2006 Nigeria Examiners Report

THE WEST AFRICAN EXAMINATIONS COUNCIL

EXECUTIVE SUMMARY

OF ENTRIES, RESULTS AND CHIEF EXAMINERS’ REPORTS

ON THE WEST AFRICAN SENIOR SCHOOL CERTIFICATE

EXAMINATION (WASSCE) CONDUCTED IN NIGERIA IN 2006

MAY/JUNE 2006 WASSCE (FOR SCHOOL CANDIDATES)

(1)

Statistics of Entries and Results

(a)

Entry Figures

• Number of candidates that sat the examination

1,154,266

• Number of Male candidates

630,903

• Number of Female candidates

523,363

(i)

Table I: Subjects with Entry Figures of over Eight Hundred

Thousand (800,000) in 2004 - 2006 WASSCE in Nigeria

Subject

Entries

% Increase

2004

2005

2006

Over 2005

Economics

992,272

1,028,155

1,114,065

8.36%

English Language

1,035,280

1,080,162

1,170,522

8.37%

General Mathematics

1,035,280

1,080,133

1,170,522

8.37%

Agricultural Science

833,217

872,811

941,322

7.86%

Biology

1,027,938

1,072,607

1,152,045

8.34%

The entries in the five subjects in this group increased steadily over the period

(2004-2006).

(ii) Table II: Subjects with Entry Figures of between 200,000 and

800,000 in 2004-2006 WASSCE in Nigeria

Subject

Entries

Increase

2004

2005

2006

Over 2005

Commerce

456,945

460,836

502,338

9.01%

Financial Accounting

202,151

199,274

211,552

6.16%

Christian Religious Knowledge

420,480

446,832

489,743

9.10%

Government

637,042

660,894

726,343

9.10%

Geography

595,529

618,372

675,569

9.15%

Literature-in-English

335,824

336,134

353,404

5.14%

*Yoruba Language

332,789

319,407

336,312

5.19%

Chemistry

334,491

357,658

389,462

8.19%

Physics

327,829

351,778

384,777

9.10%

*Subject name changed to Yoruba in 2006.

The 2006 entries for all the subjects in Table II exceeded the 2005

figures.

(iii)

Table III: Subjects with Entry Figures of between 50,000 and

200,000 in the May/June 2004 - 2006 WASSCE in Nigeria

Subject

Entries

% Increase Over

2004

2005

2006

2005

History

61,273

64,465

63,276

-1.84% (Decrease)

*Hausa Language

147,699

174,768

196,204

12.27%

*Igbo Language

165,394

175,683

180,158

2.55%

Islamic Studies

142,387

167,609

194,053

15.78%

*Subject names changed to Hausa and Igbo respectively in 2006

With the exception of History, the 2006 entry figures for all the subjects in

Table III exceeded the 2005 figures.

(iv) Table IV: Subjects with Entry Figures of between 1,000 and

50,000 in the May/June 2004 - 2006 WASSCE in Nigeria

Subject

Entries

% Increase Over

2005

2004

2005

2006

Further Mathematics

27,271

29,998

35,207

17.36%

Health Science

17,389

19,096

19,455

1.88%

Physical Education

9,378

9,426

9,842

4.41%

Applied Electricity

635

1,551

1,16 3

-25.02% (Decrease)

Electronics

436

2,208

2,860

29.53%

Technical Drawing

9,694

10,136

11,007

8.59%

Clothing & Textiles

763

1,187

1,250

5.31%

Foods & Nutrition

23,878

25,354

29,252

15.37%

Home Management

15,158

17,571

18,556

5.61%

Visual Art

5,681

6,380

7,253

13.69%

Except for Applied Electricity, the 2006 entry figures for all the subjects in

Table IV exceeded the 2005 figures.

