WAEC Questions & Answers – Page 4

WAEC Civic Education Answers (Essay & OBJ) 2026/2027

WAEC Civic Education Answers (Essay & OBJ) 2026/2027: WAEC Civic Education exams test core topics like National Values, Citizenship, Human Rights, Democracy, and Government. The exam consists of objective (Paper 1) and essay/theory (Paper 2) sections. Below are typical past questions and the expected scoring points to help you prepare.

The document WAEC Civic Education Answers (Essay & OBJ) 2026/2027 paper contains WAEC-style Civic Education questions and answers, structured into two papers: Paper 1 (Objective) with 30 multiple-choice questions and Paper 2 (Theory) requiring answers to four questions.

WAEC Civic Education Answers (Essay & OBJ) 2026/2027

CIVIC OBJ

01-10 CBCBDABBCC
11-20 AACDDBDAAC
21-30 AABACACDBC
31-40 ADBBAAABCD
41-50 BCCDCCCBCC

COMPLETED ✅

WAEC CIVIC EDUCATION

NUMBER SEVEN

(7a)
Judicial independence is the principle whereby judges and courts are free to perform their duties and make decisions according to the law and facts before them without interference, pressure, influence, or control from the executive, legislature, political groups, or private individuals.

(7b)
(PICK SIX ONLY)
(i) Constitutional Guarantee of Judicial Independence: The constitution should clearly provide for the independence of the judiciary and protect judges from undue interference by other arms of government. Such constitutional provisions help to safeguard the judiciary’s authority and autonomy.

(ii) Security of Tenure for Judges: Judges should enjoy secure tenure and should not be removed from office arbitrarily. They should only be removed through established legal procedures based on proven misconduct or incapacity, thereby enabling them to perform their duties without fear.

(iii) Financial Autonomy of the Judiciary: The judiciary should have access to adequate funds and control over its budget without unnecessary dependence on the executive arm of government. Financial independence reduces external influence on judicial decisions.

(iv) Merit-Based Appointment of Judges: Judges should be appointed based on competence, integrity, experience, and professional qualifications rather than political affiliation, nepotism, or personal connections. This promotes impartiality and public confidence in the judicial system.

(v) Adequate Remuneration and Welfare Packages: Judges should receive good salaries, allowances, pensions, and other benefits that reflect the importance of their office. Proper remuneration reduces susceptibility to corruption and external influence.

(vi) Protection from Political Interference: Political office holders and government officials should not interfere in court proceedings or attempt to influence judicial decisions. The judiciary must be allowed to operate independently in accordance with the law.

(vii) Separation of Powers: The principle of separation of powers should be strictly observed so that the judiciary functions independently from the executive and legislative branches. This prevents excessive concentration of power and promotes checks and balances.

(viii) Freedom from Intimidation and Threats: Judges should be protected from harassment, threats, violence, and undue pressure from individuals, groups, or government agencies. Adequate security measures should be provided to guarantee their safety.

(ix) Establishment of Independent Judicial Bodies: Institutions such as judicial councils and service commissions should oversee the appointment, promotion, discipline, and welfare of judges without interference from political authorities. This strengthens professionalism and accountability within the judiciary.

(x) Respect for Court Judgments and Rule of Law: Government officials, organizations, and citizens should obey court decisions and uphold the rule of law. Respect for judicial pronouncements enhances the authority, credibility, and independence of the judiciary in a democratic state.

WAEC CIVIC EDUCATION

NUMBER FOUR

(4a)
Youth empowerment is the process of equipping young people with the knowledge, skills, resources, opportunities, and confidence needed to enable them participate effectively in social, economic, and political activities.

(4b)
(PICK SIX ONLY)
(i) Inadequate Funding: Many youth empowerment programmes fail to achieve their objectives because sufficient financial resources are not provided for training, equipment, facilities, and other essential activities required for successful implementation.

(ii) Corruption and Mismanagement: The diversion or misuse of funds meant for youth development programmes often prevents the intended beneficiaries from receiving the support and opportunities designed for them.

(iii) Poor Planning and Implementation: When empowerment programmes are not properly planned, coordinated, and monitored, they may fail to address the actual needs of young people, resulting in poor outcomes.

(iv) Lack of Awareness: Many youths are unaware of available empowerment opportunities due to inadequate publicity and dissemination of information, thereby limiting participation and effectiveness.

(v) Inadequate Training Facilities: The absence of modern equipment, workshops, training centres, and learning materials can hinder the acquisition of practical skills needed for self-employment and career development.

(vi) High Level of Unemployment: Widespread unemployment discourages many youths from participating actively in empowerment programmes because they may lose confidence in the possibility of gaining meaningful employment after training.

(vii) Poor Educational Background: Some youths lack the basic educational qualifications and literacy skills required to benefit fully from empowerment programmes, reducing their chances of success.

(viii) Political Interference: Youth empowerment programmes are sometimes influenced by political interests, favouritism, and nepotism, leading to the exclusion of deserving beneficiaries and the failure of programme objectives.

(ix) Negative Attitudes Among Youths: Lack of commitment, indiscipline, laziness, unwillingness to learn, and poor work ethics among some participants can undermine the effectiveness of empowerment initiatives.

