THE WEST AFRICAN EXAMINATIONS COUNCIL
EXECUTIVE SUMMARY OF
ENTRIES, RESULTS AND CHIEF
EXAMINERS’ REPORTS
ON THE
WEST AFRICAN SENIOR SCHOOL
CERTIFICATE EXAMINATION
(WASSCE)
AND THE
SENIOR SECONDARY SCHOOL CERTIFICATE
EXAMINATION (SSSCE)
CONDUCTED IN
GHANA
IN 2006
THE WEST AFRICAN EXAMINATIONS COUNCIL
EXECUTIVE SUMMARY OF
ENTRIES, RESULTS AND CHIEF EXAMINERS’ REPORTS
ON THE 2006 WEST AFRICAN SENIOR SCHOOL CERTIFICATE
EXAMINATION (WASSCE) CONDUCTED IN GHANA
1. MAY/JUNE 2006 WASSCE (FOR SCHOOL CANDIDATES)
(1)
Statistics of Entries and Results
(a)
Entry Figures
• Number of candidates that sat the examination
=
121,175
• Number of Male candidates
=
68,111
• Number of Female candidates
=
53,064
(i)
Core Subjects
Table I: Subject Entries for Core Subjects
Subject
Male
Female
Total
English Language
68,111
53,064
121,175
Social Studies
68,111
53,064
121,175
Mathematics (Core)
68,103
53,059
121,162
Integrated Science
68,103
53,059
121,162
(ii)
Elective Subjects
Table II: Elective Subjects with Entries of over 6,000
Subject
Male
Female
Total
Economics
36,734
31,987
68,721
Mathematics (Elective)
24,789
8,466
33,255
Government
15,560
14,386
29,946
Business Management
16,685
12,237
28,922
Financial Accounting
16,485
9,537
26,022
Chemistry
16,937
6,683
23,620
Geography
13,945
8,718
22,663
Principles of Costing Accounting
12,840
7,756
20,596
Physics
15,861
4,249
20,110
General Knowledge-In-Art
6,678
9,925
16,603
Biology
8,998
6,884
15,882
1
Literature-In-English
3,500
10,093
15,593
History
7,726
7,498
15,224
Christian Religious Studies
6,254
8,165
14,419
Management-In-Living
659
10,582
11,241
General Agriculture
8,613
2,124
10,737
Foods & Nutrition
397
8,702
9,099
Crop Husbandry & Horticulture
6,241
1,580
7,821
Graphic Design
4,720
2,502
7,222
French
1,859
5,524
7,383
Twi (Asante)
3,230
3,454
6,684
Textiles
3,542
2,827
6,369
Table III: Elective Subjects with Entries below 100
Subject
Male
Female
Total
Electronics
50
1
51
Kasem
34
14
48
Jewellery
35
10
45
Fisheries
3
4
7
(b)
Interpretation of Entry Statistics
(i)
Each of the four core subjects had an entry figure of over 120,000.
(ii)
Nine of the Elective subjects had entries of over 20,000 each.
(iii)
Four Elective subjects namely: Electronics, Kasem,
Jewellery and Fisheries had entries below 100.
(iv) There were more male candidates than female candidates
in the maiden edition of the WASSCE in Ghana.
(v)
Economics and Mathematics (Elective) were the only elective subjects
which had entry figures of over 30,000 each.
(vi)
Each of the pure sciences (Biology, Chemistry, Physics) recorded an
entry of less than 30,000.
(vii)
Arts and Business subjects recorded high entry figures of
between 45% and 70% of the total candidature for the 3-year
period (See Table II).
