2025 WASSCE Results: Why Students Underperformed
Ghana’s secondary education system faces a critical juncture following the release of the 2025 West African Senior Secondary Certificate Examination (WASSCE) results. A concerning 51.27% of candidates – more than half – did not achieve the minimum passes in Core Subjects required for tertiary admission, marking one of the poorest national performances in recent years.
The dismal performance has ignited debate about the effectiveness of the current assessment methods and the need for comprehensive reforms to address the underlying issues. Experts argue that relying solely on summative examinations provides an incomplete picture of a student’s academic capabilities.
“A single examination cannot accurately measure a student’s true understanding,” explains Professor Kwame Addo, an education policy analyst at the University of Ghana. “The pressure, limited scope, and emphasis on memorisation often hinder students from demonstrating their full potential.”
To enhance student achievement, educators are advocating for a shift towards more holistic teaching and assessment strategies. This includes focusing on practical application of knowledge, encouraging critical thinking, and employing diverse assessment methods.
“In Science, questions should not just test recall but also a student’s ability to explain concepts and apply them to real-world scenarios,” says Mrs. Abena Mensah, a seasoned science teacher. “Similarly, in Mathematics, we need to move beyond rote learning and focus on interpretation of data and problem-solving.”
Beyond curriculum adjustments, stakeholders emphasize the importance of creating a conducive learning environment. This encompasses ensuring physical comfort, emotional safety, and positive social interactions within schools.
“We need a child-centred approach where teaching styles and resources cater to individual learning needs,” asserts Mr. Samuel Boateng, a school administrator. “Continuous formative assessments are also crucial to monitor student progress and provide timely support.”
The disparity in resources between schools is another significant concern. Students in under-resourced schools often lack access to essential facilities like science laboratories, putting them at a disadvantage. “It’s simply unfair to expect students without practical experience to compete on the same level as those with access to well-equipped labs,” Mr. Boateng added.
Digital learning, while promising, also presents challenges. Unequal access to technology and internet connectivity exacerbates existing inequalities. Efforts to bridge the digital divide are therefore paramount.
Furthermore, experts are calling for a renewed focus on moral education and safeguarding. Recent incidents of inappropriate behaviour on social media among students highlight the need to instill strong ethical values. “We used to have books like ‘Courtesy for Boys and Girls’ that fostered emotional and social growth. We need to revisit such approaches,” says Dr. Nyarkoa, a lecturer and gender analyst.
The importance of comprehensive sexual health and reproduction education, delivered in a culturally sensitive manner, is also being underscored.
To address these systemic issues, a stronger alliance between universities and the Secondary Schools Directorate is vital. Countries with successful education systems, like Finland and Singapore, prioritize collaboration between these levels.
“Universities, as the ultimate consumers of the SHS curriculum, are best positioned to identify skill gaps,” explains Professor Addo. “By communicating these gaps to the Directorate, we can ensure that secondary education adequately prepares students for tertiary studies.”
Drawing lessons from the UK education system, Ghana could consider adopting continuous assessment methods, strengthening student support systems, and implementing robust teacher vetting processes. The UK’s emphasis on teacher quality, training, and accountability also offers valuable insights.
The 2025 WASSCE results serve as a stark warning. Without urgent and comprehensive reforms, Ghana risks eroding its human capital and hindering long-term national development. However, this crisis also presents an opportunity for positive change and a renewed commitment to educational excellence.
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