(x) Inadequate Access to Credit and Start-Up Capital: After acquiring vocational and entrepreneurial skills, many youths are unable to establish businesses because they lack access to loans, grants, or financial support needed to start and sustain their ventures.

WAEC CIVIC EDUCATION

NUMBER TWO

(2a)
(PICK FIVE ONLY)
(i) National Flag
(ii) National Anthem
(iii) National Pledge
(iv) Coat of Arms
(v) National Currency
(vi) National Constitution
(vii) National Identity Card
(viii) The President’s Seal

(2b)
(PICK FIVE ONLY)
(i) Promotes Peace and Stability: Unity and integration help to reduce ethnic, religious, and regional conflicts, thereby creating a peaceful environment necessary for growth and development.

(ii) Encourages National Loyalty: When citizens are united, they develop a stronger sense of belonging and commitment to the nation, which enhances patriotism and national consciousness.

(iii) Facilitates Economic Growth: A united society attracts local and foreign investors because peace and cooperation create a favourable environment for business activities and economic expansion.

(iv) Enhances Political Stability: Unity among citizens promotes cooperation with government policies and reduces political tension, thereby ensuring a stable political system.

(v) Promotes Effective Utilisation of Resources: National integration encourages people from different parts of the country to work together in the effective management and use of available human and natural resources.

(vi) Encourages Social Development: Unity fosters cooperation among citizens in areas such as education, healthcare, housing, and community development, leading to improved living standards.

(vii) Strengthens National Security: A united population is better able to cooperate with security agencies in protecting the country against internal and external threats.

(viii) Reduces Discrimination and Prejudice: National integration promotes mutual understanding and respect among different ethnic, cultural, and religious groups, thereby reducing hatred and bias.

(ix) Encourages Collective Problem-Solving: Citizens who are united can jointly address national challenges such as poverty, unemployment, insecurity, and environmental problems more effectively.

(x) Enhances International Reputation: A country that enjoys unity and integration is often respected by other nations and is better positioned to attract international partnerships, investments, and development opportunities.

WAEC CIVIC EDUCATION

NUMBER 9

(9a)
(i)Poor Communication
(ii)Lack of Accountability
(iii)Poor Communication

(9b)
(i)Providing Basic Infrastructure: Ensuring access to quality roads, electricity, and clean water to improve living standards.

(ii)Ensuring Security: Protecting the lives and property of citizens from internal and external threats.

(iii)Promoting Economic Opportunities: Implementing policies that create jobs, support small businesses, and reduce poverty.

(iv)Upholding the Rule of Law: Ensuring that justice is administered fairly and that the rights of all citizens are protected.

(v)Investing in Education and Healthcare: Providing affordable and quality social services to empower the population.

(vi)Regular Engagement: Maintaining an open channel of communication to listen to grievances and involve followers in the decision-making process.

WAEC CIVIC EDUCATION

NUMBER ONE

(1a)
Honesty is the quality of being truthful, sincere, and trustworthy in one’s words, actions, and dealings with others. It involves telling the truth, keeping promises, avoiding deceit, and acting with integrity at all times.

(1b)
(PICK SIX ONLY)
(i) Loss of Trust: When a person is dishonest, people gradually lose confidence in him or her. Once trust is broken, it becomes very difficult to regain it, and others may become reluctant to depend on the individual.

(ii) Damage to Reputation: Dishonesty can tarnish a person’s good name and image in society. Friends, family members, colleagues, and community members may develop a negative opinion of the individual.

(iii) Broken Relationships: Dishonest behaviour often creates conflicts and misunderstandings among friends, family members, and associates. This may lead to separation, resentment, and loss of valuable relationships.

(iv) Loss of Opportunities: Employers, teachers, and business partners prefer trustworthy individuals. A dishonest person may lose educational, employment, leadership, or business opportunities because of a lack of credibility.

(v) Legal Consequences: Certain dishonest acts such as fraud, forgery, theft, and false testimony may result in arrest, prosecution, fines, or imprisonment under the law.

(vi) Feelings of Guilt and Shame: Dishonesty often causes inner discomfort and emotional distress. The individual may experience guilt, regret, anxiety, and shame for engaging in wrongful actions.

(vii) Poor Moral Character: Repeated dishonest behaviour weakens a person’s moral values and integrity. Over time, the individual may find it easier to engage in more serious unethical activities.

(viii) Loss of Self-Respect: A dishonest person may begin to feel disappointed in himself or herself. This can reduce self-esteem and make the individual feel unworthy of respect and admiration.

(ix) Lack of Peace of Mind: Maintaining lies and deceptive actions often creates fear of being exposed. This constant worry can result in stress, tension, and emotional instability.

(x) Reduced Social Acceptance: Society generally values honesty and integrity. Individuals known for dishonesty may be avoided, rejected, or excluded from important social activities and positions of responsibility.

WAEC CIVIC EDUCATION

NUMBER EIGHT

(8a)
(PICK FIVE ONLY)
(i) Large Population Size: Nigeria has a very large population, making it difficult for all citizens to participate directly in the making of government decisions. Representative democracy allows citizens to elect individuals who will make decisions on their behalf.

(ii) Vast Geographical Area: Nigeria covers a large geographical territory with many states and local government areas. Representative democracy makes governance easier by allowing elected representatives to speak for people from different parts of the country.