(v)

Table V: Subjects with Entry Figures of less than 1,000 in the

May/June 2004 - 2006 WASSCE in Nigeria

Subject

Entries

% Increase Over

2004

2005

2006

2005

Shorthand

439

543

480

-11.60% (Decrease)

Hausa Literature +

2,040

2,039

972

-52.32% (Decrease)

Igbo Literature+

746

893

549

-38.52% (Decrease)

Yoruba Literature+

1,526

1,038

545

-47.50% (Decrease)

Auto Mechanics

243

411

431

4.87%

Building Construction

266

910

914

0.004%

Metalwork

758

1,081

873

-19.24% (Decrease)

Woodwork

604

581

715

23.06%

Music

128

160

137

-14.38% (Decrease)

+Phased out with effect from 2006

Except for Woodwork, Auto Mechanics and Building Construction, the 2006

entry figures for all the subjects in Table V fell short of the 2005 figures.

(b)

Interpretation of Entry Statistics

(i)

Overall entry figures increased over the 3-year period.

(ii)

Subject entries increased in most cases but dropped in

some and fluctuated in some others.

(iii)

Apart from English Language and Mathematics which are

compulsory subjects, the highest entry figures (over 70% of

the total candidature) were recorded in Biology, Economics and

Agricultural Science (See Table I).

(iv)

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).

(v)

Less than 40% of the candidates registered for Chemistry and

Physics during the 3-year period (See Table II).

(vi)

The lowest entry figures of less than 5% of the total candidature for the

3-year period were recorded in the technical/vocational subjects

(See Tables IV & V).

(vii)

Less than 0.1% of the candidates registered for each of Auto

Mechanics, Building Construction, Metalwork, Woodwork and Music

during the 3-year period (See Table V).

(c)

Statistics of Results

Table VI: Three-Year Results in Twenty-two (22) Popular

Subjects in the May/June 2004-2006 WASSCE in Nigeria

Subject

% of Passes at Credit

% of Failure

Level (Grades 1 - 6)

2004

2005

2006

2004

2005

2006

Commerce

36.66

47.81

56.77

35.38

30.33

24.81

Financial Accounting

23.14

24.81

18.47

46.20

41.98

48.90

Christian Religious Knowledge

32.30

46.48

36.45

35.26

23.58

33.45

Economics

37.59

36.24

49.45

22.26

20.20

15.71

Geography

18.98

28.62

45.84

47.31

44.17

29.29

Government

62.14

60.88

67.82

16.31

20.48

13.62

History

41.71

29.97

31.30

36.08

43.04

41.24

Islamic Studies

19.56

17.73

51.53

42.92

49.89

24.02

English Language

29.59

25.63

32.48

37.61

36.93

29.65

French

42.82

33.36

51.55

45.84

30.66

22.57

Hausa Language

43.04

42.85

33.96

24.95

20.70

30.96

Igbo Language

55.53

50.26

34.52

13.73

17.09

37.93

Yoruba Language

36.21

18.97

34.40

36.62

66.41

46.07

Further Mathematics

23.99

29.57

43.69

37.40

38.05

27.15

General Mathematics

33.97

38.20

41.12

34.47

34.41

24.95

Agricultural Science

23.48

15.51

35.01

43.87

53.46

35.42

Biology

29.68

35.74

49.23

34.68

32.18

22.96

Chemistry

37.86

50.94

44.90

32.76

27.28

30.11

Physics

49.40

41.50

58.06

19.26

25.88

16.52

Technical Drawing

49.43

46.01

31.86

21.16

23.85

39.14

Foods & Nutrition

54.74

58.08

61.47

12.15

14.04

7.93

Literature-In-English

14.31

18.68

32.20

43.49

41.67

24.99

(d)

Interpretation of Results Statistics

(i)

Between 25% and 35% of the candidates passed English

Language at credit level (grades A1 - C6) in the 3-year period.

(ii)

Between 32% and 42% of the candidates passed Mathematics

at credit level (grades A1 - C 6) in the 3-year period.

(iii)

Between 30% and 60% of the candidates passed at credit level (grades

A1- C6) in many of the Arts and Business subjects in the 3-year period.

(iv)

Between 30% and 60% of candidates passed Biology, Chemistry and

Physics at credit level in the 3-year period.