2
(c)
Statistics of Results /Performance
(i)
Core Subjects
Table IV: Statistics of Results/Performance in the Core Subjects
Male
Female
Total
SUBJECT
No. Sat
No. & %
No. & %
No. & %
Passed
No. Sat
Passed
No. Sat
Passed
A1-C4
A1-C4
A1-C4
Social Studies
67,415
21,820
52,638
12,987
120,053
34,807
32.37%
24.67%
28.99%
Mathematics
67,576
12,946
52,688
5,727
120,264
18,673
19.15%
10.88%
15.53%
Integrated
67,464
7,638
52,639
3,117
120,103
10,755
Science
11.32%
5.92%
8.95%
English
67,718
4,729
52,768
4,009
120,486
8,738
Language
6.98%
7.60%
7.25%
Table V: Statistics of Performance in the
Agriculture Programme
Male
Female
Total
Subject
No. Sat
No. & %
No. Sat
No. & %
No. Sat
No. & %
Passed
Passed
Passed
A1-C4
A1-C4
A1-C4
Fisheries
94
87
13
13
107
100
92.55%
100.00%
93.44%
Forestry
3
1
4
0
7
1
33.33%
0.00%
14.29%
Crop Husbandry &
1,064
1,567
131
7,768
1,195
Horticulture
6,201
17.16%
8.36%
15.38%
General
1,348
2,113
188
10,680
1,536
Agriculture
8,567
15.73%
8.90%
14.38%
Animal Husbandry
166
939
28
4,176
194
3,237
5.11%
2.96%
4.65%
Table VI: Statistics of Performance in the Business Programme
Male
Female
Total
Subject
No. Sat
No. & %
No. Sat
No. & %
No. Sat
No. & %
Passed
Passed
Passed
A1 - C4
A1 - C4
A1 - C4
Business
16,527
11,115
12,125
6,052
28,652
17,157
Management
67.25%
49.91%
59.91%
Principles of Cost
12,676
5,892
7,673
2,798
20,349
8,690
Accounting
46.48%
34.47%
42.70%
Financial
16,328
7,266
9,441
3,004
25,769
10,270
Accounting
44.50%
31.82%
39.85%
Clerical Office
239
107
2,109
657
2,348
764
Duties
44.77%
31.15%
32.54%
Typewriting
214
23
2,790
215
3,004
238
10.72%
7.68%
7.91%
3
Table VII: Statistics of Performance in the Technical Programme
Male
Female
Total
Subject
No.
No. & %
No. Sat
No. & % Passed
No.
No. & %
Sat
Passed A1-C4
A1-C4
Sat
Passed
A1-C4
Electronics
50
34
1
0
51
34
68.00%
0.00%
66.67%
Auto Mechanics
280
163
3
0
283
163
58.21%
0.00%
57.60%
Applied Electricity
362
178
10
3
372
181
49.17%
30.00%
48.66%
Metal work
684
265
7
2
691
267
38.74%
28.57%
38.64%
Building
2,600
819
78
17
2,678
836
Construction
31.50%
21.78%
31.22%
Woodwork
1,638
394
36
5
1,674
399
24.05%
13.89%
23.84%
Technical Drawing
4,409
686
106
11.
4,515
697
15.56%
10.38%
15.44%
Table VIII: Statistics of Performance in the Vocational Programme
Male
Female
Total
Subject
No.
No. & % Passed
No.
No. & %
No.
No. & %
Sat
A1-C4
Sat
Passed A1-C4
Sat
Passed
A1-C4
Jewellery
33
28
9
8
42
36
84.85%
88.89%
85.71%
Clothing and
214
63
2,201
1,174
2,415
1,237
Textiles
29.44%
53.34%
51.22%
Sculpture
984
465
314
127
1,298
592
47.26%
40.45%
45.61%
Foods &
392
124
8,627
3,629
9,019
3,753
Nutrition
31.63%
42.07%
41.61%
Picture Making
1,614
619
813
347
2,427
966
38.35%
42.68%
39.80%
Leatherwork
342
114
109
14
451
128
33.33%
12.84%
28.38%
General
6,532
1,923
9,798
1,854
16,330
3,777
Knowledge-In-
29.44%
18.92%
23.13%
Art
Management-
658
159
10,491
2,935
11,149
3,094
In-Living
24.16%
27.98%
27.75%
Ceramics
1,245
292
489
103
1,734
395
23.45%
21.06%
22.78%
Textiles
3,439
537
2,792
447
6,231
984
15.61%
16.01%
15.79%
Graphic Design
4,652
648
2,476
353
7,128
1,001
13.93%
14.26%
14.04%
4
Table IX: Statistics of Performance in the General Arts Option
Male
Female
Total
Subject
No.
