₦airaland Forum

Now I have something to show my parents on why I have been failing my JAMB exams since 2018

Which body investigates JAMB? when they make mistakes the students and teachers are always at the receiving end.

Independent body should check the questions.

Technical or programming errors in the exam is checked by who?

Let's bear in mind that some students honestly prepared for this exam.



Personally I think this year's JAMB is not reflecting the true position of the students.

Passing a CBT exam is a skill on its own.

They need to practice and practice , simulate scenarios that will mimic the real jamb test.

Take a sample of the exams do it continuously on the PC.

One thing I picked from that girl that had highest JB score was that they practiced continuously . I believe such apps or resources will be available.

Not just about reading and knowing the answers you need that CBT skill.

GloriousGbola:
to pass a CBT exam, you MUST have practiced on a computer. reading from paper is different from reading on a PC, especially in an exam setting. i think this is part of the issue . i experienced this while practicing for the gre years agio. i had multiple text books and i kept acing the test on paper. them i installed the software on my pc and went at it. it was HARD. so i had to train myself on taking the exam on a PC. take a person without regular access to a PC and you may have these issues. then there are the unreported issues. centers having PC failures in the middle of the exam, with no solution.

Spot on

Who told you A-levels is discontinued. Have you not be hearing of IJMB and JUPEB?

budaatum:
The gulf between WASCE and Jamb is like between O'levels and discontinued A'levels, and has been in place since the later was scrapped, unfortunately. But Nigeria is simply using it to limit graduates, since no work is found for most.

Wise parents are ensuring their children learn skills from like 12 years old. Just thought I'd say.

It seems you didn't read the article well enough!

nolzautoez:
Never trust the O'level results of Nigerian students. They're often misleading, with many A’s and B’s coming from examination malpractice. JAMB remains the only credible exam in Nigeria that genuinely assesses secondary school students and reflects their true abilities.

JAMB SHOULD BE SCRAPPED

The writeup is partially right. Also, there are many factors too responsible for this mass failure.

Failure to choose the right leaders has consequences.

This is just one of it. So, we shouldn't pretend as if the Jamb outcome surprise us..

Hmm.

This is wrong.
When the students enter university, they will collect the university knowledge.
Students are taught o'level for six years, is it in dying minute they will now switch to Jamb style of studying?

Is it not the waec settings that suppose to see dem through to higher institutions!

Fiscus105:
I stopped where the OP saying the standard of WAEC different from JAMB, I can see ur narration totally bias against JAMB and absolved students completely.

OP fails to understand that WAEC is not necessary designs for people that want to go to Universities but for least certificate to earn in Nigeria, from there, you can proceed and work, trade or university. Meanwhile, for the JAMB, it is specifically meant for those that are going to higher institutions, in fact, to study specific course.

Op also fails to tell us that, the two bodies gave both the teachers and students the brochures to guide the students to the expected questions to meet in exams, not only that, past questions are all over the places, for students to practice as many time as he/she wants before going to the exam hall.

Lastly, those that scored 250 and above, aren't they part of Nigeria's students? How did they do their own? ......and why can't those that fail copy them?

I won't surprise if you own a miracle centres, Ur job is coming to an end.

nolzautoez:
Never trust the O'level results of Nigerian students. They're often misleading, with many A’s and B’s coming from examination malpractice. JAMB remains the only credible exam in Nigeria that genuinely assesses secondary school students and reflects their true abilities.

And they ll get to university, only to struggle with MAT 101 n MAT 103

Love800:
This is wrong.
When the students enter university, they will collect the university knowledge.
Students are taught o'level for six years, is it in dying minute they will now switch to Jamb style of studying?

Is it not the waec settings that suppose to see dem through to higher institutions!

Because you attended miracle centres/mushroom school, everything in jamb are in secondary school curriculum.

Many of you don't even hear the word organic chemistry before, yet you would be bragging you are Science student in secondary school.

Judolisco:
Jamb should set their questions based on ss3 curriculum only, this set of students can't remember what they learnt from ss1-ss2.....

And we should also switch to an IQ system of schooling, a child with a high IQ should not be placed in the same class with someone that's a slow learner...

The reading habit and sense of urgency is also gone, this kids don't care at all, all they do is press phone from morning till night... They have access to YouTube and access to many free platforms of learning but dem no dey use am....