(iii) Diversity of Ethnic Groups: Nigeria is made up of numerous ethnic groups with different cultures, languages, and traditions. Representative democracy ensures that these diverse groups have the opportunity to be represented in government.

(iv) Promotion of Political Participation: Representative democracy provides citizens with the opportunity to participate in governance through the election of leaders who represent their interests and aspirations.

(v) Efficient Decision-Making: It is more practical and effective for elected representatives to deliberate and make decisions on behalf of the people than for the entire population to be directly involved in every governmental matter.

(vi) Protection of Minority Interests: Through elected representatives, minority groups can have their views and concerns presented in government, thereby preventing domination by the majority.

(vii) Encouragement of Accountability: Elected representatives are expected to explain their actions and decisions to the people who elected them. This promotes responsible leadership and good governance.

(viii) Reduction of Administrative Difficulties: Direct democracy would be difficult to operate in a country as large and complex as Nigeria. Representative democracy simplifies the process of administration and governance.

(ix) Promotion of National Unity and Integration: By allowing people from different regions, religions, and ethnic backgrounds to participate in governance through representation, representative democracy fosters national cohesion and peaceful coexistence.

(x) Compliance with Modern Democratic Practices: Most modern nations operate representative democracy because it is suitable for large populations and complex societies. Nigeria adopted this system to ensure effective governance, political stability, and democratic development.

(8b)
(PICK FIVE ONLY)
(i) Electoral Malpractices: Electoral fraud such as ballot box snatching, vote buying, voter intimidation, falsification of election results, and multiple voting undermines the credibility of elections and weakens democratic governance. When citizens lose confidence in the electoral process, democratic development is hindered.

(ii) Corruption: Corruption among public officials and political leaders leads to the mismanagement and diversion of public resources meant for national development. It reduces public trust in government institutions and weakens democratic principles of accountability and transparency.

(iii) Political Violence: Violence during elections and political activities often results in injuries, loss of lives, destruction of property, and voter apathy. Such acts discourage citizens from participating actively in the democratic process.

(iv) Poverty: Many citizens living in poverty may become vulnerable to political manipulation, vote buying, and other forms of exploitation by politicians. This limits their ability to make independent political choices and weakens democratic participation.

(v) Illiteracy: A high level of illiteracy prevents many citizens from understanding their political rights, government policies, and electoral processes. As a result, they may be easily misled or manipulated by political actors.

(vi) Weak Democratic Institutions: Institutions such as the electoral commission, judiciary, legislature, political parties, and law enforcement agencies may be ineffective due to inadequate resources, lack of independence, or poor administration. Weak institutions reduce the effectiveness of democratic governance.

(vii) Ethnic and Religious Politics: Political leaders sometimes exploit ethnic and religious differences for personal or political gain. This practice promotes division, intolerance, and conflict, thereby obstructing democratic growth and national unity.

(viii) Lack of Internal Democracy in Political Parties: Many political parties fail to conduct transparent primaries and democratic decision-making processes. Imposition of candidates and favouritism often discourage qualified individuals from participating in politics.

(ix) Insecurity: Problems such as terrorism, banditry, kidnapping, armed robbery, and communal conflicts create fear and instability. Insecure environments make it difficult to conduct free and fair elections and weaken democratic institutions.

(x) Political Apathy: Some citizens show little interest in political activities due to disappointment, distrust of leaders, or a belief that their votes do not matter. Low political participation reduces public involvement in governance and slows democratic development

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June 1, 2026

WAEC IRS Answers 1st June 2026/2027

WAEC IRS Answers 1st June 2026/2027: The West African Examinations Council (WAEC) has officially scheduled the 2026 WAEC Islamic Studies paper for Monday, 1st June 2026. WAEC IRS (Islamic Religious Studies) exams test knowledge across four core areas: Qur’an (interpretation and history), Hadith (prophetic traditions), Tawhid/Fiqh (Islamic beliefs and practices), and Islamic History (Sirah and West African spread).

The WAEC Islamic Religious Studies (IRS) examination is divided into two papers: Paper 1 and Paper 2. Paper 1 consists of 50 objective multiple-choice questions designed to test candidates’ understanding of major Islamic teachings and concepts. Paper 2 contains six essay questions, from which candidates are usually expected to answer four, ensuring that at least one question is selected from each section of the syllabus.

A major focus of the examination is the Qur’an, Hadith, and Sunnah. Students are expected to understand and memorize selected Surahs, their meanings, and lessons, as well as the history of the Qur’an’s revelation, compilation, and preservation. The exam also covers teachings against shirk, the distinction between Hadith and Sunnah, notable Hadith compilers, and the classification of Hadith, alongside important lessons from selected traditions such as the 40 Hadith of Imam an-Nawawi.

The examination further emphasizes Tawhid, Fiqh, and Islamic history. Candidates are expected to understand the Five Pillars of Islam, purification practices, family laws, and ritual observances. In addition, topics on the life of Prophet Muhammad (S.A.W.), the Hijrah, the Farewell Sermon, the Rightly Guided Caliphs, and the spread of Islam into West Africa, particularly in regions such as Hausaland and Borno, are important areas of study.

