2026 JAMB Biology Syllabus PDF Download

with details explanations

2026 JAMB Biology Syllabus PDF Download

If you are preparing for the upcoming JAMB UTME, then getting the 2026 JAMB Biology syllabus PDF download is the first and most important step. This official document tells you exactly what topics JAMB will set questions from, how many areas you must study, and the recommended textbooks for Biology.

BIOLOGY

GENERAL OBJECTIVES

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Biology is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to:

demonstrate sufficient knowledge of the concepts of the diversity, interdependence and unity of life;
account for continuity of life through reorganization, inheritance and evolution;
apply biological principles and concepts to everyday life, especially to matters affecting living things, individual, society, the environment, community health and the economy.

DETAILED SYLLABUS

A: VARIETY OF ORGANISMS

TOPICS / CONTENTS/ NOTES	OBJECTIVES
1. Living organisms:	Candidates should be able to:
a. Characteristics	i. differentiate between the characteristics of living and non-living things.
b. Cell structure and functions of cell components	ii. identify the structures of plant and animal cells.
c. Level of organization	iii. analyse the functions of the components of plant and animal cells.
i. Cell e.g. euglena and paramecium,	iv. compare and contrast the structure of plant and animal cells.
ii. Tissue e.g. epithelial tissues and hydra	v. trace the levels of organization among organisms in their logical sequence in relation to the five levels of organization of living organisms.
iii. Organ e.g. onion bulb
iv. Systems e.g. reproductive, digestive and excretory
v. Organisms e.g. Chlamydomonas

TOPICS / CONTENTS/ NOTES	OBJECTIVES
2. Evolution among the following:	Candidates should be able to:
a. Monera (prokaryotes), e.g. bacteria and blue green algae.	i. analyse external features and characteristics of the listed organisms.
b. Protista (protozoans and protophyta), e.g. Amoeba, Euglena and Paramecium.	ii. apply the knowledge from (i) above to demonstrate increase in structural complexity.
c. Fungi, e.g. mushroom and Rhizopus.	iii. trace the stages in the life histories of the listed organisms.
d. Plantae (plants)	iv. apply the knowledge of the life histories to demonstrate gradual transition from life in water to life on land.
i. Thallophyta (e.g. Spirogyra).	v. trace the evolution of the listed plants.
ii. Bryophyta (mosses and liverworts) e.g. Brachmenium and Merchantia.
iii. Pteridophyta (ferns) e.g. Dryopteris.
iv. Spermatophyta (Gymnospermae and Angiospermae)
– Gymnosperms e.g. Cycads and conifers.
– Angiosperms (monocots, e.g. maize; dicots, e.g. water leaf)
e. Animalia (animals)	Candidates should be able to:
i. Invertebrates	i. trace the advancement of the invertebrate animals.
– coelenterate e.g. Hydra	ii. determine the economic importance of the insects studied.
– Platyhelminthes flatworms e.g. Taenia	iii. assess their values to the environment.
– Nematoda (roundworms)	iv. trace the advancement of multi-cellular animals.
– Annelida e.g. earthworm	v. determine their economic importance.
– Arthropoda e.g. mosquito, cockroach, housefly, bee, butterfly
– Mollusca e.g. snails
ii. Multicellular animals (vertebrates)
– Pisces (cartilaginous and bony fish)
– Amphibia e.g. toads and frogs
– Reptilia e.g. lizards, snakes and turtles
– Aves (birds)
– Mammalia (mammals)

TOPICS / CONTENTS/ NOTES	OBJECTIVES
3. Structural/functional and behavioural adaptations of organisms:	Candidates should be able to:
a. adaptive colouration and its functions	i. describe how the various structures, functions and behaviour adapt these organisms to their environment, and way of life.
	ii. Categorize countershading in fish, toads, snakes and warning colouration in mushrooms.
b. Behavioural adaptations in social animals	iii. Differentiate various castes in social insects like termites and their functions in their colony hive.
	iv. Account for basking in lizards, territorial behavour of other animals under unfavourable conditions (hibernation and aestivation).
c. Structural adaptations in organisms	i. account for adaptation in organisms with respect to the following:
	– Obtaining food (beaks and legs of birds, mouthparts of insects, especially mosquito, butterfly and moth.)
	– Protection and defence (stick insects, praying mantis and toad).
	– Securing mates (redhead male and female Agama lizards, display of feathers by birds).
	– Regulating body temperature (skin, feathers and hairs)
	– Conserving water (spines in plants and scales in mammals).