U can't compare waec or neco to jamb, let waec start Cbt first and make sure they install cctv cameras like jamb in the hall to combat cheating.... Na then una go know wetin dey xup

What are they thinking of
What job were they employ to do
Few among them that don't have support still excel in examinations
Bro don't give reasons for laziness.

This is this plain truth. A school in my neighborhood created a WhatsApp group for all the SS3 students currently writing the exams. Everybody is allowed to come into examination hall with phones and tablets. Answers to all questions is on the WhatsApp group, just copy right in the exam hall. External supervisor has paid of. JAMB is the only credible exam in Nigeria as at todayf

nolzautoez:
Never trust the O'level results of Nigerian students. They're often misleading, with many A’s and B’s coming from examination malpractice. JAMB remains the only credible exam in Nigeria that genuinely assesses secondary school students and reflects their true abilities.

God bless you op. This is spot on

That's not true jamb is very corrupt even more
Corrupt and only God knows why a system keeps changing every now and then but with no reality of good intentions.
The systemic change of policy is on ground to commercialize jamb and that has occured already so no future of any student is guaranteed on merit but with connection and know me I know u.

nolzautoez:
Never trust the O'level results of Nigerian students. They're often misleading, with many A’s and B’s coming from examination malpractice. JAMB remains the only credible exam in Nigeria that genuinely assesses secondary school students and reflects their true abilities.

Racoon:
https://businessday.ng/features/article/the-great-betrayal-how-nigeria-is-setting-its-students-up-to-fail/

Positivity attracts positivity, Negativity attracts negativity... Failure attracts failure, Bulaba attracts Balablu.

I did not mention any name.

Alright.

I appreciate your response.

Fiscus105:
Because you attended miracle centres/mushroom school, everything in jamb are in secondary school curriculum.

Many of you don't even hear the word organic chemistry before, yet you would be bragging you are Science student in secondary school.

These numbers do not reflect laziness or lack of ambition. They are symptoms of a broken system, fractured curriculum, undertrained teachers, failing infrastructure, and systemic neglect. And nowhere is this failure more obvious than in the growing disconnect between what students are taught for WASSCE and what they are tested on by JAMB.

Blaming everyone and everything except the students themselves means we are not telling ourselves the whole truth.

Judolisco:
Jamb should set their questions based on ss3 curriculum only, this set of students can't remember what they learnt from ss1-ss2.....

And we should also switch to an IQ system of schooling, a child with a high IQ should not be placed in the same class with someone that's a slow learner...

The reading habit and sense of urgency is also gone, this kids don't care at all, all they do is press phone from morning till night... They have access to YouTube and access to many free platforms of learning but dem no dey use am....


U can't compare waec or neco to jamb, let waec start Cbt first and make sure they install cctv cameras like jamb in the hall to combat cheating.... Na then una go know wetin dey xup

what you know in SS3 builds up from previous years. Students are no longer taking studies seriously. We are at a time when students would rather be on their phones than read. What the government can do I can't say, but 70% of the work rests on the students. Even with ones waec knowledge and PQs, one should scale 200 easily

JAMB is just cashing out!!

A Discursive Excorium on Pedagogic Delusions: A Rejoinder to an Illusion-Pedestalling Apologia for Academic Mediocrity

Original Paragraph 1:

“22 percent passed. So what happens to the other 78?”

Rebuttal: To inaugurate a lamentation with numerals sans context is the acme of rhetorical laziness. This opening salvo, swathed in pseudo-sympathy, seeks to engender sentimental effusion rather than intellectual calibration. The querist here seems oblivious to the sacred maxim that success is earned, not dispensed by quota. If 78 percent floundered, perhaps it is a testimonial, not of systemic sabotage, but of scholastic indolence and intellectual apathy on the part of those who deemed TikTok tutorials superior to academic tutelage.

Original Paragraph 2:

“Some have argued that a 22 percent pass rate is ‘not bad’, noting that over 430,000 candidates scored above 200, more than enough to fill Nigeria’s federal universities.”

Rebuttal: Herein lies a flagrant exhibition of statistical demagoguery masquerading as pedagogical insight. That 430,000 persons barely cleared the 200 threshold is not a cause for ovation but a call to mourn the epistemic famine plaguing our educational ecosystem. This attempt to rationalise failure under the aegis of university capacity is nothing short of intellectual escapism, tantamount to arguing that a flooded gutter is a lake simply because some frogs can swim.

Original Paragraph 3:

“But this argument is both cynical and dangerous. It treats education not as a right but as a privilege for the few.”

