By Henry Agbu, Abuja
May 12, 2025
The release of the 2025 Unified Tertiary Matriculation Examination (UTME) results by the Joint Admissions and Matriculation Board (JAMB) has stirred nationwide concern following reports that a large proportion of the over 1.9 million candidates scored below the 200 benchmark.
The outcome has reignited debate about Nigeria’s educational preparedness and equity in access to quality learning. Despite JAMB’s effort to standardise assessments through computer-based testing and stricter examination procedures, many educationists argue that the country may be grappling with deeper systemic issues.
Across social media and policy circles, reactions have been swift. While some commentators attributed the outcome to lack of seriousness among candidates, education stakeholders and analysts have warned against simplistic conclusions.
“For many students, particularly in rural or low-income communities, preparing for JAMB is less about academic knowledge and more about overcoming infrastructural hurdles,” said Dr. Ifeoma Eze, an education consultant. “Irregular power supply, poor internet access, outdated syllabi, and shortage of qualified teachers continue to undermine learning outcomes.”
The UTME’s computer-based format, fully adopted in recent years, was intended to curb examination malpractice and modernise Nigeria’s testing process. However, it has inadvertently exposed a digital divide. Candidates unfamiliar with computers or faced with technical hitches during the examination often struggle, not due to lack of knowledge but due to poor digital readiness.
A secondary school principal in Nasarawa State, Mr. Adamu Musa, told The Guardian that some students experienced screen freezes and login delays during the test. “They knew the answers but were overwhelmed by the system. It is frustrating for them,” he said.
Compounding the challenge is the disconnect between classroom instruction and the cognitive demands of the UTME. While JAMB has shifted towards evaluating critical thinking and application of knowledge, many schools remain rooted in rote memorisation and exam drilling—methods increasingly at odds with modern assessment trends.
Mental health experts have also flagged the psychological pressure students face during UTME season. Performance anxiety, societal expectations, and the high stakes attached to the examination contribute significantly to students’ stress, often impairing their ability to perform optimally.
In the wake of the results, calls for reform are growing louder. Experts have urged JAMB, the Ministry of Education, and other stakeholders to reassess the educational pipeline—from curriculum development and teacher training to infrastructural investment and alternative modes of assessment.
“There is an urgent need to strengthen foundational learning, introduce digital literacy from an early age, and provide support systems such as counselling,” said Dr. Eze.
Stakeholders emphasise that attributing poor results solely to students risks overlooking the broader structural challenges. “If so many candidates are underperforming,” Dr. Eze added, “then perhaps the system, not just the students, is what truly needs fixing.”
As policymakers deliberate on the implications of the 2025 UTME, experts caution against punitive measures or blanket condemnation. Rather, a holistic and inclusive approach is being recommended—one that ensures no student is left behind due to circumstances beyond their control.
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