B: FORM AND FUNCTIONS

TOPICS / CONTENTS/ NOTES	OBJECTIVES
1. Internal structure of plants and animals	Candidates should be able to:
a. Internal structure of a flowering plant	i. identify the transverse sections of these organs.
i. Root	ii. relate the structure of these organs to their functions.
ii. Stem	iii. identify supporting tissues in plants (collenchyma, sclerenchyma, xylem and phloem fibres)
iii. Leaf	iv. describe the distribution of supporting tissues in roots, stem and leaf
b. Internal structure of a mammal	v. examine the arrangement of the mammalian internal organs.
	vi. describe the appearance and position of the digestive, reproductive and excretory organs.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
2. Nutrition	Candidates should be able to:
a. Modes of nutrition	i. compare autotrophic and heterotrophic modes of nutrition.
i. Autotrophic	ii. provide examples from both flowering and non- flowering plants.
ii. Heterotrophic	iii. compare the photosynthetic and chemosynthetic modes of nutrition;
	iv. differentiate the following examples of heterotrophic feeding:
	– holozoic (sheep and man)
	– Parasitic (roundworm, tapeworm and Loranthus)
	– saprophytic (Rhizopus and mushroom)
	– carnivorous plants (sundew and bladderwort)
	– determine their nutritional value.
b. Types of Nutrition	v. differentiate the light and dark reactions, of photosynthesis.
c. Plant nutrition	vi. determine the necessity of light, carbon (IV) oxide and chlorophyll in photosynthesis.
i. Photosynthesis	vii. detect the presence of starch in a leaf as an evidence of photosynthesis.
ii. Chemosynthesis	viii. identify macro-and micro-elements required by plants.
iii. Mineral requirements (macro and micro-nutrients)	ix. recognise the deficiency symptoms of nitrogen, phosphorous and potassium.
d. Animal nutrition	x. indicate the sources of the various classes of food;
i. Classes of food substances; carbohydrates, proteins, fats and oils, vitamins, mineral salts and water	xi. determine the nutritional value of food
	xii. relate the importance and deficiency (e.g. scurvy, rickets, kwashiorkor etc.) of each class of food;
	xiii. determine the importance of a balanced diet.
ii. Food tests (e.g. starch, reducing sugar, protein, oil, fat etc.)	xiv. detect the presence of a food type from the result of a given experiment.
iii. The mammalian tooth (structures, types and functions)	xv. describe the structure of a typical mammalian tooth
	xvi. differentiate the types of mammalian tooth and relate their structures to their functions.
	xvii. compare the dental formulae of man, sheep and dog.
iv. Mammalian alimentary canal	xviii. relate the structure of the various components of the alimentary canal and its accessory organs (liver, pancreas and gall bladder) to their functions.
v. Nutrition process (ingestion, digestion, absorption, and assimilation of digested food).	xix. identify the general characteristics of digestive enzymes
	xx. associate enzymes with digestion of carbohydrates, proteins and fats and
	xxi. determine the end products of these classes of food.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
3. Transport	Candidates should be able to:
a. Need for transportation	i. determine the relationship between increase in size and complexity; and the need for the development of a transport system in plants and animals.
b. Materials for transportation	ii. determine the sources of materials and the forms in which they are transported.
(Excretory products, gases, manufactured food, digested food, nutrient, water and hormones)	iii. describe the general circulatory system
c. Channels for transportation	iv. compare specific functions of the hepatic portal vein, the pulmonary vein and artery, aorta, the renal artery and vein.
i. Mammalian circulatory system (heart, arteries, vein and capillaries)	v. identify the organs of the plant vascular system.
ii. Plant vascular system (phloem and xylem)	vi. understand the specific functions of the phloem and xylem.
d. Media and processes of mechanism for transportation.	vii. identify media of transportation (e.g. cytoplasm, cell sap, body fluid, blood and lymph)
	viii. state the composition and functions of blood and lymph
	ix. describe diffusion, osmosis, plasmolysis and turgidity as mechanisms of transportation in organisms.
	x. compare the various mechanisms of open circulatory systems in animal, transpiration pull, root pressure and active transport as mechanisms of transportation in plants.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
4. Respiration	Candidates should be able to:
a. Respiratory organs and surfaces	i. explain the significance of respiration;
b. The mechanism of gaseous exchange in:	ii. describe a simplified outline of the chemical processes involved in glycolysis and krebs cycle with reference to ATP production
i. Plants	iii. deduce gaseous exchange and products, exchange and production of heat energy during respiration from experimental set up.
ii. Animals	iv. describe the following respiratory organs and surfaces with organisms in which they occur; body surface, gill, trachea, lungs, stomata and lenticel.
c. Aerobic respiration	v. describe the mechanism for the opening and closing of the stomata
d. Anaerobic respiration	vi. determine respiratory mechanisms in plants and animals.
	vii. examine the role of oxygen in the liberation of energy for the activities of the living organisms
	viii. explain the effect of insufficient supply of oxygen to the muscles.
	ix. use yeast cells and sugar solution to demonstrate the process of fermentation.
	x. state the economic importance of yeasts.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
5. Excretion	Candidates should be able to:
a. Types of excretory structures:	i. define the meaning and state the significance of excretion
contractile vacuole, flame cell, nephridium, Malpighian tubule, kidney, stoma and lenticel.	ii. relate the characteristics of each structure with functions.
b. Excretory mechanisms:	iii. relate the structure of the kidneys to the excretory and osmo-regulatory functions.
i. Kidneys	iv. identify the functions and excretory products of the lungs and the skin.
ii. lungs	v. deduce the economic importance of the excretory products of plants e.g. carbon (IV) oxide, oxygen, tannins, resins, gums, mucilage, alkaloids etc.
iii. skin
c. Excretory products of plants