Rebuttal: Verily, what is dangerous is not the argument rebutted, but the author's own romanticisation of mediocrity. Education is indeed a right—but excellence within it is a privilege conferred upon the diligent, not a ritual entitlement bestowed upon the apathetic. To predicate access on sentiment rather than standard is to denude education of rigour and pander to the burgeoning cult of entitlement.


Original Paragraph 4:

“It ignores the millions who are left behind, year after year, with no explanation, no second chances, and no reform in sight.”

Rebuttal: Oh, the lachrymose lament of the “left behind” trope! But let us inquire: Were they left behind or did they willingly lag? When midnight oil is repurposed for Instagram reels, when past questions are ignored in favour of prophetic exposés, how then shall one demand that the gates of academia remain open to the unprepared? Reform is needed indeed—but let that reform begin with the rehabilitation of attitudes, not merely syllabi.

Original Paragraph 5:

“Do we simply discard them? Are their aspirations less valid?”

Rebuttal: Aspirations, though noble, do not translate to entitlement. To possess a dream is not ipso facto to deserve its fulfilment. This argument is a syrupy soliloquy divorced from reality—a sanctification of desire over discipline. Should we then allow an unbaked pot to enter the kiln of university learning simply because it wants to become fine china?

Original Paragraph 6:

“The purpose of public education should not be to eliminate but to elevate.”

Rebuttal: A florid sentiment, no doubt, yet conveniently bereft of pragmatism. Elevation demands effort; it is the reward of mental industry, not a handout for habitual truants. Where education is reduced to a ritual of inclusion rather than a refinement of intellect, we produce not graduates but credentialled incompetents.

Original Paragraph 7:

“The Reckoning Ahead: Harmonize or Collapse”

Rebuttal: This alarmist subtitle is a classic specimen of rhetorical pyrotechnics devoid of empirical substance. Collapse? Harmonisation? These are not antitheses. To suggest that our salvation lies solely in merging syllabi is akin to prescribing cosmetic surgery for a gangrenous limb. The rot is not just curricular; it is attitudinal, generational, and parental.

Original Paragraph 8:

“Nigeria must harmonize the WASSCE and JAMB syllabuses…”

Rebuttal: Aha! Now the myth of misalignment is resurrected—the last refuge of the academically lazy. Syllabi, dear interlocutor, are not the primary impediment. Go into classrooms and behold: teachers attempting to teach while pupils scroll WhatsApp statuses under the desk. The issue is not curricular disharmony, but pedagogic dereliction and student unseriousness.

Original Paragraph 9:
“Teachers must be equipped… infrastructure rebuilt…”

Rebuttal: A noble call, and one with which I find partial concord. But let us not obfuscate causality. Teachers can only pour into vessels that are willing to receive. Classrooms festooned with tech will remain barren if the students therein are epistemologically comatose. It is not gadgets that produce scholars but grit.

Original Paragraph 10:

“Policymakers must stop treating education reform as an election slogan…”

Rebuttal: True, and amen! Here, your rhetoric touches the hem of sagacity. But again, this line would carry greater weight if not tethered to the delusional canonisation of exam failures. If policymakers are guilty of weaponising education rhetorically, so too are apologists guilty of weaponising pity.


Original Paragraph 11:

“A Nation in Crisis Cannot Afford Educational Pretence…”

Rebuttal: Indeed. And the greatest pretence is this very write-up’s romantic defence of academic underachievement. It is a paean to lethargy cloaked in concern. Until we insist that students earn their laurels through toil and not tears, we shall continue to manufacture literate illiterates.

Original Paragraph 12:

“The 2025 UTME results… are a symptom of a deeper rot…”

Rebuttal: The deeper rot is not systemic alone; it is societal and generational. This generation has access to more knowledge than all previous ones combined, yet is drowning in ignorance. The tragedy is not that they failed; it is that they expected to pass without effort. Weep not for them—rebuke them. Only through the sting of failure shall they rediscover the lost art of scholarly diligence.