No. & %
No. Sat
No. & %
No. Sat
No.& %
Sat
Passed A1-C4
Passed A1-C4
Passed A1-C4
Ga
141
83
238
182
379
265
58.87%
76.47%
69.92%
Twi (Akwapem)
624
381
971
650
1,595
1,031
61.06%
66.94%
64.64%
Ewe
585
362
804
516
1,389
878
61.88%
64.18%
63.21%
Kasem
34
23
14
7
48
30
67.65%
50.00%
62.50%
French
1,763
815
5,418
2,301
7,181
3,116
46.22%
42.47%
34.39%
Music
246
99
246
80
492
179
40.22%
32.50%
36.36%
Twi (Asante)
3,157
1,140
3,396
1,233
6,553
2,373
36.11%
36.31%
36.21%
Islamic
1,501
592
743
217
2,244
809
Religious
39.44%
29.21%
36.05%
Studies
Fante
479
158
522
185
1,001
343
32.99%
35.44%
34.26%
Dagaare
1,211
33
82
26
203
59
27.27%
31.70%
29.06%
Literature-In-
5,310
1,563
9,976
3,434
15,286
4,997
English
29.44%
34.42%
32.69%
Government
15,358
5,566
14,193
3,647
29,551
9,213
36.24%
25.70%
31.18%
Dangme
65
19
40
11
105
30
29.23%
27.50%
28.57%
Geography
13,742
3,885
8,569
2,055
22,311
5,940
28.27%
23.98%
26.62%
Dagbani
487
134
210
42
697
176
27.52%
20.00%
25.25%
Christ. Religious
6,120
1,024
8,062
1,481
14,182
2,505
Studies
16.73%
18.37%
17.66%
Gonja
152
25
82
13
234
38
16.45%
15.85%
16.24%
History
7,610
1,334
7,423
1,034
15,033
2,368
17.52%
13.93%
15.75%
Nzema
88
14
71
10
159
24
15.91%
14.08%
15.09%
Economics
36,335
6,241
31,604
3,292
67,939
9,533
17.18%
10.42%
14.03%
5
Table XI: Statistics of Performance in the General Science Option
Male
Female
Total
Subject
No. Sat
No. & %
No.
No. & %
No.
No. & %
Passed A1-C4
Sat
Passed A1-C4
Sat
Passed A1-C4
Biology
8,881
3,974
6,823
1,687
15,704
5,661
44.74%
24.73%
36.05%
Mathematics
23,985
7,394
8,291
2,382
32,276
9,776
(Elective)
30.83%
28.73%
30.29%
Physics
15,640
4,038
4,225
1,189
19,865
5,227
25.82%
28.14%
26.31%
Chemistry
16,641
4,114
6,557
1,331
23,198
5,445
24.72%
20.30%
23.47%
(d)
Interpretation of Performance Statistics
(i)
Social Studies recorded the best overall performance among the Core Subjects
with 28.9% of the candidates passing at Grades A1-C4.
(ii)
Fisheries recorded the highest cumulative percentage pass in the Agricultural
programme with 93.44% of the candidates passing at Grades A1-C4.
(iv)
Electronics recorded the best performance in the Technical programme with
66.67% of the candidates passing at grades A1 - C4.
(v)
Jewellery recorded the best performance in the Vocational
programme with 85.71% of the candidates passing at grades A1 - C4.
(vi)
Ga recorded the best performance in the General Arts option with 69.92% of
the candidates passing at grades A1 - C4.
(vii)
Biology recorded the overall best performance in the pure sciences with 6.05%
of the candidates passing at grades A1 - C4.
(viii)
Between 26.31% and 36.05% of the candidates passed Physics, Mathematics
(Elective) and Biology.
(ix)
The cumulative percentage pass at Grades A1-C4 for the male candidates
was higher than that of the female candidates in the Agricultural programme.
(x)
Female candidates performed better in the General Arts option than their
male counterparts.
6
(2)
Implications of Entry and Results/Performance Statistics for Policy Formulation
(a) The relatively low entries in many subjects call for a review of the strategies for
the teaching and learning of these subjects.
(b) The low entries for technical/vocational subjects call for concern as they may be
indicative of candidates lack of interest in the subjects.
