1. PREVENTION OF POOR PERFORMANCE IN WASSCE: PERCEIVED CAUSES ATTRIBUTABLE TO CANDIDATES AND SUGGESTED REMEDIES

2. INTRODUCTION
Examination is the process of finding out the amount of knowledge and skills acquired by learners at the end of a course of instruction or period of schooling, for various purposes such as certification.
The West African Senior School Certificate Examination (WASSCE) is an achievement test designed to measure the ability of candidates to, among other things, :
Recall previously acquired knowledge such as facts, rules, concepts and principles;
Understand the meaning of learned concepts and describe them in their own words;
Make use of learned materials in familiar and novel situations;
Interpret, transform/use information presented in various forms;
Carry out experimental activities.

3. INTRODUCTION CONTINUED.
The West African Examinations Council (WAEC) makes use of tests of various formats in the assessment of candidates in WASSCE. The formats/papers are as follows:
Essay questions now together with answer booklet;
Multiple Choice Questions (Objectives) answered in optical mark readable (OMR) sheets;
Practical / Alternative to Practical Tests (In the Science, Technical, Vocational Subjects) answered in the question papers;

4. INTRODUCTION CONTD.
Production Tests (In Music and Art) answered in booklets or special answer sheets;
Test of Oral /Oral (In the Languages) answered in OMR computer sheets or in answer booklets.

5. INTRODUCTION CONTD.
Looking at performance generally, much is still desired.
Poor performance of candidates in examinations is not always attributable to lack of knowledge. There are many facets to the problem.
Consequently, this paper will examine critically the factors that could prevent the low level of performance by the candidates.

6. CAUSATIVE FACTOR 1: NEGATIVE ATTITUDE TO LEARNING
SUGGESTED REMEDIES:
Prospective candidates should take responsibility for their actions and develop positive attitude towards learning and examinations. It is said that positive attitude and action invariably bring positive result.
It is therefore important that as a student, you:
are properly guided in your choice of subjects. It is better to consult a guidance counsellor on such matters;
attend lectures regularly and pay attention in class.
take accurate notes while the teacher is lecturing, to help you retain the important facts.
extend learning beyond the classroom.

7. CAUSATIVE FACTOR 1: NEGATIVE ATTITUDE TO LEARNING (CONT.)
do your assignments promptly and as much as possible, read ahead for classes.
ask questions from your teacher, to enable you grasp difficult concepts.
have in-depth understanding of concepts rather than memorizing.
get a private tutor for better understanding of class work when considered necessary.
shun social interactions that could influence you negatively.
exercise the will to perform well.

8. CAUSATIVE FACTOR 2: INADEQUATE PREPARATION
SUGGESTED REMEDIES:
There is no doubt that we are rewarded in the future for our efforts today. If you prepare adequately, you will walk confidently into the examination hall. Remember that those who fail to plan are planning to fail.
Studying regularly in advance, months before you take an examination will enable you to remember things more easily.
As soon as you finish a topic in class, read more about it.
Explain what you have learnt to someone to reinforce your understanding.
Organize a study group with classmates that are smart. Study groups share notes and ideas about how to understand various concepts or how to solve particular problems.

9. CAUSATIVE FACTOR 2: INADEQUATE PREPARATION (CONT.)
Go through the syllabus, past papers and reference materials
Order your priorities well. Set goals for yourself and endeavour to accomplish them.
Nevertheless, don’t overdo it. If you have to study for long hours, take a break in-between, for effectiveness.
Try to balance studying with other activities, to avoid getting stressed. There is a maximum effort point beyond which studying is wasted overkill.
“Little And Often” Is The Key!

10. CAUSATIVE FACTOR 3: POOR READING CULTURE, POOR STUDY HABITS
SUGGESTED REMEDIES:
Changing your study and revision habits for the better can increase your chances of success in the examination and for your future.
Augment your lecture notes with materials from textbooks.
Make use of the library.
The Internet is a very useful resource for learning if used positively.