TOPICS / CONTENTS/ NOTES	OBJECTIVES
6. Support and movement	Candidates should be able to:
a. Tropic, tactic, nastic and sleep movements in plants	i. determine the need for support and movement in organisms
	ii. identify supporting tissues in plants (collenchyma, sclerenchyma, xylem and phloem fibres)
b. supporting tissues in animals	iii. describe the distribution of supporting tissues in root, stem and leaf.
	iv. relate the response of plants to the stimuli of light, water, gravity and touch
c. Types and functions of the skeleton	v. identify the regions of growth in roots and shoots and the roles of auxins in tropism.
i. Exoskeleton	vi. relate the location of chitin, cartilage and bone to their supporting function.
ii. Endoskeleton	vii. relate the structure and the general layout of the mammalian skeleton to their supportive, locomotive and respiratory function.
iii. Functions of the skeleton in animals	viii. differentiate types of joints using appropriate examples.
	ix. apply the protective, supportive, locomotive and respiratory functions of the skeleton to the well being of the animal.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
7. Reproduction	Candidates should be able to:
a. Asexual reproduction	i. differentiate between asexual and sexual reproduction
i. Fission (e.g. Paramecium)	ii. apply natural vegetative propagation in crop production and multiplication.
ii. Budding (e.g. yeast)	iii. apply grafting, budding and layering in agricultural practices.
iii. Natural vegetative propagation	iv. relate parts of flower to their functions and reproductive process.
iv. Artificial vegetative propagation	v. state the advantages of cross pollination.
b. Sexual reproduction in flowering plants	vi. deduce the different types of placentation that develop into simple, aggregate, multiple and succulent fruits.
i. Floral parts and their functions	vii. differentiate between male and female reproductive organs.
ii. Pollination and fertilization	viii. relate their structure and function to the production of offspring.
iii. products of sexual reproduction	ix. describe the fusion of gametes as a process of fertilization.
c. Reproduction in mammals	x. relate the effects of the mother’s health, nutrition and indiscriminate use of drugs on the developmental stages of the embryo up to birth.
i. Structures and functions of the male and female reproductive organs	xi. explain the modern methods of regulating reproduction on e.g. invitro fertilization and birth control
ii. Fertilization and development. (Fusion of gametes)

TOPICS / CONTENTS/ NOTES	OBJECTIVES
8. Growth	Candidates should be able to:
a. Meaning of growth	i. apply the knowledge of the conditions necessary for germination on plant growth.
b. Germination of seeds and condition necessary for germination of seeds.	ii. differentiate between epigeal and hypogeal germination.