(c) The generally poor performance of candidates over the three-year period is
indicative of poor (and perhaps, declining) quality of education at the senior
secondary school level.
(d) The poor performance in subjects like Animal Husbandry,
Typewriting and Technical Drawing calls for serious concern.
(3)
Recommendations
(a) Government and school authorities should identify the causative factors for
the poor (and in some cases steadily declining) performance level of school
candidates at the senior secondary school level.
(b) Government and school authorities should apply necessary intervention
strategies for quality assurance in education at the secondary level. Critical
issues such as the learning environment, appropriate infrastructure, required
teaching aids and equipment, appropriate number and quality of teachers,
etc., should be addressed by the appropriate authorities in the education sector.
(c) Government should make conscious efforts to encourage students to study
technical/vocational subjects by engaging qualified teachers, providing necessary
laboratory equipment, and ensuring post-qualification job opportunities, etc.
(d) Government should review the existing Policy on Book Development with a
view to making relevant books readily available and affordable for students’
use.
2.
NOVEMBER/DECEMBER 2006 SENIOR SECONDARY SCHOOL
CERTIFICATE EXAMINATION (SSSCE) FOR PRIVATE CANDIDATES
(1)
Statistics of Entries and Results
(a) Entry Figures
• Number of candidates that registered for the examination = 115,196
• Number of Male candidates
=
64,866
• Number of Female candidates
= 50,330
7
Table I: Core Subjects
Subject
Male
Female
Total
Mathematics
55,162
42,973
98,135
English Language
56,526
42,404
89,930
Integrated Science
45,655
37,161
82,816
Social Studies
29,111
20,455
49,566
Table II: Elective Subjects with High Entries
Subject
Male
Female
Total
Economics
25,249
20,977
46,226
Mathematics (Elective)
19,438
5,484
24,922
Business Management
10,478
8,227
18,705
Physics
12,991
3,151
16,142
Accounting
10,742
6,445
17,187
Chemistry
11,834
3,916
15,750
Government
10,497
9,062
19,559
Geography
8,360
4,437
12,797
Biology
6,688
3,641
10,329
Business Mathematics &
6,128
3,873
10,001
Principles of Costing
History
5,133
4,752
9,885
Graphic Design
1,362
714
2,076
Islamic Religious Studies
1,503
593
2,096
Literature-In-English
2,787
5,984
8,771
Christian Religious Studies
3,158
4,403
7,561
General Agriculture
4,767
1,179
5,946
General Knowledge-In-Art
2,348
2,847
5,195
Management-In-Living
500
4,762
5,262
Crop Husbandry & Horticulture
2,619
589
3,208
Twi (Asante)
1,177
1,208
2,385
French
573
1,752
2,325
Animal Husbandry
1,924
420
2,344
Table III: Elective Subjects with low Entries
Subject
Male
Female
Total
Electronics
37
2
39
Music
29
25
54
Leatherwork
38
21
59
Fisheries
40
19
59
Dangme
33
22
55
Nzema
29
20
49
Basketry
1
1
2
Jewellery
5
0
5
Woodwork
86
1
87
8
(b)
Statistics of Performance for the
November/December 2006 Examinations
(i)
Core Subjects
Table IV: Core Subjects
Male
Female
Total
Subject
No.
No. & %
No.
No. & %
No.
No. & %
NO. &
Sat
Passed
Sat
Passed
Sat
Passed
%
A-D
A-D
A-D
Failed(F)
Mathematics
52,106
20,194
41,132
9,688
93,238
29,882
35,027
38.75%
23.53%
32.05%
37.57%
Integrated Science
41,893
8,993
34,961
2,957
76,854
11,950
39,703
21.47%
8.46%
15.55%
51.66%
Social Studies
25,951
16,495
18,742
8,646
44,693
25,141
5,299
63.56%
46.13%
56.25%
11.86%
English Language
54,485
13,319
41,125
8,336
95,610
21,655
32,064
24.45%
20.27%
22.65%
33.54%
(ii)
Elective Subjects
Table V: Agriculture Programme
Male
Female
Total
Subject
No. Sat
No. & %
No.
No. & %
No.
