WASSCE Candidates’ Weaknesses In Management in Living And Remedies | Extract From Chief Examiners Report Towards WASSCE 2023
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 WASSCE candidates’ weaknesses in Management in Living during the last held examinations.
WAEC Summary of 2021 WASSCE Management in Living Paper Two (2)
A. SUMMARY OF CANDIDATES’ STRENGTHS
(a) Majority of the candidates adhered to the rubrics. They answered the required number of questions.
(b) Candidates expressed themselves clearly with relevant points and gave explanations. This should be encouraged.
(c) Most candidates were able to explain the concept management in question 1 (a).
(d) Types of goals in question 1 (d) was well stated by most candidates.
(e) Question 2 (b) was well answered by most candidates.
(f) The question on housing was well answered by most candidates.
(g) Most candidates answered question 6 and performance was good. Differences in dating and courtship was well stated and factors that may cause marriage break-up were well explained.
B. SUMMARY OF CANDIDATES’ WEAKNESSES
(a) Most questions that demanded explanations were not explained, some candidates just listed the points so they lost marks for explanations.
(b) Poor spelling was a problem in some cases. For example group as grop, pests as perts, cristories as clitoris, feelings as felling, dumping as damping, etc.
(c) Wrong numbering of questions.
(d) Some candidates wrote two questions on one page, others split one question far apart, e.g. question 1 on page 1 and 2, while question 1 (d) on page 10, etc.
(e) Some candidates could not use the appropriate vocabulary to express themselves.
(f) Most candidates could not state the characteristics of management and the factors that affect management in question 1 (b) and (c).
(g) Some candidates could not explain sanitation as demanded in question 3 (a) and explain practices that contribute to poor sanitation.
(h) Most candidates could not explain investment and explain the common characteristics of investment in question 4 (a) and (b)
C. SUGGESTED REMEDIES
(a) Candidates should be encouraged to read widely to improve their vocabulary.
(b) Teachers should write relevant words on the marker board and pronounce them correctly so that candidates can benefit.
(c) Candidates should be encouraged to read instructions on the question paper carefully before answering them.
(d) Teachers should take pains to teach students how to answer questions.
(e) Teachers should be encouraged to make good use of the Chief Examiners Reports.
(f) Teaching of the subject should be made more practical instead of reading the textbooks in class
WAEC Summary of 2020 WASSCE Management in Living Paper Two (2)
A. SUMMARY OF CANDIDATES’ STRENGTHS
(1) Clear handwriting and readable in most cases.
(2) Candidates answered the number of questions required of them.
B. SUMMARY OF CANDIDATES’ WEAKNESSES
(1) Poor spellings and grammatical errors. Examples:
– Baby spelt body
– Breast milk spelt burst milk
– Breech Birth spelt Bleach birth
(2) Presentation of answers to questions was not orderly done.
(3) Wrong numbering of answers.
C. SUGGESTED REMEDIES
(1) Candidates should read more to enhance their vocabulary and spelling.
(2) Candidates are advised to present their answers in an orderly manner.
(3) Candidates are advised to read over their work in order to check and correct the
numbering of the questions.
WAEC Summary of 2021 WASSCE Management in Living Paper Three (3)
A. SUMMARY OF CANDIDATES’ STRENGTHS
(a) Most candidates presented their work in a neat and orderly manner.
(b) Candidate were aable to state the effects of poor environmental hyqiene.
(c) Most candidates answered question 4 (a) and (c) correctly. It required candidates to state factors to consider when buying labour saving devices and its care.
(d) Most of the candidates were able to answer five (5) questions as instructed.
(e) There was improvement in some candidates’ handwriting and sentence construction.
B. SUMMARY OF CANDIDATES’ WEAKNESSES
(a) Most of the candidates were unable to answer some questions well. They could not give reasons why non-money income is important and state ways an adolescent can help increase the family income as demanded in question 1.
(b) Most of them spelt words wrongly, for example avialable for available, mob for mop, scrab for scrub, damp for dump rug for rag, etc.
(c) Question 2 was poorly answered by most candidates. They could not state the ways of disposing solid waste in the home. Incomplete statements were given. For example ‘dig a hole, put waste in dustbin’. Instead of ‘put waste in bin with a lid’.
(d) Most candidates could not give correct answers for question 3. They could not distinguish between food storage and preservation.
(e) Candidates were unable to differentiate between floors and floor coverings in question 5(a). Steps to special clean concrete floor was written poorly.
(f) Causes of child abuse was not well answered by most candidates, question 6 (b). They could not outline the challenges that abused and neglected child is likely to face as they go through life.
C. SUGGESTED REMEDIES
(a) The students should be encouraged to read extensively on the topics to acquaint themselves with the technical words.
(b) Engaging them on word drills would be very helpful.
(c) Candidates should be taught how to relate theory to practical life experiences.
(d) Teachers should have regular dictation exercises before starting the normal lessons for the day on every topic they teach.
(e) Candidates should be taught how to answer questions in examination.
WAEC Summary of 2020 WASSCE Management in Living Paper Three (3)
A. SUMMARY OF CANDIDATES’ STRENGTHS
(1) Most candidates followed the instructions given on the question paper and answer booklet.
(2) Some handwritings were legible.
(3) Cancellations were neatly done. Most candidates answered the required number of questions.
(4) Some of the candidates presented their answers in an orderly manner which is commendable. Questions that demanded sequential presentation were done by some candidates.
B. SUMMARY OF CANDIDATES’ WEAKNESSES
(1) Poor spelling
(2) Poor construction of sentences
(3) In some cases, handwriting was bad and could not be easily read.
(4) Some candidates could not form sentences correctly.
(5) Some of the sentences were unintelligible.
(6) There was also a problem of incorrect use of some of the technical terms in Management in Living, e.g., instead of saying ‘bath the baby, they wrote ‘wash the baby’.
(7) The construction of good sentences and grammatical expression was poor.
(8) Some candidates answered more than five questions.
(9) There were few cases of not numbering the questions well, some also answered the same question on different pages or two questions on one page.
C. SUGGESTED REMEDIES
(1) Teachers should avoid teaching in the local language.
(2) The technical terms in all topics should be emphasized and students made to master them and their spellings.
(3) Parents should show more interest in the performance of their children and help them when they can.
(4) Senior High School Coordinators should be more proactive and encourage teachers to teach the students well emphasizing the practical aspect of management in Living.
(5) Teachers should organize more practical lessons for the students.
(6) Qualified teachers should be allowed to teach the subject.
It is the hope of our team that candidates will perform better when teachers and candidates go through this summary of strengths, WASECE candidates’ weaknesses in Management in Living and remedies and apply same
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