WAEC IRS Answers 1st June 2026/2027

WAEC Islamic Studies Essay Answers 2026

Number 1

(1a)
(i) Name of the devotion: Hajj (or ‘Umrah, though Hajj is the primary long-form pilgrimage).

(1aii)
Definition: Hajj is the annual Islamic pilgrimage to Makkah, Saudi Arabia, the holiest city for Muslims. It is a mandatory religious duty for Muslims that must be carried out at least once in their lifetime by all adult Muslims who are physically and financially capable of undertaking the journey.

(1bi)
First compulsory act: Ihram. This is the state of ritual purity which includes wearing specific white garments and making the formal intention (Niyyah) to perform the pilgrimage.

(1bii)
(i)Tawaf al-Qudum: Circling the Ka’bah seven times in a counter-clockwise direction.
(ii)Sa’i: Walking/running seven times between the hills of Safa and Marwa.
(iii)Wuquf at Arafat: Standing and praying at the plain of Arafat (the most essential pillar of Hajj).

(1c)
(i)Equality: The simple white garments of Ihram remove all distinctions of wealth, status, and nationality.
(ii)Patience and Endurance: The physical demands of the rites build spiritual and physical discipline.
(iii)Submission to Allah: Every ritual reflects the pilgrim’s total surrender to the will of God.
(iv)Unity of the Ummah: It serves as a global gathering that strengthens the bond of brotherhood among Muslims worldwide.
(v)Spiritual Rebirth: Successful completion is believed to cleanse a person of their past sins, providing a fresh start.

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Number 2

(2a)
(i) Year of birth: 194 AH (810 CE).
(ii) Place of birth: Bukhara (in modern-day Uzbekistan).
(iii) Full name: Muḥammad ibn Ismā‘īl al-Bukhārī.
(iv) Year of death: 256 AH (870 CE).
(v) Title of his collection: Sahih al-Bukhari (originally Al-Jami’ al-Musnad al-Sahih al-Mukhtasar min Umur Rasul Allah wa Sunanihi wa Ayyamihi).
(vi) One of his teachers: Imām Ahmad ibn Hanbal (others include Ishaq ibn Rahwayh and Ali ibn al-Madini).
(vii) One of the places he visited to learn: He traveled extensively across the Islamic world, including Mecca, Medina, Egypt, Syria, and Baghdad.

(2b)
(i)Strict Continuity (Ittisal): He ensured an unbroken chain of narrators reaching back directly to the Prophet (S.A.W.).
(ii)Narrator Integrity (‘Adalah): Every narrator in the chain had to be a person of exemplary character and piety.
(iii)Accuracy and Memory (Dabt): Narrators were required to have a precise and proven memory to ensure the text remained unchanged.
(iv)Proof of Meeting (Liqa’): Unlike some other scholars, Bukhari required proof that two successive narrators in a chain had actually met in person.
(v)Lack of Flaws (‘Illah): The Hadith had to be free from any subtle hidden defects in the chain or the text.
(vi)Spiritual Verification: It is recorded that he performed Ghusl and prayed two units of Istikhara prayer before adding any Hadith to his final collection.

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Number 3

(3a)
(i)The Aws
(ii)The Khazraj

(3b)
(i)Head of State: He exercised supreme political authority and unified the various factions under the Constitution of Madinah.
(ii)Commander-in-Chief: He organized the defense of the city, planned military expeditions, and led the army.
(iii)Diplomat: He sent and received envoys, negotiated treaties (such as the Treaty of Hudaybiyyah), and formed alliances with neighboring tribes.
(iv)Chief Executive: He oversaw the implementation of laws, collected and distributed Zakat (charity), and managed the public treasury (Bayt al-Mal).
(v)Legislator: He established a legal framework for the community, defining rights and responsibilities for both Muslims and non-Muslims.

(3c)
(i)Persecution in Makkah: The Quraysh intensified their physical and economic torture of Muslims, making life in Makkah unbearable and dangerous.
(ii)The Divine Command: Muslims believe the Prophet (S.A.W.) received a specific command from Allah to migrate after years of patience.
(iii)The Pledges of ‘Aqabah: Representatives from Yathrib (the Aws and Khazraj) pledged their loyalty and protection to the Prophet, providing a secure destination for the community.
(iv)The Assassination Plot: The leaders of the Quraysh had conspired to kill the Prophet (S.A.W.) in his sleep, necessitating an immediate and secret departure to ensure his safety and the survival of the message.

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Number 4

(4a)
Truthfulness: “And do not mix the truth with falsehood or conceal the truth while you know it.” This emphasizes that truthfulness is not just about speaking the truth, but also about integrity ensuring that truth remains pure and is never hidden to deceive others.

(4b)
(i)The Title of Al-Amin: Even before his Prophethood, he was known by the pagan Meccans as Al-Sadiq (The Truthful) and Al-Amin (The Trustworthy) due to his unwavering honesty.
(ii)Trade and Commerce: As a merchant, he never cheated or hid defects in his goods, which led to the success of Lady Khadijah’s business and her eventual proposal.
(iii)Fulfilling Covenants: He strictly adhered to the terms of treaties, such as the Treaty of Hudaybiyyah, even when the terms appeared disadvantageous to the Muslims.
(iv)Conveying the Message: Despite intense persecution, he never altered the revelations of the Quran to please the Quraysh, maintaining absolute truth in his mission.