RayGold24:
The truth of the matter is that the crop of students we have now is not the same as we had in 99s down
I am a teacher. I can tell you from experience that the students no longer have interest in education owing to their laziness, nonchalanty, over parental possessiveness, distractions from social media, cable television programs such as telemundo, big brother naija, zeeworld, all having nothing positive to add to these lads .
Most kids of these days believe education is a scam. Because after graduation the educated has no job , some would be working for meager pay for socalled educated. Some do menial jobs.
I do remember the day one of my students discovered I studied mechanical engineering she started crying saying Nigeria is a detiny killer
The society, the parents the decayed government and laziness of the students contribute to the mass failure .
Where I blame teachers is teaching the students and still collect money from these lads to write waec and neco even nabteb exams for them.
Thanks

Which university did you study mechanical engineering

It is surprising that an institution like JAMB has been able to establish a system supposedly free of fraud, while our electoral system cannot draw inspiration from a sister institution to curb electoral fraud. Why are we failing to correct the situation at the electoral level, which is the very foundation for erasing all other anomalies and implementing ambitious and effective policies for the growth of our country?
Clearly, something is fundamentally wrong in our country.
Electoral reforms must be intentional if we want the country to progress.

OJODEL10:
What are they thinking of
What job were they employ to do
Few among them that don't have support still excel in examinations
Bro don't give reasons for laziness.

I'm not giving excuses, I'm only thinking of a way out of this wahala

Racoon:
Curriculum Chaos: When WASSCE and JAMB Speak in Different Tongues
At the core of Nigeria’s exam failure epidemic is a dangerous misalignment. The WASSCE curriculum emphasises structured, predictable content: basic arithmetic in Mathematics, definitions and formulae in Physics. But students walk into the UTME hall and encounter abstract concepts they were never taught.

JAMB tests them on logic, data interpretation, calculus-level reasoning, and obscure physics applications: content well outside the reach of the average public school classroom.

This disjointed approach is not merely a gap; it is a gulf. Students are taught one thing and tested on another, and failure becomes inevitable. Yet year after year, the education authorities insist on defending the structure, as though rigour and fairness were mutually exclusive.

It begs the question: if two major exit examinations meant to assess the same academic journey diverge so drastically in content and expectation, who exactly is the curriculum designed to serve?

Having been a top student in my federal school, consistently taking the first position and excelling in external competitions, I was well-prepared academically.

I achieved the second-best junior NECO result in my state and thoroughly studied all my senior WAEC textbooks, including Further Mathematics and Applied Electricity. I diligently solved all past WAEC questions and felt confident.
Universities like OAU, Unilag, and FUTA were my targets.

We prepared for WAEC, NECO, and NABTEB, and I had a strong sense of accomplishment. However, upon learning about JAMB past questions, I quickly acquired them for my four chosen subjects.

My initial JAMB attempts resulted in consistent failures across all subjects. After another month of dedicated library study, my third attempt yielded a pass in English, Mathematics (53), and Physics, but I failed Chemistry. This was particularly disheartening, as I excelled in Chemistry and was a favorite student of my teachers. Despite focused and extensive reading, I couldn't pass the Chemistry exam.

The following day, I visited the school ICT and changed my JAMB application, substituting Chemistry for Geography, a subject I successfully navigated using past questions. The JAMB results revealed I had the highest score in my school, a 272. While celebrated, with my closest friend scoring around 252 and the overall best student achieving 250, I felt something was amiss. A score of 272 felt low.

Despite my 4As and Bs in WAEC, FUTA's post-UTME proved challenging. The questions focused on irrelevant topics outside our curriculum, such as the Queen of England in the 1800s and the origins of Western climatic systems and calendars.

I failed and lost my chance at FUTA, falling back on my second choice, a state university. Although I passed their post-UTME with a high score, I was offered admission into a different course simply because I was from a neighboring state. Other indigenes with significantly lower scores were admitted into Computer Science, while my high score wasn't enough without connections to the registrar.

This experience highlighted the failings of the education system and the immense pressure it placed on students just to secure an admission and fund themselves to school .

ppogba:
Decent private secondary schools have gone past this and there students are excelling . By the time the results are fully available, it is the students of Deeper Life secondary school, the schools in Ota and the rest that will have the bulk of the students in the upper cadre of the performance table.

Shey dem dey buy Jamb for them again ni?

For a good performance in Jamb, the student, the parent and the tutor have a role to play. Failure by or from one of the trio leads to a failure on the part of the student

Have you seen Jamb’s response? Is that parents’ fault?

Chemlite:
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Always shifting blames, it was the duty of teachers to read for their students ba?
Are you not aware that most students prefer writing Waec from SS2 because we have miracle centers scattered all over the nation?

Gone are the days WAEC result reflect student's seriousness/effort.

I think WAEC/NECO result in Nigeria has been rendered worthless.

You lack comprehension and very petty for mentioning blame.