No. & %
No. & %
Passed
Sat
Passed
Sat
Passed
Failed (F)
A-D
A-D
A-D
Animal
1,802
568
391
65
2,193
633
658
Husbandry
31.52%
16.62%
28.86%
30.00%
Crop Husbandry
2,404
894
539
88
2,943
982
880
and Horticulture
37.19%
16.33%
33.37%
29.90%
Fisheries
32
12
16
4
48
16
10
37.50%
25.00%
33.33%
20.83%
Forestry
75
45
13
6
88
51
14
60.00%
46.15%
57.95%
15.90%
General
4,409
1,436
1,110
161
5,619
1,597
1,741
Agriculture
32.57%
14.50%
28.42%
30.98%
9
Table VI: Business Programme
Male
Female
Total
No.
No. & %
No.
No. & %
No.
No. & %
No. & %
Subject
Sat
Passed
Sat
Passed
Sat
Passed
Failed (F)
A-D
A-D
A-D
Accounting
9,862
1,650
6,016
533
15,878
2,183
10,090
16.73%
8.86%
13.75%
63.55%
Business
5,343
1,367
3,481
669
8,824
2,170
4,217
Mathematics and
25.58%
19.22%
24.59%
47.79%
Principle of
Costing
Clerical Office
253
71
1,275
179
1,528
250
645
Duties
28.06%
14.04%
16.36%
42.21%
Typewriting
44
21
1,162
350
1,206
371
615
47.73%
30.12%
30.76%
50.99%
Business
9,685
3,492
7,713
1,505
17,398
4,997
8,417
Management
36.06%
19.51%
28.72%
48.38%
Of the five
(5) subjects shown in Table VI, Typewriting registered the best
performance with more than 30% of candidates obtaining at least credit.
Table VII: Technical Programme
Male
Female
Total
Subject
No.
No. & %
No.
NO. & %
No.
NO. & %
No. & %
Sat
Passed A-
Sat
Passed A-D
Sat
Passed
Failed (F)
D
A-D
Building
1,281
331
29
4
1,310
335
572
Construction
25.84%
13.79%
25.57%
43.66%
Woodwork
70
22
1
0
71
22
22
31.43%
0.00%
30.99%
39.98%
Metalwork
109
84
0
-
109
84
7
77.06%
-
77.06%
6.42%
Applied
318
131
5
0
232
131
86
Electricity
41.19%
0.00%
40.56%
26.62%
Electronics
28
15
1
1
29
16
10
53.57%
100.0%
55.17%
34.48%
Auto Mechanics
109
79
-
-
109
79
10
72.48%
-
72.48%
9.17%
Technical
1,570
693
28
14
1,598
707
325
Drawing
44.14%
50.00%
44.24%
20.34%
10
Table VIII: Vocational Programme
MALE
FEMALE
TOTAL
No. &
Subject
No. Sat
NO. & %
No.
No. & %
No.
No. & %
% Failed
Passed A-D
Sat
Passed A-D
Sat
Passed A-D
(F)
Management-In-
452
117
4,486
993
4,938
510
2,034
Living
25.88%
22.14%
10.33%
41.19%
Clothing &
16
4
205
67
271
71
75
Textiles
25.00%
32.68%
26.20%
27.68%
Foods &
50
20
1,440
779
1,490
799
330
Nutrition
40.00%
54.10%
53.62%
22.15%
General
2,049
232
2,438
136
4,487
368
2,627
Knowledge-In-
11.32%
5.58%
8.20%
58.55%
Art
Basketry
0
-
0
-
0
-
-
-
-
-
-
Leatherwork
31
7
18
4
49
11
20
22.58%
22.22%
22.45%
40.82%
Graphic Design
1,214
427
634
186
1,848
613
671
35.17%
29.34%
33.17%
36.31%
Picture Making
428
191
213
109
641
300
180
44.63%
51.17%
46.80%
28.08%
Ceramics
160
58
51
24
211
82.86%
67
36.25%
47.06%
31.75%
Sculpture
126
65
36
21
162
86
40
51.59%
58.33%
53.09%
24.69%
Textiles
569
180
503
145
1,072
325
504
31.63%
28.83%
30.32%
47.01%
Jewellery
3
1
-
-
3
1
2
33.33%
-
-
33.33%
66.66%
Table IX: General Programme (Arts Option)
Male
Female
Total
Subject
No.