11. CAUSATIVE FACTOR 3: POOR READING CULTURE, POOR STUDY HABITS (CONT.)
Draw up a programme of preparation and revision. Revision should NOT begin at the end of the course but should be an intrinsic part of it.
Ensure that all potential examination topics are considered in as many ways as the examination might test them – short answers, essay, multiple choice responses, practical/alternative paper.
“The way to get ahead is to start now. If you start now, you will know a lot next year that you don’t know now and that you would not have known next year if you had waited”. - WILLIAM FEATHER

12. CAUSATIVE FACTOR 4: INADEQUATE COVERAGE OF THE SYLLABUS, NON FAMILIARITY WITH TEST FORMAT AND REQUIREMENTS
SUGGESTED REMEDIES:
The primary purpose of a syllabus is to communicate to students what the course is about, the aims, the breadth and depth of the topics to study and the examination scheme.
Good coverage of the syllabus should be achieved before the start of examination. No topic in the syllabus should be skipped because the examination addresses a range of knowledge and skills that candidates must be able to demonstrate.

13. CAUSATIVE FACTOR 4: INADEQUATE COVERAGE OF THE SYLLABUS, NON FAMILIARITY WITH TEST FORMAT AND REQUIREMENTS
Candidates need to practise answering past questions drawn on the syllabus in order to identify their areas of strengths and weaknesses. Examination practice is an essential part of examination preparation.
To do anything well requires sustained practice. Working through past papers makes candidates conversant with examination format and requirements. Other advantages are that it enables candidates to acquire the skill of managing their time well, as well as to practise maintaining silence/working independently for an extended period.

14. CAUSATIVE FACTOR 5: LACK OF AWARENESS OF COMMON PITFALLS
SUGGESTED REMEDIES:
Procure Chief Examiners’ Reports because they are very useful resources for preparing candidates for public examinations.
They are published shortly after the marking of scripts, to provide helpful feedback to support the teaching and learning processes because they make teachers and candidates aware of what examiners are looking for in response to questions.
Some reports focus only on aspects of candidates’ responses that proved problematic and provide either the expected solutions or hints for solving them.
The reports also highlight common pitfalls so that prospective candidates can avoid such. It is advisable to make use of them because smart persons learn from the mistakes of others!

15. CAUSATIVE FACTOR 6: POOR GRASP OF ENGLISH LANGUAGE AS A MEDIUM OF EXPRESSION
SUGGESTED REMEDIES:
From an early point in your course, endeavour to
build a level of vocabulary appropriate for your level because clarity of expression is crucial to success.
The basic elements of English Language - grammar,
spelling, punctuation and syntax should be grasped. Note that mobile phone SMS/ parlance is NOT acceptable in examination papers (e.g. I wil c u 2moro).
Learn how to answer questions in your own words.
Read novels, magazines and newspapers and consult the dictionary regularly.
Join Literary and Debating Societies, Press Clubs and be actively involved in Quiz/Essay Writing competitions.

16. CAUSATIVE FACTOR 7: DEPENDENCE ON OTHERS FOR MATERIALS NEEDED, POSSESSION OF UNAUTHORIZED MATERIALS
SUGGESTED REMEDIES:
Take along all the materials you need for examination such as pencil, eraser, biro, ruler, calculator, mathematical instruments/tables.
Do not depend on someone else to give you writing materials or other requirements .
Do not take any unauthorized materials such as bags, notebooks, textbooks, key-points, scraps of paper, past question papers into the examination hall.
Check to confirm that you have not left in your pockets anything that could implicate you.
Candidates are advised to leave all electronic devices at home.
It should be noted that electronic devices include cellular telephones, radios, tape/CD players, hand-held video games, laptop computers, beepers or pagers.

17. CAUSATIVE FACTOR 8: UNSATISFACTORY BEHAVIOUR IN THE EXAMINATION HALL
SUGGESTED REMEDIES:
Submit yourself for any bodily search conducted on being admitted into the hall or within the hall.
If the seats are numbered, identify yours and sit quietly. Do not fidget.
Check the vicinity of the seat allocated to you and clean out anything that could implicate you.
Listen carefully to all the instructions issued by the supervisor and adhere to them strictly. Listen and answer to your name when the attendance is being taken.