(4c)
(i)Loss of Trust: A society without truth suffers from a breakdown in social and business relationships, as no one can rely on the word of another.
(ii)Spread of Corruption: When falsehood is normalized, injustice, bribery, and exploitation become prevalent, leading to the decay of moral values.
(iii)Divine Displeasure: In Islamic theology, dishonesty is a characteristic of hypocrisy (Nifaq). It distances individuals from the mercy of Allah and leads to spiritual ruin.

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Number 5

(5a)
Ayat al-Kursi (The Verse of the Throne).

(5b)
Allāhu lā ‘ilāha ‘illā Huwa al-Ḥayyu al-Qayyūm. Lā ta’khudhuhu sinatun wa lā nawm. Lahu mā fīs-samāwāti wa mā fīl-’arḍ. Man dhal-ladhī yashfa‘u ‘indahu ‘illā bi-idhnih? Ya‘lamu mā bayna aydīhim wa mā khalfahum, wa lā yuḥīṭūna bi-shay’im-min ‘ilmihī ‘illā bi-mā shā’. Wasi‘a kursiyyuhu s-samāwāti wal-’arḍ, wa lā ya’ūduhu ḥifẓuhumā, wa Huwa al-‘Aliyyu al-‘Aẓīm.”

(5c)
(i)Al-Hayy (The Ever-Living): He who possesses eternal life, neither beginning nor ending.
(ii)Al-Qayyum (The Self-Sustaining): The One who remains and sustains all of creation without needing anything Himself.
(iii)Al-Aliyy (The Most High): The One who is above all in rank, power, and status.
(iv)Al-Azim (The Most Magnificent/Great): The One whose greatness is beyond human comprehension.

(5d)
(i)Absolute Oneness (Tawhid): It emphasizes that there is no deity worthy of worship except Allah.
(ii)Total Sovereignty: Everything in the heavens and the earth belongs exclusively to Him.
(iii)Divine Knowledge: Allah’s knowledge is all-encompassing, covering the past, present, and future, while humans only know what He permits.
(iv)Effortless Guardianship: Allah maintains and protects the entire universe without ever becoming tired or weary.

====================

Number 6

(6a)
The Hadith narrated by Abū Sa’īd al-Khudriyy is Hadith 34 in Imam an-Nawawī’s Forty Hadith.

(6b)
“Whoever amongst you sees an evil, let him change it with his hand; if he is not able, then with his tongue; and if he is not able, then with his heart and that is the weakest of faith.”

(6c)
(i)Obligation of Action: It is a religious duty for every Muslim to oppose injustice and wrongdoing according to their capacity.
(ii)Levels of Authority: Changing evil “with the hand” generally refers to those in positions of authority (like parents or rulers), while “with the tongue” refers to speaking out or giving advice.
(iii)The Power of Intention: Even if one is physically or socially unable to stop an evil, they must still hate it in their heart. This ensures the believer’s conscience remains pure.
(iv)Degrees of Faith: The Prophet (S.A.W.) indicates that faith is not static; taking active steps to improve society is a sign of stronger faith compared to silent disapproval.
(v)Wisdom and Gradation: The Hadith teaches a systematic approach to social reform, prioritizing direct action where possible but allowing for verbal and internal resistance to prevent greater harm.

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May 31, 2026

WAEC CRS Answers 1st June 2026/2027

WAEC CRS Answers 1st June 2026/2027: The WAEC Christian Religious Studies (CRS) exam is divided into Objective (Paper 1) and Essay (Paper 2) sections. Questions are drawn strictly from the approved syllabus, focusing on themes like the sovereignty of God, divine preservation, leadership, and the teachings of Jesus Christ and Paul.

The examination consists of two papers. Paper 1 is an objective test containing 50 compulsory multiple-choice questions designed to assess candidates’ broad knowledge of the Bible and key Christian teachings, carrying a total of 50 marks. Paper 2 is an essay paper in which candidates are required to answer four questions selected from different sections, including the Old Testament, the Synoptic Gospels and Acts of the Apostles, and the Epistles.

WAEC CRS Answers 1st June 2026/2027

CRS ANSWER NUMBER 2 (a) Eli was a priest and judge in Israel. His two sons, Hophni and Phinehas, were wicked. They treated the Lord’s offering with contempt, taking meat by force and sleeping with women who served at the entrance of the tent of meeting. Eli heard about their evil deeds but only rebuked them weakly; he did not stop them or remove them from office. A man of God came to Eli and pronounced judgment: Eli’s household would be cut off; no old man would be in his family; both his sons would die on the same day; and the priesthood would pass to a faithful priest (Zadok). Later, in battle against the Philistines, Hophni and Phinehas were killed, and when Eli heard that the Ark of God was captured, he fell backwards off his seat, broke his neck, and died. (b)

Set clear rules and enforce consequences consistently.

Assign age-appropriate chores and hold children accountable.
Model responsible behaviour themselves (lead by example).

