “speac” and a

host of other words.

(2) Wrong units. The correct units of some physical quantities continue to pose problems for most of the candidates. Candidates must appreciate simple units like “joules”, (“J”) as unit for energy or work, Kilogram (kg) for mass and oC for temperature.

(3) Candidates should also take note of differences between “a thermometer and temperature as the former is an instrument to measure the latter.  Most of the candidates have problems with English Language. Even though it seemed they had the idea, expressing it was their handicap. There is basically a problem with the communication skills of the candidates.

C. SUGGESTED REMEDIES

(1) The students should be subjected to special drills after each topic taught. Students should be made to relate whatever is taught in class to the questions set in examinations.

(2) Diagrams connected with every topic should be drawn well on the blackboard and labelled correctly according to scientific method of labeling.

(3) Students should be taught international way of naming organisms and chemicals. E.g. Vibrio cholerae, Tubercle Bacillus bacteria, Iron (II) Chloride, concentrated tetraoxosulphate (VI) acid.

(4) Candidates should be exposed to more calculation problems involving formula

WAEC Summary of 2018 BECE Integrated Science Paper Two (2)

A. SUMMARY OF CANDIDATES’ STRENGTHS

(1) Most candidates were precise with their answers

(2) Most candidates showed good understanding of the electron configuration as they were able to draw and show the distribution of electrons in the various shells for potassium

(3) Most candidates were able to differentiate between pests and parasites

(4) There was an improvement in the spelling of scientific words even though few candidates still could not write them correctly.

B. SUMMARY OF CANDIDATES’ WEAKNESSES

(1) Candidates failed to read and understand the demand of the questions; such as the difference between state, name, explain, define and ‘what’ is as used in the questions. Example in Question 1(d)(v) candidates were to explain how the solid portion of the solution named in (iii) could be obtained. The response from some candidates was just “evaporation”.

(2) Writing of the formula for compounds was a big challenge for many candidates.

(3) Some candidates recopied the questions before answering and it made them not to be able to answer all the number of questions required.

(4) Lack of understanding of what derived quantities are.

C. SUGGESTED REMEDIES

(1) Teachers must make time and teach candidates the difference between the terms, “explain”, “what is”, “state” etc.

(2) Teachers should try as much as possible to take candidates through the entire topics in the syllabus before they write their examinations.

(3) More exercises on every topic taught must be given to the students as a guide in helping them to revise.

(4) Candidates should be encouraged to use past questions in their studies.

WAEC Summary of 2017 BECE Integrated Science Paper Two (2)

A. SUMMARY OF CANDIDATES’ STRENGTHS

(1) Most candidates were able to understand the requirements in every question and supplied the appropriate responses.

(2) Majority of candidates showed good knowledge of scientific principles and their applications.

(3) There was general improvement in the spelling of scientific words and correct labelling of equipment.

B. SUMMARY OF WEAKNESSES

(1) Some candidates did not number their answers

(2) Lack of adequate preparation was evident in the work of some candidates.

(3) Few candidates could not identify the set-up for filtration and so could not label the parts of the diagram correctly.

C. SUGGESTED REMEDIES

(1) Candidates should be advised to pay serious attention to their studies and not rely on external assistance during examinations.

(2) Teachers should conduct more practical activities to enable candidates understand the various concepts in the syllabus.

(3) Candidates should be advised to read their textbooks to enable them know much about equipment and apparatus they use in the laboratory

WAEC Summary of 2015 BECE Integrated Science Paper Two (2)

A. A SUMMARY OF CANDIDATES’ STRENGTHS

(1) Majority of the candidates left at least two or three lines in between their answers and this makes work very neat.

(2) Many of the candidates wrote the question numbers they answered on the front page in the box at the bottom.

(3) Majority of the candidates drew their diagrams using pencil. The diagrams were large enough and labels provided e.g. Q3: Emitter and Collector with the arrow well indicated.

B. A SUMMARY OF CANDIDATES’ WEAKNESSES

(1) Majority of the candidates exhibited poor spelling of key points or terms e.g. ‘Blood pod’ instead of ‘black pod’, ‘distillation’ instead of ‘distillation’ etc.

(2) Most of the candidates also wrote wrong facts to some questions e.g. Q2(d) candidates wrote answers such as, clay silt and sand which are types of soil instead of; air; water; humus etc. which are components of soil as demanded by the question.

(3) Majority of the candidates answered more than one or two questions on a page. Question one was compulsory but some candidates did not answer it.

(4) Majority of the candidates did not add the units for measuring the lengths, a, b, c on the diagram. Some candidates did not add the units used for the measurement.. Many candidates did not consider the precision of the meter rule.

See also: BECE Candidates’ Weaknesses In Social Studies And Remedies | Extract From Chief Examiners Report For BECE 2023 Social Studies

C. SUGGESTED REMEDIES

(1) As regards poor spelling of key points, it is suggested that at least fifteen (15) minutes of each double period be used to drill the candidates on spelling of key words/terms.

(2) Science Teachers should teach every aspect of the syllabus instead of teaching selected topics. Demonstration lessons could even be conducted to highlight key words or terms.

(3) Candidates should be informed that each new question should be started on a fresh page.

(4) During practical classes the candidates should be directed to add the relevant units during measurement. The precision of the instrument used should also be told e.g. ruler/meter rule/tape (1dp), clock (1dp), stop watch (2dp) etc.

It the hope of our team that candidates will perform better when teachers and candidates go through this summary of strengths, BECE candidates’ weaknesses in Science (Integrated) and remedies and apply same

Source: waecgh.org

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