TOPICS / CONTENTS/ NOTES	OBJECTIVES
9. Co-ordination and control	Candidates should be able to:
a. Nervous coordination:	i. apply the knowledge of the structure and function of the central nervous system in the coordination of body functions in organisms.
i. the components, structure and functions of the central nervous system	ii. illustrate reflex actions such as blinking of the eyes, knee jerk etc.
ii. The components and functions of the peripheral nervous system	iii. differentiate between reflex and voluntary actions as well as conditioned reflexes such as salivation, riding a bicycle and swimming.
iii. Mechanism of transmission of impulses	iv. relate the listed sense organs with their functions.
iv. Reflex action	v. apply the knowledge of the structure and functions of these sense organs in detecting and correcting their defects.
b. The sense organs	vi. state the location of the listed endocrine glands in animals.
i. Skin (tactile)	vii. relate the hormone produced by each of these glands to their functions.
ii. Nose (olfactory)	viii. examine the effects of various phytohormones (e.g. auxins, gibberellin, cytokinin, and ethylene) on growth, tropism, flowering, fruit ripening and leaf abscission.
iii. Tongue (taste)	ix. relate the function of hormones in homeostasis.
iv. Eye (sight)
v. Ear (auditory)
c. Hormonal control
i. animal hormonal system (Pituitary, thyroid, parathyroid, adrenal gland, pancreas, gonads)
ii. Plant hormones (phytohormones)
d. Homeostasis
i. Body temperature regulation
ii. Salt and water regulation

C: ECOLOGY

TOPICS – CONTENTS – NOTES	OBJECTIVES
1. Factors affecting the distribution of Organisms	Candidates should be able to:
i. Abiotic	i. relate the effects of temperature; rainfall, relative humidity, wind speed and direction, altitude, salinity, turbidity, pH and edaphic (soil) conditions on the distribution of organisms.
ii. Biotic	ii. use appropriate equipment (secchi disc, thermometer, rain gauge) to measure abiotic factors.
	iii. describe how the activities of plants/animals (particularly human) affect the distribution of organisms.

TOPICS – CONTENTS – NOTES	OBJECTIVES
2. Symbiotic interactions of plants and animals	Candidates should be able to:
(a) Energy flow in the ecosystem: food chains, food webs and trophic levels.	i. determine appropriate examples of symbiosis, parasitism, saprophytism, commensalism, mutualism, amensalism, competition, predation and cooperation among organisms.
(b) Nutrient cycling in nature.	ii. explain the distribution of organisms with food chains and food webs in particular habitats.
i. carbon cycle	iii. define chains and webs
ii. water cycle	iv. describe the carbon cycle and its significance including the balance of atmospheric oxygen and carbon (IV) oxide and global warming.
iii. Nitrogen cycle	v. assess the effects of water cycle on other nutrient cycles.
	vi. relate the roles of bacteria and leguminous plants in the cycling of nitrogen.

TOPICS – CONTENTS – NOTES	OBJECTIVES
3. Natural Habitats	Candidates should be able to:
(a) Aquatic (e.g. ponds, streams, lakes, seashores and mangrove swamps)	i. associate plants and animals with each of these habitats.
(b) Terrestrial/arboreal (e.g. tree-tops, abandoned farmland or a dry grassy (savanna) field, and burrow or hole.	ii. relate adaptive features to the habitats in which organisms live.

TOPICS – CONTENTS – NOTES	OBJECTIVES
4. Local (Nigerian) Biomes	Candidates should be able to:
a. Tropical rainforest	i. locate biomes in regions
b. Guinea savanna (southern and northern)	ii. apply the knowledge of the features of the listed local biomes in determining the characteristics of different regions of Nigeria.
c. Sudan Savanna
d. Desert
e. Highlands of montane forests and grasslands of the Obudu -, Jos -, Mambilla – Plateaus.

