By Daniel Agbesi Latsu
Kadjebi (O/R), Dec. 2, GNA – The 2025 West African Senior School Certificate Examination (WASSCE) results released by the West African Examination Council (WAEC) has triggered widespread discussion among major stakeholders following a noticeable increase in the number of candidates, who failed compared to previous years.
Stakeholders in the Kadjebi District who spoke to the Ghana News Agency (GNA) offered varying perspectives on the causes of the decline in performance, with some insisting the results were a more accurate reflection of students’ actual academic abilities, while others blame systemic challenges within the education sector.
Mr Killian Ahiadorme, a professional teacher, told the GNA that the results “reflect the true strength of the candidates,” noting that examination malpractices had drastically reduced.
He alleged that in past examinations, some invigilators—particularly those teaching in the same schools where the exams were written—often aided candidates, artificially boosting performance.
“With the tightened supervision in recent exams, students were left to rely solely on their own knowledge. What we are seeing now is the genuine academic output of the candidates,” he said.
Corroborating this view, Togbe Satsi III, also a teacher, said the stricter monitoring regime introduced during the examination significantly contributed to the outcome. According to him, the change in government brought increased vigilance among examination officials, many of whom previously felt relaxed and permissive during invigilation.
“In earlier years, officials allowed candidates too much freedom during the exams. This time, there was heightened caution, and invigilators were unwilling to risk any misconduct. Naturally, this affected students who had become used to lax supervision,” Togbe Satsi stated.
He further pointed to low teacher motivation as a major factor undermining academic performance.
He explained that many teachers felt neglected, under-resourced, and demoralised, conditions that negatively impacted teaching quality and, ultimately, student readiness for national examinations.
“When teachers are not motivated, their commitment to preparing students for such crucial exams declines. This is a reality we cannot ignore,” he added.
Other educationists and community members who shared their views with the GNA expressed similar concerns, highlighting inadequate teaching and learning materials, limited contact hours, and declining discipline among some students as contributing factors.
They called for a national dialogue to address what they described as a “worrying and worsening trend,” warning that if the underlying issues were not confronted holistically, the country’s educational outcomes may continue to decline.
Stakeholders appealed to government, teacher unions, and education authorities to collaborate on reforms that would improve teacher welfare, strengthen supervision, and provide adequate learning resources to ensure better performance in future WASSCE examinations.
More than 461,736 candidates, including 207, 415 males and 254,321 females, from 1,021 Schools registered for the 2025 WASSCE examination.
About 5,821 candidates, representing 1.26 per cent were absent.
WACE cancelled subjects of 6,295 candidates for bringing foreign materials to the examination hall, results of 653 candidates were also cancelled for possession of mobile phones in the examination hall, 185 Schools results withheld for alleged collusion.
Nearly 1 out of 4 candidates failed Core Mathematics and Social Studies.
GNA
Edited by Maxwell Awumah/Christian Akorlie