No. & %
No.
No. & %
No.
No. & %
No. & %
Sat
Passed A-D
Sat
Passed A-D
Sat
Passed A-D
Failed (F)
Literature-In-
2,349
283
5,321
586
7,670
869
4,181
English
12.05%
11.01%
11.33%
54.51%
French
512
232
1,601
440
2,113
672
932
45.31%
27.48%
31.80%
44.10%
Dangme
30
26
21
18
51
44
3
86.67%
85.71%
86.27%
5.88%
Dagaare
100
50
61
24
161
74
40
50.00%
39.34%
45.96%
24.84%
Dagbani
903
628
250
122
1,153
750
153
69.55%
48.80%
65.05%
13.27%
Ewe
237
163
283
197
520
360
52
68.78%
69.61%
69.23%
10.00%
Fante
144
109
164
122
308
221
32
75.69%
68.29%
71.75%
10.39%
Ga
42
27
72
62
114
89
7
64.29%
86.11%
78.07%
6.14%
11
Gonja
120
68
46
21
166
89
27
56.67%
45.65%
53.61%
16.26%
Kasem
52
37
46
34
98
71
9
71.15%
73.91%
72.45%
9.18%
Nzema
24
13
19
15
43
28
6
54.17%
78.95%
65.12%
13.95%
Twi (Akuapem)
282
217
419
303
701
520
41
76.95%
72.32%
74.18%
5.84%
Twi (Asante)
1,006
746
1,040
690
2,046
1,436
172
74.16%
66.35%
70.19%
8.41%
History
4,494
1,436
4,182
852
8,675
2,288
3,211
31.96%
20.37%
26.37%
37.01%
Economics
23,242
12,421
19,542
6,662
42,784
19,083
12,672
53.44%
34.09%
44.60%
29.62%
Geography
7,440
2,748
3,956
903
11,396
3,651
4,431
36.94%
22.83%
32.04%
38.88%
Government
9,692
2,519
8,337
931
18,029
3,450
9,093
25.99%
11.17%
19.14%
50.44%
Christian
2,874
1,464
4,082
1,865
6,956
3,329
1,920
Religious
50.94%
45.69%
47.86%
27.60%
Studies
Islamic
1,407
440
549
64
1,956
504
869
Religious
31.27%
11.66%
25.77%
44.43%
Studies
Music
23
10
16
9
39
19
10
43.48%
56.25%
48.72%
25.65%
Table X: General Programme (Science Option)
Male
Female
Total
Subject
No.
No. & %
No.
NO. & %
No.
No. & %
No. & %
Sat
Passed A-D
Sat
Passed A-D
Sat
Passed A-D
Failed (F)
Biology
5,888
1,371
3,300
355
9,188
1,726
4,105
23.28%
10.76%
18.79%
44.68%
Physics
11,104
1,617
2,783
287
13,887
1,904
7,371
14.56%
10.31%
13.71%
53.08%
Mathematics
16,999
5,729
4,914
1,324
21,913
7,053
8,306
(Elective)
33.70%
26.94%
32.19%
37.90%
Chemistry
10,349
2,081
3,509
416
13,858
2,497
7,518
20.11%
11.86%
18.02%
54.25%
(c)
Interpretation of Entry and Performance Statistics
The Statistics of entries and performance for the November/December 2006 Senior
Secondary School Certificate Examination (SSSCE) did not vary significantly in
pattern from that of the WASSCE.. The comments under Interpretation of Entry and
12
Performance Statistics for the May/June WASSCE are therefore also applicable to the
November/December SSSCE.
(d)
Recommendations
The statistics of entries and performance for the November/December 2006 SSSCE did
not vary significantly in pattern from those of the May/June 2006 WASSCE.
To that extent, the Recommendations made for the May/June 2006 WASSCE may also
be applicable to the November/December 2006 SSSCE.
3.
EXECUTIVE SUMMARY OF CHIEF EXAMINERS’
REPORTS ON THE MAY/JUNE 2006
(1)
Standard of the Papers
All the Chief Examiners reported that the standard of the papers in the various subjects
compared favourably with the Senior Secondary School Certificate papers.