TOPICS – CONTENTS – NOTES	OBJECTIVES
5. The Ecology of Populations	Candidates should be able to:
(a) Population density and overcrowding.	i. determine the reasons for rapid changes in human population and the consequences of overcrowding.
(b) Adaptation for survival	ii. compute/calculate density as the number of organisms per unit area.
i. Factors that bring about competition	iii. Relate increase in population, diseases, shortage of food and space with intra- and inter-specific competition.
ii. Intra and inter-specific competition	iv. Determine niche differentiation as a means of reducing intra-specific completion.
iii. Relationship between competition and succession.	v. Relate competition to succession.
(c) Factors affecting population sizes:	vi. deduce the effect of these factors on the size of population.
i. Biotic (food, pest, disease, predation, competition and reproductive ability).	vii. determine the interactions between biotic and abiotic factors, (e.g. drought or scarcity of water which leads to food shortage and lack of space which causes increase in disease rates).
ii. Abiotic (temperature, space, light, rainfall, topography, pressure, pH) etc.	viii. trace the sequence in succession to the climax stage of stability in plant population.
(d) Ecological succession
i. primary succession
ii. secondary succession

TOPICS – CONTENTS – NOTES	OBJECTIVES
6. SOIL	Candidates should be able to:
a. Characteristics of different types of soil (sandy, loamy, clayey)	i. identify physical properties of different soil types based on simple measurement of particle size, porosity or water retention ability.
i. soil structure	ii. determine the amounts of air, water, humus and capillarity in different soil types experimentally.
ii. porosity, capillarity and humus content	iii. relate soil characteristics, types and components to the healthy growth of plants
b. Components of the soil	iv. relate such factors as loss of inorganic matter, compaction, leaching, erosion of the top soil and repeated cropping with one variety.
i. inorganic	v. apply the knowledge of the practice of contour ridging, terracing, mulching, poly-cropping, strip-cropping, use of organic and inorganic fertilizers, crop rotation, shifting cultivation, etc. to enhance soil conservation.
ii. organic
iii. soil organisms
iv. soil air
v. soil water
c. Soil fertility
i. loss of soil fertility
ii. renewal and maintenance of soil fertility

TOPICS – CONTENTS – NOTES	OBJECTIVES
7. Humans and Environment	Candidates should be able to:
(a) Diseases:	i. identify ecological conditions that favour the spread of common endemic and potentially epidemic diseases e.g. malaria, meningitis, drancunculiasis, schistosomiasis, onchocerciasis, typhoid fever and cholera.
(i) Common and endemic diseases	ii. relate the biology of the vector or agent of each disease with its spread and control
ii. Easily transmissible diseases and disease syndrome such as:	iii. use the knowledge of the causative organisms, mode of transmission and symptoms of the listed diseases to their prevention – treatment – control
– poliomyelitis	iv. apply the principles of inoculation and vaccination on disease prevention.
– cholera	v. categorize pollution into air, water and soil
– tuberculosis	vi. relate the effects of common pollutants to human health and environmental degradation.
– sexually transmitted disease/syndrome (gonorrhea, syphilis, AIDS, etc.)	vii. determine the methods by which each pollutant may be controlled.
b. Pollution and its control	viii. explain the importance of sanitation with emphasis on solid waste, sewage disposal, community health and personal hygiene.
(i) Sources, types, effects and methods of control.	ix. assess the roles and functions of international and national health agencies e.g. World Health Organization (WHO), United Nations International Children Emergency Fund (UNICEF), International Red Cross Society (IRCS) and the ministries of health and environment.
(ii) Sanitation and sewage	x. apply the various methods of conservation of both the renewable and non-renewable natural resources for the protection of our environment for present and future generations.
c. Conservation of Natural Resources	xi. outline the benefits of conserving natural resources, prevention of desertification.
d. Game reserves and National parks	xii. identify the bodies responsible for the conservation of resources at the national and international levels e.g. Nigerian Conservation Foundation (NCF), Federal Ministry of Environment, Nigeria National Parks, World Wildlife Foundation (WWF), International Union for Conservation of Nature (IUCN), United Nations Environmental Programme (UNEP) and their activities.
	xiii identify and state the location and importance of game reserves and National parks in Nigeria