CRS ANSWER NUMBER 3 (a) King Saul was pursuing David to kill him. David had twice spared Saul’s life. The first time, in the cave at En Gedi, Saul came in to relieve himself, and David cut off a corner of Saul’s robe but did not harm him. Then David called out to Saul, showing the piece of cloth. Saul wept and admitted, “You are more righteous than I.” Later, David and Abishai found Saul asleep in his camp. Abishai wanted to kill Saul, but David took only his spear and water jug. From a distance, David called out, rebuking Abner for not protecting the king. Saul recognized David’s voice and said, “Is this your voice, my son David?” Saul then confessed, “I have sinned. Return, my son David, for I will no more do you harm, because my life was precious in your eyes this day.” David returned the spear, and they parted. (b)

Respect for God’s anointed – David refused to harm Saul, even when provoked.

CRS ANSWER NUMBER 4 (a) While repairing the temple, Hilkiah the high priest found the Book of the Law (likely Deuteronomy). He gave it to Shaphan the scribe, who read it to King Josiah. When Josiah heard the words of the Law, he tore his clothes in grief because he realized that Judah had not kept God’s commands and that great wrath was coming. He sent officials to inquire of the Lord. They went to Huldah the prophetess, who confirmed that disaster would come upon Judah for idolatry, but because Josiah’s heart was penitent and he had humbled himself, the disaster would not happen in his days. Josiah then gathered all the people and read the Book to them. He made a covenant to follow the Lord and keep His commandments. He proceeded to destroy all idols, altars, and high places throughout Judah and Israel. (b)

Many people have lost knowledge of Scripture, just as the Book of the Law was lost.

Idolatry exists in modern forms – money, fame, pleasure – replacing true worship.
A remnant remains that responds with repentance and reform when they hear God’s word.

Number 9

(9a)
Peter began with a general admonition to Christians to be subject, for the Lord’s sake, to every human institution, whether it is to the emperor as the supreme authority on earth, or to the government appointed by him to oversee the administration with delegated powers to punish offenders or reward those who do right, for this is the will of God, the ultimate power behind these earthly authorities. He said that by doing the right thing, they would put to shame the ignorance of foolish men. He admonished them to live as men free from the curse of the law and not to misuse their liberty as a pretext for evil. He said they should rather live as servants of God with the fear of God. They should honour all men, love the Christians brotherhood and honour the emperor.

(9b)
(i) He should have love for his nation and its legitimate institutions, both civil and religious.
(ii) He should obey all laws and regulations set up for the smooth administration of the country.
(iii) If the need arises, a good citizen should even fight to defend the territorial integrity of his nation if other options, including dialogue, fail.

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May 31, 2026

WAEC Physics (Essay & OBJ) Answers 2026/2027

WAEC Physics (Essay & OBJ) Answers 2026/2027: The 2026 WAEC May/June Physics (PHY) Essay (Theory) and Objectives (OBJ) Questions and Answers for School Candidates is here for free. The WAEC Physics exam assesses candidates through two main sections: Objective (OBJ) and Essay/Theory. To succeed, students must master core topics, mathematical formulas, and scientific concepts.

WAEC Physics (Essay & OBJ) Answers 2026

WAEC PHYSICS ANSWERS

NUMBER ONE

1a)
Diffusion is the process by which particles of a substance move from a region of higher concentration to a region of lower concentration until they are evenly distributed, due to their constant random motion.

1(b)
PICK ANY TWO

(I) Diffusion – e.g. the spreading of perfume smell in a room.

(ii) Brownian motion – irregular zig-zag movement of tiny particles suspended in a fluid.

(iii) Osmosis – movement of solvent molecules through a semi-permeable membrane.

(iv) Expansion of gases when heated – showing that particles are in constant motion and move farther apart.
========•••===========

NUMBER TWO

(2a)

(i) Majority carrier:

Holes

(ii) Minority carrier:

Electrons

(b)
CHOOSE ONLY ONE

(I) It requires no heater filament, so no heating is needed before operation.

(ii) It consumes less power.

(iii) It is smaller and more compact in size.

(iv) It has a longer lifespan and is more reliable.
========•••===========

Recent Posts

May 31, 2026

WAEC Islamic Religious Studies (Essay and Obj) Answers 2026/2027

WAEC Islamic Religious Studies (Essay and Obj) Answers 2026/2027: The West African Examinations Council (WAEC) Islamic Religious Studies (IRS) examination consists of Objective, Essay, and Hadith sections based on the official WAEC syllabus. Questions are drawn from the Qur’an, Hadith, Fiqh (Islamic Jurisprudence), Tawhid (Belief), and Islamic history.

WAEC Islamic Religious Studies (Essay and Obj) Answers 2026

WAEC Christian Religious Studies OBJ Answers 2026

01-10: DCCBACBDBD
11-20: ABBBACCCCC
21-30: ADBBBDCDDB
31-40: ACBCBCBCBA
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WAEC Christian Religious Studies Essay Answers 2026

Number 5

(5a)
John the Baptist was the forerunner of Jesus Christ. He preached in the wilderness of Judea, calling the people to repentance and preparing them for the coming of the Messiah. Many people went to him at the River Jordan to confess their sins and be baptized by him.

One day, Jesus came from Galilee to the River Jordan to be baptized by John. When John saw Jesus, he recognized that Jesus was greater than him. John felt unworthy to baptize Him because he knew that Jesus was without sin. John tried to prevent Him and said that he himself needed to be baptized by Jesus, yet Jesus was coming to him for baptism.

