33% of Ghanaian Students Fail Mathematics in WASSCE Private Candidates Exam
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A recent report by the West African Examinations Council (WAEC) revealed that Ghanaian students continue to struggle with mathematics, as more students failed in this subject than in the other three core subjects in the 2022 West African Senior School Certificate Examination (WASSCE) for Private Candidates – Second Series.
Out of a total of 33,334 candidates who registered for the exam, only 41.10% passed with A1-C6, while a whopping 33.28% failed with an F9 grade in Mathematics.
Social Studies recorded the highest pass rate and the lowest failure rate. In this subject, 83.37% of candidates scored A1-C6, while only 7.92% failed with an F9 grade. The entry figure for the examination was 21,741, with 20,441 sitting for the exam.
In the English Language, 52.08% of candidates scored A1-C6, while 14.23% scored D7, 14.15% scored E8, and 13.53% scored F9. The entry figure for the English Language was 30,307, and the total number of candidates who sat for the examination was 29,155.
Regarding Integrated Science, 49.24% scored A1-C6, while 15.38% scored D7, 15.58% scored E8, and 17.42% scored F9. The entry figure was 26,511, with 23,537 sitting for the exam.
The provisional results released by WAEC are for 43,742 candidates who entered the WASSCE for Private Candidates, in 2022.
The entry figure comprises 20,164 males and 23,578 females. 76 candidates had visual impairment, while two had a hearing impairment.
However, the results of 901 candidates alleged to have been involved in various cases of examination malpractice have been withheld pending the conclusion of investigations into the cases of malpractice.
These malpractices include bringing foreign materials and mobile phones into the examination hall, impersonation, collusion, and seeking external assistance, among others.
“The withheld results of candidates will be released or canceled based on the outcome of investigations,” the statement said. The council cautioned members of the public to be on the alert for scammers who contact candidates with the promise of upgrading their results for a fee payable through mobile money transfers, adding that “candidates are to note that WAEC’s results database is well-secured, and all results can be authenticated.
Institutions and organizations are, therefore, advised to confirm or verify results presented to them directly from WAEC or access the confirmation/verification service online at the WAEC website.
The results of the WASSCE for Private Candidates, 2022, highlight the need for greater emphasis on mathematics education in Ghana.
While it is encouraging to see high pass rates in other core subjects such as Social Studies, English Language, and Integrated Science, the consistently poor performance of Ghanaian students in Mathematics is a cause for concern.
As a subject that is critical to many fields, including science, technology, engineering, and finance, improving mathematics education in Ghana is essential for the country’s development.
To address this challenge, there is a need for a multi-faceted approach involving stakeholders such as the government, educational institutions, teachers, and parents.
This trend of poor performance in mathematics is not new in Ghana. In fact, it has been a persistent challenge for the country’s education system.
In recent years, there have been efforts to address the issue, including the implementation of new teaching methods and strategies.
One of the key factors contributing to the problem is the lack of qualified mathematics teachers in the country. According to a report by the Ghana Education Service, there is a shortage of over 12,000 mathematics teachers in the country’s basic schools.
This means that many students are being taught by unqualified or underqualified teachers who may not have the necessary skills to effectively teach the subject.
Another issue is the lack of resources and infrastructure in schools, particularly in rural areas.
Many schools do not have access to basic amenities like electricity or computers, which makes it difficult for teachers to incorporate technology and other modern teaching methods into their lessons.
Furthermore, there is a general perception among students and parents that mathematics is a difficult subject, which can discourage students from putting in the effort needed to excel in the subject.
This is compounded by the fact that many students lack basic numeracy and critical thinking skills, which are essential for success in mathematics.
Poor performance in mathematics is not only a concern for individual students, but also for the country as a whole.
Mathematics is a crucial subject for the development of many industries, including engineering, technology, and finance.
Without a strong foundation in mathematics, Ghana may struggle to compete in these fields and could fall behind other countries in terms of economic development.
To address this issue, it is essential that the government and education stakeholders take urgent steps to improve the quality of mathematics education in the country.
This includes increasing funding for education, recruiting, and training more qualified mathematics teachers, and improving the infrastructure and resources in schools.
It is also important to shift the perception of mathematics as a difficult and intimidating subject by promoting its importance and practical applications in daily life.
This can be done through initiatives like math camps, workshops, and online resources that make mathematics fun and accessible to students.
In conclusion, the poor performance in mathematics among Ghanaian students is a serious concern that requires urgent attention.
By addressing the underlying causes of the issue and taking proactive measures to improve the quality of mathematics education, the country can equip its students with the necessary skills to succeed in today’s global economy.
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