(2)
Performance of Candidates
The Chief Examiners reported that candidates had registered a satisfactory
performance in majority of the subjects, such as Financial Accounting, Typewriting,
Management-In-Living, Sculpture, French
2, Economics, Social Studies, Islamic
Religious Studies, Biology
2, Forestry
1 & 2, Technical Drawing, Electronics,
Woodwork, Jewellery and Foods & Nutrition. Performance was reported to have
declined in Physics 2, Integrated Science, Business Management, Ceramics, Kasem,
Dagare 2, Ewe 1 & 2, and English Language 1. Candidates’ performance was
reported to have fluctuated in the following papers: Christian Religious Studies,
Government, Chemistry 2, Twi (Akwapem) 1, Dagbani 1, Twi (Asante) 1 & 2 and
Nzema 2.
(3)
Candidates’ Weaknesses
The following weaknesses were highlighted by the Chief Examiners.
(a)
Lack of Understanding of Questions and Instructions
(b)
Poor Spelling and Expression
(c)
Non-adherence to Rubrics
(d)
Inadequate Knowledge of the Subject Matter
13
(4)
Candidates’ Strengths
The Chief Examiners’ reported the following commendable features in the scripts of
some of the candidates:
(a)
Knowledge of the Subject Matter
(b)
Orderly Presentation of Facts/Good Expression
(c)
Adherence to Rubrics
(d)
Appropriate Use of Terminology and Spelling of Technical Terms
(e)
Concise and Relevant Answers
(f)
Relevant Illustrations/Neat Diagrams
(5)
Suggested Remedies
The Chief Examiners suggested the following remedies for improving candidates’
performance:
(a)
Candidates should be taught how to identify the demands of the questions.
(b)
The habit of reading should be inculcated in the students.
(c)
Teachers should endeavour to cover the syllabuses and give enough exercises
to their students.
(d)
Candidates should read the rubrics and ensure they understand the questions.
(e)
The teaching and learning of the English Language should be taken seriously.
(f)
Auto Mechanics and other Technical/Vocational students should be assisted
in obtaining attachments to recognised Workshops during the holidays to
enhance their practical know-how.
14
4.
EXECUTIVE SUMMARY OF CHIEF EXAMINERS' REPORTS
ON THE NOVEMBER/DECEMBER 2006 SSSCE IN GHANA
(1)
Standard of the Papers
All the Chief Examiners reported that the standard of the SSSCE papers
compared favourably with those of WASSCE.
(2)
Performance of the Candidates
The Chief Examiners reported that the performance of candidates in all but
eight of the subjects was satisfactory. The performance of candidates in
Physics
2, Integrated Science, Business Management, Ceramics, Kasem,
Dagare 2, Ewe 1 & 2, and English Language 1 was said to have declined.
(3)
Candidates’ Weaknesses
The Chief Examiners identified a number of weaknesses in the scripts of
candidates. These were:
(a)
Poor Spelling and Expression
(b)
Inadequate Knowledge of Subject Matter
(c)
Non-adherence to Rubrics
(d)
Misinterpretation of Questions
(4)
Candidates’ Strengths
The Chief Examiners noted the following commendable features in the scripts
of the candidates:
(a)
Knowledge of the Subject Matter
(b)
Concise and Relevant Answers
(c)
Appropriate use of Terminology and Spelling of Technical Terms
(d)
Adherence to Rubrics
(e)
Relevant Illustrations and Neat Diagrams
(5)
Suggested Remedies
The Chief Examiners proffered the following remedies for improving
candidates performance:
15
(a)
Candidates should be taught how to identify the demands of the
questions and the relevant point to use in the answers.
(b)
The teaching and learning of English Language should be improved
upon and emphasis placed on grammar.
(c)
Students should inculcate the habit of reading.
(d)
Teachers should endeavour to cover the syllabuses and give enough
exercises to the students.
(e)
Candidates should make sure they understand the rubrics before
answering questions.
(f)
Arrangements should be made for candidates to have a period of
attachment to well-equipped vocational centres/workshops to
enable them acquire the basic skills in the various vocational subjects.
16
