The recently released results of the 2025 Unified Tertiary Matriculation Examination (UTME) have cast a long shadow over Nigeria’s education system. The stark reality that over 75% of the nearly two million candidates scored below the 200 mark, the widely recognized benchmark for tertiary admissions, is not merely a statistic; it is a resounding alarm bell. While a sliver of high achievers exists, the overwhelming majority paints a picture of systemic challenges and individual struggles. To simply acknowledge this “massive failure” is insufficient; a deeper examination of the contributing factors, particularly the problems encountered during the examination itself, alongside the proposition of viable solutions, is urgently needed.
One of the most significant issues that plagued the 2025 UTME was the prevalence of technical glitches at Computer-Based Test (CBT) centers. Numerous reports surfaced of candidates encountering network disruptions, system shutdowns, and, most alarmingly, instances of incomplete or missing questions. Imagine the frustration and anxiety of a student, diligently preparing for months, only to be confronted with a malfunctioning system that jeopardizes their chances. Such occurrences not only disrupt the flow of the examination but also erode confidence in the integrity of the process. Candidates who experienced these technical nightmares were undoubtedly disadvantaged, and their resulting scores may not accurately reflect their actual knowledge and preparation.
Beyond systemic malfunctions, the issue of biometric verification also emerged as a significant impediment. The inability of some candidates to be properly authenticated led to delays, anxiety, and, in the case of over 71,000 absentees, a complete inability to participate in the examination. While the intention behind biometric verification is to curb impersonation and ensure fairness, its faulty implementation caused undue hardship for a substantial number of candidates. The stress and uncertainty associated with potential disenfranchisement could have further contributed to poor performance among those who eventually managed to take the test.
Furthermore, the persistent specter of examination malpractice, even with JAMB’s efforts to combat it, cannot be entirely dismissed. The 97 cases of direct involvement and the over 2,000 under investigation suggest that some candidates still resort to dishonest means. While the extent to which malpractice influenced the overall low scores is difficult to quantify, it undeniably undermines the validity of the results and points to a deeper societal issue regarding academic integrity. The focus on achieving high scores at all costs, rather than genuine learning, can lead to inadequate preparation and ultimately, poor performance when malpractice attempts fail or are not undertaken.
Addressing this multifaceted problem requires a comprehensive and multi-pronged approach. Investing significantly in the infrastructure and maintenance of CBT centers is paramount. This includes ensuring reliable internet connectivity, providing backup power sources, and employing adequately trained technical support staff at each center. Regular system checks and robust contingency plans are essential to minimize disruptions and ensure a smooth examination process for all candidates. JAMB must also prioritize the seamless and reliable implementation of biometric verification, addressing the technical snags that led to widespread issues in the 2025 UTME.
To tackle the underlying issues contributing to poor academic preparedness, a renewed focus on the quality of secondary education is crucial. This necessitates increased government investment in teacher training and recruitment, ensuring that qualified and motivated educators are available in all schools, particularly in underserved areas. Providing adequate learning resources, including updated textbooks, well-equipped laboratories, and access to technology, is equally vital. Furthermore, curriculum implementation should emphasize critical thinking, problem-solving skills, and a deep understanding of concepts, rather than rote memorization that often proves inadequate in the UTME.
For students, a greater emphasis on effective study habits and comprehensive preparation is necessary. Guidance and counseling services in secondary schools should educate students on effective learning strategies, time management, and stress management techniques for high-stakes examinations. Familiarity with the CBT format through practice tests and resources should also be encouraged. Parents and guardians play a crucial role in providing a supportive learning environment and fostering a culture of academic diligence.
Finally, fostering a stronger sense of academic integrity is a societal responsibility. Educational institutions, parents, and community leaders must actively promote ethical conduct and emphasize the value of genuine learning over the pursuit of mere scores. JAMB’s efforts to combat malpractice must be sustained and strengthened through the deployment of advanced technological solutions and stringent monitoring.
The dismal performance in the 2025 UTME is a wake-up call. It demands a critical self-assessment of the challenges within our education system and the examination process itself. By addressing the technical glitches that marred the examination, investing in the foundational quality of secondary education, empowering students with effective learning strategies, and fostering a culture of academic integrity, Nigeria can begin to reverse this worrying trend and pave the way for a brighter future for its aspiring tertiary education students. The shadow of failure must catalyze meaningful and lasting change.