(v)

Between 45% and 62% of the candidates passed Technical Drawing and

Foods & Nutrition at credit level (grades A1- C6) within the 3-year

period.

(vi)

Candidates’ performance in French and Yoruba Language fluctuated

within the period while performance in Hausa Language and Igbo

Language dropped steadily within the 3-year period.

(vii)

Candidates’ performance improved steadily in the following subjects

during the 3-year period:

Commerce

Biology

Geography

Foods & Nutrition

Further Mathematics

Literature-in-English

General Mathematics

(viii)

Performance in the following subjects improved in 2006 relative to

the year 2005 level but fluctuated over the 3-year period:

Economics

French

Government

Yoruba Language/Yoruba

History

Agricultural Science

Islamic Studies

Physics

English Language

(ix)

Performance in the following subjects in 2006 fell below the 2005 level

and fluctuated over the 3-year period:

Financial Accounting

Christian Religious Knowledge

Chemistry

(2)

Implications of Entry and Result Statistics for Policy Formulation

(a)

The steady increase in overall entry figures over the 3-year period is a

confirmation of increasing access to education at the senior secondary

school level.

(b)

The constantly low entries of below 30,000 candidates for

technical/vocational subjects relative to Arts and Business

subjects, call for concern as they are indicative of a serious gap

between the expectations of the National Policy on Education (NPE)

and the actual situation in terms of the enrolment for these 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 low level of performance in English Language and Mathematics

(25% - 42%) over the three-year period calls for a review of the

strategies for the teaching and learning of the two subjects.

(c)

The steady fall in the performance level in technical/vocational

subjects like Technical Drawing is indicative of a serious variance

between the expectations of NPE and reality, and calls for an

assessment of the available infrastructure as well as the strategies

for the teaching and learning of these subjects.

(d)

The drop in the performance level in Financial Accounting and the

Nigerian languages calls for a review of current strategies in

the teaching and learning of the affected subjects.

(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.

(c)

The appropriate authorities in the education sector should address the

critical issues such as the learning environment, appropriate

infrastructure, required teaching aids and equipment,

appropriate number and quality of teachers, etc.

(d)

Government and school authorities should engage the services of

qualified teachers of English Language and Mathematics and provide

appropriate teaching/learning equipment/facilities.

(e)

Government and school authorities should encourage the development

of literary and debating societies and other subject-based societies

(especially in the Sciences, Mathematics and vocational/technical

subjects), sponsorship of intra-school and inter-school debates,

quizzes and essay contests, among others.

(f)

Government should take necessary steps to make relevant books

readily available and affordable for students’ use.

NOVEMBER/DECEMBER 2006 WASSCE (FOR PRIVATE CANDIDATES)

(1)

Statistics of Entries and Results

(a) Entry Figures

• Number of candidates that sat the examination

399,300

• Number of Male candidates

217,692

• Number of Female candidates

181,608

(i)

Table I: Subjects with Entry Figures of Over 300,000 in the

November/December 2004 - 2006 WASSCE in Nigeria

Subject

Entries

% Increase

2004

2005

2006

Over 2005

Economics

497,084

386,220

409,176

5.94%

English Language

513,451

398,689

421,975

5.84%

General

513,446

398,689

421,977

5.84%

Mathematics

Biology

469,711

377,147

401,795

6.54%

The entries for the four subjects in the group increased in 2006 relative to

the 2005 figures but fell short of the 2004 figures.

(ii)

Table II: Subjects with Entry Figures of between 100,000 and

300,000 for the November/December 2004 - 2006

WASSCE in Nigeria

Subject

Entries

% Increase

2004

2005

2006

Over 2005

Commerce

271,201

202,039

210,333

4.11%

Government

331,177

250,218

262,174

4.57%

Agricultural Science

340,508

274,701

289,647

5.44%

Financial Accounting

147,258

107,718

113,012

4.91%

Christian Religious Knowledge

178,893

145,362

150,178

3.31%

Geography

191,149

165,688

176,686

6.34%

Literature-In-English

156,758

129,209

131,799

2.00%

*Yoruba Language

214,672

162,235

171,555

5.74%

Chemistry

192,024

158,421

172,127

8.65%

Physics

188,871

155,737

170,577

9.53%

*Subject name changed to Yoruba with effect from M/J 2006.