Jesus answered John and told him to allow it for the time being because it was proper for them to fulfill all righteousness. This means that Jesus wanted to obey God’s will fully and identify Himself with the people He came to save, even though He had no sin.

After this, John agreed and baptized Jesus in the River Jordan. As Jesus came up from the water, the heavens were opened. The Spirit of God descended upon Him like a dove and rested on Him. This showed that God had anointed Jesus for His public ministry.

Then a voice came from heaven saying, “This is my beloved Son, with whom I am well pleased.” This voice confirmed that Jesus was the Son of God and that God approved of Him. The event also revealed the presence of the Father, the Son, and the Holy Spirit.

After His baptism, Jesus was fully prepared to begin His public ministry. The encounter between John the Baptist and Jesus at the River Jordan was important because it marked the beginning of Jesus’ work of preaching, healing, teaching, and saving mankind.

(5b)
(PICK ANY THREE)

(i) It teaches Christians the importance of baptism as an act of obedience to God.

(ii) It teaches humility, because Jesus humbled Himself to be baptized by John even though He was greater than John.

(iii) It shows that Christians need the Holy Spirit to live a faithful and useful life.

(iv) It teaches that God is pleased when His children obey His will.

(v) It reveals Jesus as the beloved Son of God and strengthens Christian faith in Him.

(vi) It teaches Christians to submit to God’s plan, even when they may not fully understand it.

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Number 6

(6a)
The condemnation of Jesus to death began after He was arrested in the Garden of Gethsemane. Judas Iscariot, one of His disciples, had agreed with the chief priests to betray Him. He led a crowd with swords and clubs to where Jesus was praying with His disciples. Judas identified Jesus with a kiss, and Jesus was arrested.

After His arrest, Jesus was taken to the house of the high priest. The chief priests, elders, and scribes were already gathered there. They were looking for false evidence against Jesus so that they could put Him to death. Many false witnesses came forward, but their testimonies did not agree.

Later, some people accused Jesus of saying that He would destroy the temple and rebuild it in three days. Even this testimony was not enough to condemn Him. The high priest then asked Jesus directly whether He was the Christ, the Son of God. Jesus answered in a way that showed that He was truly the Son of God and that they would see the Son of Man seated at the right hand of power and coming with the clouds of heaven.

When the high priest heard this, he tore his clothes and accused Jesus of blasphemy. He said they no longer needed witnesses because they had heard His words themselves. The council then judged that Jesus deserved death. After this, some of them spat on Him, covered His face, struck Him, and mocked Him.

Early in the morning, the chief priests, elders, scribes, and the whole council held another meeting. They bound Jesus and took Him to Pontius Pilate, the Roman governor, because they did not have the power to carry out the death sentence by themselves.

Before Pilate, they accused Jesus of misleading the people, claiming to be Christ a king, and forbidding people to pay taxes to Caesar. Pilate questioned Jesus and asked whether He was the king of the Jews. Jesus answered, “You have said so.” After examining Him, Pilate found no real fault in Him.

When Pilate discovered that Jesus was from Galilee, he sent Him to Herod, who was also in Jerusalem at that time. Herod was happy to see Jesus because he had heard many things about Him and hoped to see Him perform a miracle. Herod questioned Him at length, but Jesus gave him no answer. The chief priests and scribes continued to accuse Him strongly. Herod and his soldiers mocked Jesus, dressed Him in a fine robe, and sent Him back to Pilate.

Pilate gathered the chief priests, rulers, and the people and told them that neither he nor Herod had found Jesus guilty of any crime deserving death. He wanted to punish Jesus and release Him. However, the people shouted that Jesus should be crucified.

During the feast, Pilate had the custom of releasing one prisoner to the people. He offered to release Jesus, but the crowd chose Barabbas instead. Barabbas was a criminal who had been imprisoned for rebellion and murder. The chief priests stirred up the crowd to ask for Barabbas and demand the crucifixion of Jesus.

Pilate asked what evil Jesus had done, but the people shouted louder, “Crucify him.” Seeing that the crowd was becoming uncontrollable, Pilate gave in to their demand. He released Barabbas and handed Jesus over to be crucified.

In this way, Jesus was condemned to death through betrayal, false accusations, jealousy of the Jewish leaders, pressure from the crowd, and the weakness of Pilate who failed to uphold justice.

(6b)
(PICK ANY THREE)

(i) Upholding justice brings peace because people will feel protected and treated fairly.

(ii) It reduces crime because offenders are punished and others are discouraged from doing evil.

(iii) It promotes unity because citizens will trust the law and will not feel cheated or oppressed.

(iv) It encourages development because people can work, invest, and live without fear.

(v) It protects the rights and dignity of citizens, especially the weak and poor.

(vi) It builds trust in government because people believe that leaders are fair and responsible.

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Number 7

(7a)
The experience referred to in the statement happened in the early church after the death of Ananias and Sapphira. At that time, the believers were united and showed great love for one another. They shared what they had, and no one among them lacked basic needs. Some of the believers who owned lands or houses sold them and brought the money to the apostles so that it could be used to help the needy members of the church.

One of the people who showed this spirit of generosity was Barnabas. He sold a field that belonged to him and brought the money to the apostles. His action was honest and sincere, and it encouraged others in the church.

