The West African Examinations Council (WAEC) has raised serious concerns about candidates’ performance in the 2025 West African Senior School Certificate Examination (WASSCE), following a noticeable drop in results and a rise in examination irregularities. According to John Kapi, Head of Public Relations at WAEC, the decline was most pronounced in Core Mathematics and Social Studies—two compulsory subjects that are crucial for entry into tertiary institutions.
Appearing on The Point of View on Channel One TV with Bernard Avle on Monday, December 1, Kapi explained that the Chief Examiners’ assessment showed a sharp fall in Core Mathematics performance. Although the standard of the 2025 paper was comparable to that of 2024, candidates struggled significantly with several foundational areas. The number of students who obtained A1–C6 in Core Mathematics dropped from 305,132 in 2024 to 209,068 in 2025, a reduction of over 96,000 passes. With a pass rate of only 48.73%, the majority of candidates fell short of the minimum requirements for tertiary admission.
Kapi revealed seven critical weaknesses that hindered students in Core Mathematics. These included difficulties in representing mathematical information in diagrammatic form and challenges in solving global mathematics-related problems. Many candidates were also unable to construct cumulative frequency tables correctly or make meaningful deductions from real-life situations. Additionally, solving simple interest problems proved burdensome for many students, while others struggled to convert word problems into mathematical expressions. Interpreting results derived from cumulative frequency data was another area where candidates performed poorly.
The concerns were not limited to Mathematics. Social Studies also recorded notable deficiencies. The Chief Examiners observed that candidates were unable to provide adequate explanations of government policies aimed at improving citizens’ welfare. Many students could not articulate how extravagant funerals hinder national development, nor could they effectively discuss the various forms of cooperation between Ghana and United Nations agencies. These gaps, according to Kapi, highlight weaknesses in both understanding and analytical skills.
WAEC believes that these findings present an opportunity for targeted interventions. The Council intends to collaborate with educators, policymakers, and other stakeholders to strengthen teaching methods and enhance learning outcomes across the country. By addressing these weaknesses, WAEC hopes to help students build a firmer academic foundation and achieve better results in future examinations.
