The West African Examinations Council is facing growing scrutiny over the integrity of its newly released 2026 West African Senior School Certificate Examination results for school candidates, as school administrators and education advocates allege grading anomalies and technical glitches linked to the expanded Computer-Based Testing rollout.
The concerns follow complaints from school administrators and education advocates who claim that some high-performing students received lower grades than expected, based on their academic records and performance in other standardized assessments.
Speaking in an interview with our correspondent on Monday, the Director of Impact House Model Schools, Mowe, Ogun State, Sam Abdulazeez, said the school had observed a decline in its students’ performance in the 2025 and 2026 WASSCE despite retaining its teaching staff, improving its facilities and intensifying examination preparations.
He said the school had been presenting candidates for WASSCE since 2017 and had recorded strong performances, particularly in mathematics and English language.
Abdulazeez recalled that in 2024, all 45 candidates presented by the school for mathematics obtained A1.
However, he said the situation changed in subsequent years following the introduction of serialisation and CBT.
“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,” Abdulazeez said.
He added that none of the school’s candidates scored below 200 in the Unified Tertiary Matriculation Examination, attributing the performance to extensive preparations.
According to him, the school conducted 22 mock-UTME examinations before the actual examination, with students regularly using computers to simulate the examination environment.
He said the disparity became more noticeable when the WASSCE results were released.
Abdulazeez said the school recorded only about three or four A1 grades in mathematics among its 69 candidates, despite previously recording significantly stronger results.
“In Mathematics, we had children who had up to 98 in Mathematics during UTME. Now, as we had in mathematics, maybe about three or four out of 69. This is a school where we usually have almost everybody having A1 in math.”
He also expressed concern over the English Language results, noting that some candidates who performed strongly in the UTME did not obtain the grades the school expected in WASSCE.
“We only had B and maybe a few Cs. Out of the 69, I think we have three credits, and all others are B2 or B3,” he said.