The entries for all the subjects in this group increased in 2006 relative to the

2005 figures but fell short of the 2004 figures.

(iii)

Table III: Subjects with Entry Figures of between 1,000 and

100,000 in the November/December 2004 - 2006

WASSCE in Nigeria

Subject

Entries

% Increase Over

2004

2005

2006

2005

Typewriting

2,081

1,103

1,001

- (9.25%) (Decrease)

History

16,989

13,723

14,157

3.16%

Islamic Studies

24,594

22,479

26,513

17.95%

French

1,529

1,596

1,726

8.15%

Arabic

1,120

826

1,050

27.12%

*Hausa Language

11,008

11,608

15,072

29.84%

*Igbo Language

71,522

57,724

58,885

2.01%

Further Mathematics

31,096

26,549

30,321

14.21%

Health Science

8,246

5,714

5,455

- (4.53%) (Decrease)

Physical Education

2,769

2,252

1,949

- (13.45%) (Decrease)

Technical Drawing

5,769

5,233

5,426

3.69%

Foods & Nutrition

5,794

6,011

6,313

5.02%

Home Management

3,012

3,040

3,121

2.66%

Visual Art

2,534

2,187

2,419

10.61%

*Subject names changed to Hausa and Igbo respectively with effect from M/J 2006

With the exception of Typewriting, Health Science, and Physical Education,

the entry figures for the subjects in this group were higher in 2006 than in

2005.

(iv)

Table IV: Subjects with Entry Figures of Less than 1,000

Subject

Entries

2004

2005

2006

Decrease

Over 2005

Shorthand

703

399

346

-13.28%

+Hausa Literature

398

188

-57.98%

+Igbo Literature

728

313

222

-29.07%

+Yoruba Literature

2,211

769

717

-6.76%

Applied Electricity

1,009

897

588

-34.45%

Auto Mechanics

517

449

221

-50.78%

Building Construction

918

752

524

-30.32%

Electronics

807

976

688

-29.51%

Metal Work

638

502

332

-33.86%

Woodwork

231

215

156

-27.44%

Clothing & Textiles

242

356

175

-50.84%

Music

452

408

335

-17.89%

+Phased out with effect from May/June 2006.

Except for Electronics and Clothing & Textiles which recorded fluctuating

entries, the entry figures for all the subjects in Table VI declined steadily over

the three-year period.

(b)

Interpretation of Entry Statistics

(i)

The overall entry figure increased in 2006 over the 2005 figure but fell

short of the 2004 figure.

(ii)

Most subject entries increased in 2006 relative to 2005, though some

subject entries dropped.

(iii)

Apart from English Language and Mathematics which are

compulsory subjects, the highest entry figures in the Nov/Dec 2006

WASSCE (over 65% of the total candidature) were recorded in

Economics, Biology and Agricultural Science (See Tables I and II).

(iv)

Less than 40% of the candidates registered for Chemistry and

Physics during the 3-year period (See Table II).

(v)

Technical/vocational subjects formed the bulk of the subjects with the

lowest entry figures for the 3-year period (See Tables III & IV).

(vi)

Applied Electricity, Auto Mechanics, Building Construction,

Metalwork, Woodwork and Music recorded a steady decrease in their

entries during the period (See Table IV).

(c)

Statistics of Results

Table V: 3-Year Results in Seventeen (17) Popular Subjects in the

November/December 2004 - 2006 WASSCE in Nigeria

% of Passes at Credit Level

Subjects

(Grades A1-C6)