D: HEREDITY AND VARIATIONS

TOPICS – CONTENTS – NOTES	OBJECTIVES
(I) Variation In Population	Candidates should be able to:
a. Morphological variations in the physical appearance of individuals.	i. differentiate between continuous and discontinuous variations with examples.
(i) size (height and weight)	ii. relate the role of environmental conditions, habitat and the genetic constitution to variation.
(ii) Colour (skin, eye, hair, coat of animals, scales and feathers).	iii. measure heights and weights of pupils of the same age group
(iii) Fingerprints	iv. plot graphs of frequency distribution of the heights and weights.
b. Physiological variation	v. observe and record various colour patterns in some plants and animals.
(i) Ability to roll tongue	vi. apply classification of fingerprints in identity detection.
(ii) Ability to taste phenylthiocarbamide (PTC)	vii. identify some specific examples of physiological variation among human population.
(iii) Blood groups	viii. categorize people according to their physiological variation.
c. Application of discontinuous variation in crime detection, blood transfusion and determination of paternity.	ix. apply the knowledge of blood groups in blood transfusion and determination of paternity.
	x. use discontinuous variation in crime detection.

TOPICS – CONTENTS – NOTES	OBJECTIVES
2. Heredity	Candidates should be able to:
a) Inheritance of characters in organisms	i. determine heritable and non-heritable characters with examples.
(i) Heritable characters	ii. illustrate simple structure of DNA
(ii) Non-heritable characters	iii. illustrate segregation of genes at meiosis and recombination of genes at fertilization to account for the process of transmission of characters from parents to offsprings.
b) Chromosomes – the basis of heredity	iv. deduce that segregation of genes occurs during gamete formation and that recombination of genes at fertilization is random in nature.
(i) Structure	v. analyze data on cross-breeding experiments.
(ii) Process of transmission of hereditary characters from parents to offsprings.	vi. apply the principles of heredity in the production of new varieties of crops and livestock through cross-breeding.
c) Probability in genetics and sex determination.	vii. deduce advantages and disadvantages of out-breeding and in-breeding.
d) Application of the principles of heredity in:	viii. analyze elementarily the contentious issues of genetically modified organisms (GMO) and gene therapy and biosafety.
i) Agriculture	ix. apply the knowledge of heredity in marriage counselling with particular reference to blood grouping, sickle-cell anaemia and the Rhesus factors.
(ii) Medicine	x. describe the significance of using recombinant DNA materials in the production of important medical products such as insulin, interferon and enzymes.
e) Sex – linked characters e.g. baldness, haemophilia, colour blindness, etc.	xi. identify characters that are sex linked.

E: EVOLUTION

TOPICS – CONTENTS – NOTES	OBJECTIVES
1. Theories of evolution	Candidates should be able to:
a) Lamarck’s theory	i. relate organic evolution as the sum total of all adaptive changes that have taken place over a long period of time resulting in the diversity of forms, structures and functions among organisms.
b) Darwin’s theory	ii. explain the contributions of Lamarck and Darwin to the theory of evolution.
c) organic theory	iii. state the evidences in support of organic evolution
2. Evidence of evolution	iv. mention the evidences for evolution such as fossil records, comparative anatomy, physiology and embryology.
	v. trace evolutionary trends in plants and animals.
	vi. state the evidence of modern evolutionary theories such as genetic studies and the role of mutation.

RECOMMENDED TEXTS

Ndu, F.O. C. Ndu, Abun A. and Aina J.O. (2001) Senior Secondary School Biology: Books 1 -3, Lagos: Longman

Odunfa, S.A. (2001) Essential of Biology, Ibadan: Heinemann

Ogunniyi M.B. Adebisi A.A. and Okojie J.A. (2000) Biology for Senior Secondary Schools: Books 1 – 3, Macmillan

Ramalingam, S.T. (2018) Modern Biology, SS Science Series. New Edition, AFP

Stan. (2004) Biology for Senior Secondary Schools. Revised Edition, Ibadan: Heinemann

Stone R.H. and Cozens, A.B.C. (1982) Biology for West African Schools. Longman

Usua, E.J. (1997) Handbook of practical Biology 2nd Edition, University Press, Limited

Idodo – Umeh, G (2015) College Biology. Idodo – Umeh Publishers Ltd.

Micheal, M.C. (2018) Essential Biology for Senior Secondary Schools. TONAD Publishers Ltd.

2026 JAMB Biology Syllabus PDF Download

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