18. CAUSATIVE FACTOR 8: UNSATISFACTORY BEHAVIOUR IN THE EXAMINATION HALL
Direct all your questions, requests or complaints to the invigilator or supervisor, not fellow candidates.
Do not talk with or seek assistance in any way from fellow candidates or from other sources.
If you must leave the examination room at any time temporarily, for instance to ease yourself, surrender your question paper and answer booklets and submit yourself for searching on return.
Do not be rude to any of the supervisors, invigilators or inspectors.

19. CAUSATIVE FACTOR 9: IMPROPER HANDLING OF THE COMBINED QUESTION PAPERS AND ANSWER BOOKLET
SUGGESTED REMEDIES:
Write your name, centre number and index number on the cover page and on every sheet of the answer booklet; on continuation/supplementary answer sheets, loose graph sheets, drawing paper, music manuscript, ledger/journal sheets.
Do not collect more than one combined question paper and answer booklet.

20. Do not remove/tear off any part of the combined question paper and answer booklet.
Do not position your paper in a way that would make it easy for other candidates to copy your responses.

21. CAUSATIVE FACTOR 10: NON ADHERENCE TO RUBRICS/INSTRUCTIONS
The remedy is to read and understand the instructions before making any choice or putting pen to paper. When a paper consists of various sections or parts, there are usually restrictions as to the number of questions candidates should attempt from each.
Let us consider the questions chosen in an examination paper by Candidates A, B and C as stated in the table below. It can be seen that Candidate B did not comply with the rubric.
Violation of the rubric would cost candidates the loss of marks.
N. B. It is also a breach of the regulations to collect more than one copy of the question and answer paper or remove any part of it.
RUBRIC
CHOICE OF A
CHOICE OF B
CHOICE OF C
Answer three questions jn all: two questions in Part I and one question in either Part II or Part III.
Part I: Questions 1-4
Part II: Questions 5 & 6
Part III: Questions 7 & 8
Question 2
Question 4
Question 8
Question 5
Question 3
Question 6

22. CAUSATIVE FACTOR 11: LACK OF EXAMINATION TECHNIQUES
SUGGESTED REMEDIES: Acquire skills in organization, planning and time management as they are essential to successful performance in examinations.
Do not rush straight into answering a question. Read through all essay questions carefully before answering any of them. Plan your work. Make a brief outline before you start writing. Marshal your points.
Understand the time implications of examination and budget your time appropriately. In effect, use the time allotted to the paper wisely to allow enough time to answer all parts of the test.
Do not answer more questions than required as marks will only be awarded to the correct number of questions.
A good strategy is to do your “best” question first.
The first few marks are usually the easiest to secure in any question with several parts!!!

23. CAUSATIVE FACTOR 12: ROTE LEARNING AND LACK OF UNDERSTANDING OF THE DEMAND OF QUESTIONS
SUGGESTED REMEDIES:
Avoid rote learning which results in shallow knowledge of subject matter.
Concentrate on the action verbs used and the mark allocation in essay questions to appreciate the length of responses or details required in the answers. Examples of action verbs and the requirements are as follows:
NAME: Provide the standard name, not the formula/ trivial name;
LIST: Give one word answers/ correct phrases or statements;
STATE: Explain briefly;
DEFINE: Give the meaning which is usually specific to the subject.
EXPLAIN: This involves giving a reason;
DESCRIBE: Give a detailed account;
COMPARE: Examine two or more things; state corresponding
differences and similarities between them;
SUMMARIZE: Give a brief or condensed account;
TRACE: Show the order of events or progress of a subject
OUTLINE: Describe the main ideas, characteristics or
events;
WHAT IS…? Define in your own words;
CALCULATE: Work out/determine/compute unknown value, showing the
steps involved;
CLASSIFY: Arrange systematically under labelled headings;
PREDICT }: This means the answer might not be in the notes or text,
SUGGEST}: hence previous knowledge is required to get it.
Others are: Draw and label, Illustrate/Show, Interpret, Estimate, Infer/Deduce etc.

24. CAUSATIVE FACTOR 13: POOR LAYOUT OF WORK
SUGGESTED REMEDIES:
Begin each question on a fresh page and put the appropriate question number at the top of the page.
Do not cram your answers into a small space in the answer booklet. There should be good paragraphing.
Do not leave blank pages in-between your answers.
Write legibly and neatly. You will lose marks if the examiner marking your script (worked answer booklet) cannot read what you have written.

