Lagos — Over 70 percent of private candidates who participated in the November/December 2013 West African Senior School Certificate Examination (WASSCE) failed to obtain five credits including English Language and Mathematics.
Giving a breakdown of the results at a news conference in Lagos yesterday, Head of WAEC's National Office in Nigeria, Charles Eguridu, said though 296, 827 candidates sat for the examination, 299,784 of them representing 97.26 percent of the total number who wrote the examinations had their results fully processed and although 161, 721 candidates representing 54.48 percent obtained five credits and above, when narrowed down to those who have five credits and above including Mathematics and English Language which are key subjects, it was discovered that only 86,612 candidates, representing 29.17 percent actually passed the examinations while 70.83 percent failed.
"A total of 86,612 candidates representing 29.17 percent obtained credits in 5 subjects and above including English Language and Mathematics. Based on this, when compared to the November/ December 2011 and 2012 WASSCE (private) there is a marked decline in candidates' performance," Eguridu said.
Compared with the two previous exams, the result showed that there is a drastic fall in the performance of candidates. 139, 827 candidates representing 36.07 percent of those who sat for the same examination in 2011 got five credits including Mathematics and English Language while 150,615 candidates representing 37.97 percent who sat for the 2012 exams scored five credits including Mathematics and English Language. In other words, there is seven percent decline in the 2013 result when compared to 2011 and about nine percent decline when compared to the 2012 result. Eguridu said the mandate of the examination body does not extend to what could be responsible for failure in its examinations but to serve as a public assessor.
However in a post-briefing interview, the WAEC boss cited factors such as under funding of the education sector, lack of qualitative teaching, parents' nonchalant attitude towards monitoring their children's performance as well as the emergence of ICT as probable factors that could have brought about decline.
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