% of Failure

2004

2005

2006

2004

2005

2006

Commerce

45.55%

44.96%

47.17%

34.24%

29.48%

27.47%

Financial Accounting

43.35%

42.11%

35.38%

24.97%

28.42%

29.18%

C. R. K.

45.65%

33.31%

49.67%

25.46%

32.57%

19.70%

Economics

44.48%

37.37%

40.41%

21.29%

28.41%

24.37%

Government

69.96%

66.12%

58.41%

8.07%

9.45%

12.04%

History

33.44%

42.17%

26.77%

46.62%

35.68%

48.39%

Islamic Studies

26.20%

34.23%

50.49%

39.06%

36.67%

21.50%

French

47.00%

46.43%

51.56%

38.12%

30.22%

34.61%

English Language

40.82%

29.58%

26.34%

22.27%

26.39%

28.16%

Igbo Language

45.90%

52.67%

35.50%

34.84%

26.68%

31.93%

Hausa Language

44.77%

57.62%

34.01%

27.39%

19.88%

33.54%

Yoruba Language

26.26%

27.71%

23.52%

38.36%

36.11%

54.54%

General Mathematics

55.75%

37.63%

46.06%

20.08%

26.27%

17.29%

Agricultural Science

29.02%

28.97%

36.30%

38.17%

41.99%

33.44%

Biology

41.81%

37.30%

43.90%

28.79%

30.10%

23.56%

Chemistry

38.17%

36.43%

40.36%

33.82%

32.55%

29.21%

Physics

37.91%

31.73%

46.89%

30.74%

34.58%

23.58%

(d)

Interpretation of Results Statistics

(i)

Overall candidates’ performance in the examination fluctuated over the

three-year period.

(ii)

Candidates’ performance in Financial Accounting, Government and

English Language dropped steadily over the period.

(iii)

Failure rate in Commerce, Islamic Studies and Chemistry dropped

steadily over the 3-year period.

(2)

Implications of Entry and Results Statistics for Policy Formulation

The statistics of entries and performance for the November/December

WASSCE did not vary significantly in pattern from those of the May/June

WASSCE.

Although the November/December WASSCE is for private candidates,

majority of those who sit the examination are graduates of the senior secondary

school system who could not make the required number of papers in the

May/June examination. To that extent, the comments under Implications of

Entry and Results Statistics for the May/June WASSCE may also be applicable

to the November/December WASSCE.

(3)

Recommendations

The statistics of entries and performance for the November/December

WASSCE did not vary significantly in pattern from those of the May/June

WASSCE.

Although the November/December WASSCE is for private candidates,

majority of those who sit the examination are graduates of the senior secondary

school system who could not make the required number of papers in the

May/June examination. To that extent, the Recommendations made for the

May/June WASSCE may also be applicable to the November/December

WASSCE.

EXECUTIVE SUMMARY OF CHIEF EXAMINERS’ REPORTS

ON THE MAY/JUNE 2006 WASSCE

(1)

Standard of the Papers

The Chief Examiners unanimously agreed that the standard of the papers

compared favourably with those of the preceding years. The questions

were straightforward and evenly spread to cover the subject syllabuses.

The rubrics were quite explicit and the marking schemes detailed enough

to provide for all plausible answers.

(2)

Performance of Candidates

The performance was said to have varied among the subjects - poor in some,

fair in some and better than before in others.

Candidates’ performance was said to be poor in English Language 1,

French 3, Hausa 2, Igbo 2, Yoruba 2, Literature-In-English 2, History 2,

Biology 1, Visual Art 2, Financial Accounting 2, Shorthand,

Auto-Mechanics 2 and Woodwork 1 & 2.

On the other hand, candidates’ performance was said to be just fair in

Literature-In-English 3, Geography 1B, Christian Religious Knowledge 2,

Visual Art 3, Music 1A, Commerce 2, Typewriting, Biology 2, Physics 2B,

General Mathematics 2, Further Mathematics 2, Applied Electricity 1,

Electronics 2, Building Construction 1, Metalwork 1 & 2, Woodwork 3 and

Technical Drawing 2.

Candidates’ performance in 2006 was reported to have improved in French 2,

Arabic 2, Yoruba 2, Islamic Studies 2, Geography 2, Government 2,

Economics 2, Visual Art 1, Music 1B and Building Construction 2 relative to

the previous years.

