WASSCE 2025 Shock: Chief Examiner Exposes Real Reasons Students Failed Core Subjects

A new Chief Examiner’s summary from the West African Examinations Council (WAEC) has revealed troubling details about why thousands of candidates struggled in the 2025 WASSCE Core subjects, despite months of preparation by schools across the country. The report, which forms part of the official review for the 2025 WASSCE School Candidates, points to deep weaknesses in candidates’ understanding of Mathematics, Social Studies and Integrated Science.

In Mathematics, the Chief Examiner said many students could not interpret basic mathematical information, especially when questions involved diagrams, cumulative frequency tables, global problem-solving or real-life applications. Teachers had previously warned that worded Maths questions were becoming a major obstacle for candidates, and the report confirms that many students failed to translate simple English sentences into mathematical expressions. With over 114,000 students scoring F9 this year, the report notes a clear decline in performance compared to 2024.

Social Studies also presented its own problems. Many candidates were unable to explain the economic impact of expensive funerals, or to discuss government policies designed to improve the lives of citizens. Others struggled to outline how Ghana cooperates with United Nations organisations. Yet the report highlighted notable strengths too, especially in areas such as Maslow’s hierarchy of needs, the influence of Western education on Ghanaian society and the effects of rapid population growth on the environment. These were some of the few parts of the paper where students demonstrated confidence.

Science performance showed similar trends. Students struggled to define relative atomic mass, construct scientific graphs, calculate slopes, spell key scientific terms and draw basic diagrams like magnetic field lines or genetic crosses. Practical topics such as post-harvest handling and laboratory reagents also proved challenging. Still, candidates performed better in lessons on the mole concept, energy transformation, parallel electrical wiring and water treatment processes.

The deeper significance of these weaknesses has become a hot topic among education experts. The Mathematical Association of Ghana says the real problem runs far beyond formulas. According to its Vice-President, Timothy Dougbatey, the persistent poor performance in Core Maths is tied to weak English comprehension skills. He stressed in an interview that Maths is written entirely in English, and students must be able to understand and translate questions before attempting solutions. He added that students also fail to practise consistently, describing Core Mathematics as a subject that demands constant problem-solving, not passive reading.

READ: Mass Panic at WAEC Office: Obiri SHS Students Rush In After Malpractice Message Drops — Social Media Erupts

Mr. Dougbatey said the association plans to organise more training sessions for teachers so they can better teach the full syllabus rather than focusing only on their favourite topics. He urged parents to monitor their children more closely and ensure they practise with past questions regularly. He also noted that the Maths decline did not start this year, but has been building since 2006.

READ: Suspected Male Intruder in Girls’ Dormitory of Awe SHS Arrested, School Closed Indefinitely After Students Riot

The full Chief Examiner’s Report is expected to be released by WAEC soon, and many expect it to trigger deeper debate about teaching quality, curriculum gaps and the overall readiness of students for national examinations. Education analysts say this year’s performance should push schools, parents and policymakers to rethink how core subjects are taught across Ghana.