25. CAUSATIVE FACTOR 14: INABILITY TO TACKLE NUMERICAL QUESTIONS
SUGGESTED REMEDIES:
Master the minimum competencies in mathematics.
In numerical questions, remember that all calculations MUST be shown. Don’t focus on the final answer alone. Know the steps.
Avoid premature approximation of answers.
The use of non-programmable calculators is allowed but be mindful of the number of decimal places you indicate in the final answer.

26. CAUSATIVE FACTOR 14: INABILITY TO TACKLE NUMERICAL QUESTIONS
Understand the use of the conventional units of measurement and how to convert from one unit to another.
Learn how to plot and interpret graphs, including those involving decimal numbers, large figures and logarithms.
Note that failure to choose reasonable scales for graphs leads to using cramped and awkward scales which cause compression of graphs, making them difficult to read.

27. CAUSATIVE FACTOR 15: POOR HANDLING OF OBJECTIVE ANSWER SHEETS
SUGGESTED REMEDIES:
Handle your objective answer sheets carefully, particularly the timing marks. Do not fold, soil or mutilate the sheets.
Complete properly all the general information required on your answer sheet as instructed.

28. CAUSATIVE FACTOR 15: POOR HANDLING OF OBJECTIVE ANSWER SHEETS
When the objective answer sheets are pre-printed, ensure that you collect the one bearing your name and examination number. Carefully remove any perforated (sprocket) edges.
When you are issued a blank objective answer sheet, carefully shade / complete all the required details particularly your index number and the subject code.

30. CAUSATIVE FACTOR 16: POOR TACKLING OF MCQs
SUGGESTED REMEDIES:
Read the stem and all the options (A – D) carefully before deciding on the one to choose as your answer.
Do not make wild guesses. Think deeply about the question.
Make sure the number against the space you are shading on the answer sheet corresponds to the number of the question being answered.
Do not waste time by concentrating on questions that you simply do not know how to answer, at the expense of other questions. Skip them and come back to them later.
If you want to change an answer, ensure that you completely erase the wrong option and shade your new answer.
Do not double-shade i.e. shading two (2) answers for one objective question and do not allow your shading to extend beyond the space provided.

31. CAUSATIVE FACTOR 17: POOR DRAWING SKILLS
SUGGESTED REMEDIES:
Learn how to draw diagrams, to enable you do so properly when the task requires it or when it will make your answer clearer.
Ensure you give titles to your diagrams.
Diagrams should be detailed, in proper proportion and fully labelled.
Lines of diagrams should be continuous, not wooly or broken.
Guidelines should touch the diagrams, and should be ruled.
Labels should be horizontal and correctly spelt.
Know how to calculate magnification.

32. To ensure compliance with the size specified in a question, draw a square with a pencil of the specified size of the diagram and draw your diagram within the box.
Cut surfaces should be drawn with double lines.
Know the differences between various orientations. (Dorsal, Ventral, Anterior Posterior and Lateral Views).
Learn how to draw genetic diagrams.
Biological names must be properly written; the first name should start with a capital letter and both names should be underlined.

33. CAUSATIVE FACTOR 18: INADEQUATE EXPOSURE TO PRACTICAL ACTIVITIES
SUGGESTED REMEDIES:- Science students should
Acquire skills in the manipulation and sketching of basic laboratory/workshop equipment.
Follow the instructions closely and keep a neat record of their work when performing practical tests.
Write down ALL the changes seen when instructed to record observations.

34. CAUSATIVE FACTOR 18: INADEQUATE EXPOSURE TO PRACTICAL ACTIVITIES
Adequately address critical issues such as accuracy, possible sources of error in an experiment, proper recording, units of measurement, plotting of graphs, interpretation of graphs/flowcharts and adherence to conventions.
Be familiar with the underlying principles and the precautions necessary to enhance accuracy.
Move on to the next aspect, to avoid delay if another candidate is working with an equipment or a specimen.
Avoid taking too long over performing the given tasks, to the detriment of the analysis.

