WASSCE results: School raises questions after students who scored over 300 in JAMB get unexpected grades
The West African Examinations Council (WAEC) is facing criticism over the 2026 West African Senior School Certificate Examination (WASSCE) results after a Nigerian school raised concerns about an unexpected decline in its students’ performance.
School administrators and education advocates have alleged possible grading anomalies and technical challenges following the expanded use of Computer-Based Testing (CBT) for the examination.
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The concerns have become more pronounced among schools that say some students performed below expectations despite strong academic records and impressive results in other standardised examinations.
School compares WASSCE results with JAMB performance
Speaking in an interview with our correspondent on Monday, Director of Impact House Model Schools, Mowe, Ogun State, Sam Abdulazeez, said his school had noticed a significant change in its WASSCE performance in recent years.
Abdulazeez said the school had presented candidates for WAEC since 2017 and had previously recorded strong results, particularly in Mathematics and English Language.
He recalled that in 2024, all 45 candidates presented by the school for Mathematics obtained A1.
However, he said the school’s results changed after the introduction of serialisation and CBT, despite improvements in teaching, facilities and examination preparation.
Abdulazeez said, “This year, out of the 69 children we presented for JAMB, over 30 of them had more than 300 in JAMB. And you know that JAMB is completely CBT.”
Concerns over students’ unexpected results
The school director added that none of the candidates scored below 200 in the Unified Tertiary Matriculation Examination, making the WASSCE outcome a source of concern for the school.
He said the school had maintained its teaching staff and intensified preparations for examinations, yet observed a decline in students’ WASSCE performance in 2025 and 2026.
The concerns have renewed discussion among education stakeholders about the transition to CBT and whether technical or grading-related issues could have affected some candidates’ results.
For now, the allegations remain claims by affected school administrators and education advocates, with no independent confirmation of grading errors or technical faults by WAEC contained in the report.