Ananias and his wife, Sapphira, also sold a piece of property. However, they agreed together to keep back part of the money for themselves while pretending that they had brought the full amount to the apostles. The problem was not that they kept part of the money, because the property belonged to them and they were free to decide what to do with it. Their sin was that they lied and tried to deceive the apostles and the Holy Spirit.

Ananias came first and laid part of the money at the apostles’ feet as if it was the whole amount from the sale of the land. Peter, being guided by the Holy Spirit, knew what Ananias had done. He asked him why Satan had filled his heart to lie to the Holy Spirit and keep back part of the price of the land. Peter reminded him that while the land remained unsold, it was his own, and even after it was sold, the money was under his control. Peter then told him that he had not lied to men but to God.

Immediately Ananias heard these words, he fell down and died. Great fear came upon all who heard what had happened. The young men in the church rose up, wrapped his body, carried him out, and buried him.

About three hours later, Sapphira came in, not knowing what had happened to her husband. Peter asked her whether they sold the land for the amount that Ananias had brought. She also lied and said yes, that was the amount.

Peter then asked her why she and her husband had agreed together to test the Spirit of the Lord. He told her that the feet of those who had buried her husband were at the door and that they would also carry her out. Immediately, Sapphira fell down at Peter’s feet and died. The young men came in, found her dead, carried her out, and buried her beside her husband.

When the whole church and all who heard about these events saw the judgment that came upon Ananias and Sapphira, great fear came upon them. The incident showed that God hates hypocrisy, lies, deceit, and false appearance in His church.

(7b)
(PICK ANY THREE)

(i) Christians should be honest and sincere in their dealings with God and people.

(ii) The church should avoid hypocrisy and false display of righteousness.

(iii) God sees secret sins, even when people try to hide them.

(iv) Giving to God should be done willingly and not with deceit or pride.

(v) Christians should not lie to the Holy Spirit or treat the things of God carelessly.

(vi) The church should maintain discipline, holiness, and fear of God.

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SECTION C

Instruction: Answer at least one question from this section.

Number 8

(8a)
James addressed the issue of partiality among Christians by warning them against showing favouritism in the assembly of God. He told them that believers in Jesus Christ, the Lord of glory, should not show partiality. This means that Christians should not treat people differently because of wealth, social position, fine clothes, tribe, education, or outward appearance.

James gave an example of what could happen in a Christian gathering. He said that if a rich man wearing fine clothes and a gold ring came into the assembly, and a poor man wearing dirty or shabby clothes also came in, the members should not treat the rich man better than the poor man.

He explained that if they gave special attention to the rich man and told him to sit in a good place, but told the poor man to stand aside or sit on the floor, they had become judges with evil thoughts. This kind of behaviour showed that they valued people based on outward appearance instead of seeing them as equal before God.

James reminded the Christians that God had chosen many of the poor in the world to be rich in faith and heirs of the kingdom which He promised to those who love Him. Therefore, despising the poor was wrong because the poor were also important before God.

He also pointed out that some of the rich people were the ones oppressing them, dragging them to court, and blaspheming the honourable name by which they were called. So it was wrong for Christians to honour the rich unfairly while dishonouring the poor.

James then referred to the royal law in the scripture, which says, “You shall love your neighbour as yourself.” He taught that Christians do well when they obey this law. But if they show partiality, they commit sin and become guilty before the law.

James further explained that whoever keeps the whole law but fails in one point is guilty of breaking the law. Therefore, Christians should not see partiality as a small matter. It is a sin before God because it goes against love, justice, and equality.

He advised believers to speak and act as people who will be judged by the law of liberty. He also taught that judgment is without mercy to anyone who has shown no mercy, but mercy triumphs over judgment.

In summary, James taught that Christians must treat both the rich and the poor with love, respect, and fairness. The assembly of God should not be a place where people are honoured because of money or outward appearance, but a place where all believers are accepted as children of God.

(8b)
(PICK ANY THREE)

(i) Some Christians give more honour and attention to rich members than poor members in the church.

(ii) Some churches give special seats and recognition to wealthy people while ordinary members are ignored.

(iii) Some Christians judge people by their dressing, appearance, tribe, education, or social class.

(iv) Some believers help only those who can benefit them, while neglecting the poor and needy.

(v) Some church leaders treat influential members with more respect because of their money or position.

(vi) Some Christians fail to show equal love and kindness to everyone as James recommended.

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Number 9

(9a)
Peter began with a general admonition to Christians to be subject, for the Lord’s sake, to every human institution, whether it is to the emperor as the supreme authority on earth, or to the government appointed by him to oversee the administration with delegated powers to punish offenders or reward those who do right, for this is the will of God, the ultimate power behind these earthly authorities. He said that by doing the right thing, they would put to shame the ignorance of foolish men. He admonished them to live as men free from the curse of the law and not to misuse their liberty as a pretext for evil. He said they should rather live as servants of God with the fear of God. They should honour all men, love the Christians brotherhood and honour the emperor.

(9b)
(i) He should have love for his nation and its legitimate institutions, both civil and religious.
(ii) He should obey all laws and regulations set up for the smooth administration of the country.
(iii) If the need arises, a good citizen should even fight to defend the territorial integrity of his nation if other options, including dialogue, fail.