35. CAUSATIVE FACTOR 19: FAILURE TO REVIEW ANSWERS
SUGGESTED REMEDIES:
If you finish before the time allotted is up, do not be in a hurry to hand in your script ; use the time left to check your answers.
DOT THE Is AND CROSS THE Ts.
Review your answers for grammatical errors, spelling, clarity and legibility.
List the numbers of the questions you attempted at the space provided; e.g. at the bottom of the cover page of the answer booklet.

36. CAUSATIVE FACTOR 20: TEST ANXIETY
Various challenges apart from ill-preparedness could result in test anxiety.
Inadequate rest prior to sitting an examination is one of the notable causes .
One of the suggested remedies is to be well rested. Ensure that you go to bed at a reasonable time on the eve of an examination, to avoid becoming nervous in the hall.

37. CAUSATIVE FACTOR 20: TEST ANXIETY
You gain less by studying for examinations at the last minute.
Test anxiety could also be caused by difficulties linked to registration and lateness to the hall.

38. TEST ANXIETY LINKED TO REGISTRATION
Suggested remedies for test anxiety arising from registration – related difficulties are as follows:
At the enrolment stage, check the completeness and accuracy of the personal information to be stored about you in the database i.e. ascertain that:
there are no spelling errors in your name;
your name has been recorded exactly as you want it to appear on your certificate;
the subjects you registered for are all accurately listed;

39. your gender is correctly specified; and
your image is properly captured.
your date of birth is well recorded;
Remember to take your ID Card along to the examination hall. Do not tamper with the photograph pasted or printed on your ID card or photo-card.
Keep a record of your examination number and other particulars somewhere safe as you may need them for reference during the examination and in future for certificate collection or confirmation of your result.

40. TEST ANXIETY ARISING FROM LATENESS TO THE HALL
SUGGESTED REMEDIES:
Check an authentic Timetable to ensure that you have not mixed up the papers scheduled for EACH day and the time they are to be taken.
Get to the examination centre in good time, not later than 30 minutes before the paper. Note that rushing over for an examination or arriving late can destroy your concentration.
Note that you may not be allowed to write an exam if you arrive after it has started or you are more than 30 minutes late.
If you are a private candidate, identify the examination centre beforehand, to guard against reporting at the wrong centre.

41. CAUSATIVE FACTOR 21: INFRINGEMENT OF EXAMINATION RULES
Examination malpractice can be defined as any act of wrongdoing, in violation of the rules and regulations governing the conduct of an examination, meant to place candidate(s) at an unfair advantage or disadvantage.
It can occur before, during or after the conduct of an examination. This cankerworm is the greatest threat to the meaningful use of examination results for rational educational decision making.
It demonstrates lack of integrity and should be shunned as it DOES NOT lead to success that endures.
Without integrity we may experience minor success, but will never be a complete success. Regain your integrity if you have temporarily compromised it.

42. AVOID EXAMINATION MALPRACTICE
Examination malpractice destroys your future and reduces your self esteem. There are various penalties for engaging in malpractice such as:
Bringing in foreign materials including blank sheets, phones, programmable calculators ;
Stealing, substituting worked scripts, soliciting for help etc

43. AVOID EXAMINATION MALPRACTICE
Tearing part of question paper or answer booklet ;
Starting before time or refusing to submit script at the end of the examination;
Leaving your seat or the hall without permission;
Copying from another candidate or mass cheating;
Impersonation or writing for someone else.

44. AVOID EXAMINATION MALPRACTICE
Receiving help from invigilators;
Insulting or assaulting Invigilators.

45. EXAMINATION MALPRACTICE
SUGGESTED REMEDIES:
Prepare well beforehand and be conversant with the rules and regulations guiding the conduct of any examinations you wish to write.
Abstain from examination malpractice which is evil, sustain that which is good and honourable such as diligence and perseverance.

46. CONCLUSION Examinations could be formidable even to the best prepared.
However, every preparation, every concept mastered, every weakness addressed over a period of time will bring candidates a step closer to achieving success.

47. CONCLUSION…
Therefore, make a little extra effort before and during examinations because there is often a very small margin between success and failure.
Do not waste the days of your youth make a decision today for success.

48. THANKS
FOR LISTENING