Three PhD students – namely Justice Dadzie, Daniel O. Oyeniran, and Christopher Ocheni – at the University of Alabama, United States, have shared their candid opinions and analysis from a general point of view on the performance reflected in the 2025 WASSCE results released by WAEC.
The full details are provided below:
“The release of the 2025 WASSCE results has sparked widespread concern, especially because many students did not meet the expected standards in the core subjects. The poor performance signals a deeper issue within the educational system, yet the national conversation has unfortunately been dominated by political commentary rather than a focus on the learning challenges that contributed to these outcomes. When examination results reveal significant gaps in student understanding, our first responsibility is to examine the educational processes that led to these results—not to turn them into partisan debate.
To understand the situation more clearly, it is important to explain how standardized assessments are typically developed. In educational measurement, tests are created through a structured process that includes defining the skills to be measured, aligning items with the curriculum, writing and reviewing questions, pilot testing, and conducting statistical analyses to ensure fairness and appropriate difficulty. Assessment items are expected to reflect what students should know according to the curriculum—not what they currently know. This process helps maintain validity and fairness in high-stakes examinations. We acknowledge that these descriptions reflect general assessment standards worldwide and do not claim that WAEC follows this exact procedure. However, these principles guide how credible examinations are usually constructed, and they help explain why the examination itself should not be blamed when performance declines.
Government plays a critical role in determining the conditions under which students learn. Policies shape school infrastructure, teacher deployment, instructional time, access to learning resources, and curriculum implementation. When reforms expand access without ensuring adequate support—such as sufficient classroom space, enough teachers, or uninterrupted instructional schedules—learning quality becomes compromised. The effects of such policies often continue across administrations, and their consequences are felt over several years. Government must therefore ensure that policies are well supported, well monitored, and continuously refined to promote effective teaching and learning.
Teachers also play a central and irreplaceable role in student achievement. Strong instruction requires adequate preparation time, consistent teaching hours, professional development, and access to instructional materials. When teachers receive limited support or are stretched beyond capacity, instruction becomes inconsistent, and students struggle to achieve mastery. Teaching quality directly influences examination performance, and teachers need the resources and training required to deliver the curriculum effectively.
Students themselves share responsibility for their learning. Examinations measure years of accumulated understanding and effort, and consistent study habits, active engagement, and self-discipline are essential. Even in challenging learning environments, students who make effective use of instructional time and take responsibility for their preparation tend to perform better. While systemic issues affect learning, personal responsibility remains an important part of academic success.
Improving student performance requires a collective commitment from all stakeholders. Government must refine educational policies to strengthen instructional time, reduce disruptions, and ensure that learning environments are adequately resourced. Teachers must receive the support, training, and professional autonomy needed to deliver high-quality instruction. Students must adopt strong study habits, use available resources, and take responsibility for their progress. Families and communities should create supportive environments that reinforce the value of education. Assessment bodies must continue to uphold fairness, transparency, and adherence to curriculum standards.
If we approach the WASSCE results with blame and politicization, we miss the opportunity to understand the real issues affecting student learning. But if we approach them with a shared commitment to improving the system, we can create lasting solutions that support the success of every Ghanaian student. High-stakes examinations reflect the combined efforts of government, teachers, students, and communities. Improving outcomes requires all of us to work together.”
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