(3)

Candidates’ Weaknesses

The poor performance of candidates as reported by the Chief Examiners

was attributable to the following factors:-

(a)

Inadequate preparation for the examination as shown in

candidates’ scanty and irrelevant responses to questions.

(b)

Poor grammatical construction and incomprehensible expressions.

(c)

Poor calculative and descriptive skills.

(d)

Mis-interpretation of questions.

(e)

Non-adherence to rubrics.

(4)

Candidates’ Strengths

The strengths exhibited by the candidates in some subjects were highlighted.

In English Language 1 for instance, candidates were reported to have been

able to give the correct grammatical names and functions of the quoted

expressions.

In Chemistry 1, candidates reportedly showed a marked improvement in their

understanding of the requirements for volumetric/quantitative analysis.

In Health Science, candidates were reported to have possessed a good grasp of

the knowledge of the location and functions of the alveolus, synovial fluid,

glomerulus and tricuspid value in Health Science 1.

(5)

Suggested Remedies

The Chief Examiners suggested the following measures for improvement on

candidates’ performance:

(a)

Adequate coverage of the teaching and examination syllabuses.

(b)

Acquisition of knowledge by the candidates in the subject area.

(c)

Access to relevant textbooks for teachers and students.

(d)

Development of good reading habits by the candidates.

(e)

Improvement in candidates’ language skills.

(f)

Access to well-equipped libraries and laboratories.

(g)

Adherence to the rubrics of the question papers.

EXECUTIVE SUMMARY OF CHIEF EXAMINERS’ REPORTS

ON THE NOVEMBER/DECEMBER 2006 WASSCE IN NIGERIA

(1)

Standard of the Papers

All the Chief Examiners reported that the standard of the papers was well

within the capability of the candidates and compared favourably with those of

the previous years. The rubrics were reported to be quite explicit and the

marking schemes were said to have adequately reflected the demands of the

questions.

(2)

Performance of Candidates

The performance of the candidates was variously described as good, fair

and poor by the Chief Examiners.

Candidates’ performance was reported to be poor in many subjects

including English Language 1, French 3, Literature-In-English2,

Economics 2, Biology 2B, Health Science, Auto Mechanics and Woodwork.

Candidates’ performance was reported to be just fair in Hausa 2, Igbo 2,

Government 2, Geography 2, Visual Art, General Mathematics 2, Further

Mathematics 2, Building Construction, Physical Education, Chemistry

and Metalwork.

A good performance was registered by candidates in Music 1B,

Agricultural Science 2 & 3, Electronics 2, Biology 3 and Arabic 2.

(3)

Candidates’ Weaknesses

Many factors were reported to have accounted for the candidates’ poor

performance including:

(a)

Poor understanding and usage of English Language.

(b)

Failure to adhere strictly to the rubrics of the papers.

(c)

Illegible handwriting and rampant spelling mistakes.

(d)

Ill-preparedness and poor coverage of the syllabus.

(e)

Lack of understanding of the demands of the questions

resulting in irrelevant responses.

(4)

Candidates’ Strengths

In spite of the poor performance, some candidates were reported

to have exhibited some strengths in some of the subjects like

Clothing & Textiles 2, Metalwork 1, Physics 3 and Biology 3.

In Clothing & Textiles 2, a good number of the candidates were reported to

have mastered the concept of arranging fullness in Dressmaking and also had

a good understanding of consumer rights.

Candidates in Metalwork I were said to have been able to use the right tools to

get the required shape of the work piece.

In Physics 3, candidates were reported to have been able to select good scales,

identify graph axes correctly, plot good graphs, state good precautions and

correctly calculate the slopes of their graphs.

(5)

Suggested Remedies

The Chief Examiners suggested the following in order to alleviate candidates’

weaknesses:-

(a)

Adequate preparation for examinations - proper coverage of the

examination syllabus.

(b)

Exposure to the use of public libraries.

(c)

Acquisition of adequate knowledge of science practical work

and skills.

(d)

Acquisition of good communication skills.

(e)

Strict adherence to the stated rubrics of each paper.

CEE/MAB/mab*

WAEC HEADQUARTERS

ACCRA, 2008