WAEC results crisis deepens over alleged CBT glitches
Questions over the credibility of the 2026 West African Senior School Certificate Examination results have intensified after a senior West African Examinations Council official alleged that technical problems and other irregularities may have affected candidates, particularly those who took the computer-based examination.
The Head of Examinations at WAEC’s Anambra office, Olanrewaju Fadehan, raised the concerns in a video that has gone viral, alleging that problems emerged shortly before the results were released and that some candidates may have been disadvantaged by the way the computer-based examination was administered.
Etim Ekpimah
Questions over the credibility of the 2026 West African Senior School Certificate Examination results have intensified after a senior West African Examinations Council official alleged that technical problems and other irregularities may have affected candidates, particularly those who took the computer-based examination.
The Head of Examinations at WAEC’s Anambra office, Olanrewaju Fadehan, raised the concerns in a video that has gone viral, alleging that problems emerged shortly before the results were released and that some candidates may have been disadvantaged by the way the computer-based examination was administered.
His allegations have added a new dimension to complaints already being raised by some schools and education stakeholders over the performance of candidates in the 2026 WASSCE.
Fadehan claimed that the difficulties became apparent around the time the results were expected to be released. He said the results had initially been anticipated between August 3 and 5, but that last-minute adjustments were required before they could be published.
According to him, the delay and subsequent changes were unusual enough to raise concerns about the examination process.
“Obviously, there was a problem because the press was eagerly waiting on Monday, the scheduled date. There was a need to quickly do some last-minute adjustments. Something was wrong,” he said.
Fadehan alleged that the problems were not limited to the release of the results, claiming that candidates who sat the computer-based examination were particularly affected.
He identified Mathematics, English and Igbo among the subjects in which he believed the alleged problems may have had an impact.
His concerns over the Igbo results are particularly striking. Fadehan questioned why some candidates from the South-East, where Igbo is widely spoken, reportedly performed poorly in the subject.
However, the claim requires independent verification, as poor performance in a subject cannot by itself establish that examination irregularities occurred.
The official also raised concerns about the financial burden placed on schools that prepared for WAEC’s expanded adoption of computer-based testing.
According to him, some schools invested more than N60m in establishing computer-based examination facilities in anticipation of the transition.
“The call for a review this year is particularly disturbing, as it is alarming. Schools that subscribed to the CBT innovation of WAEC were badly hit. Some of them spent upwards of N60m and above to set up their CBT facilities,” he alleged.
The allegation has potentially wider implications for schools that invested heavily in infrastructure based on WAEC’s move towards digital examinations.
For such institutions, any technical or administrative problem that affects candidates could raise questions about whether the investment was justified and whether adequate safeguards were in place before the new system was deployed on a wider scale.
Fadehan also alleged that some candidates were not provided with appropriate calculators during the examination.
He argued that the absence of suitable calculators may have affected candidates’ performance in Mathematics and other subjects requiring calculations.
Whether that alleged failure occurred, and the extent to which it may have influenced candidates’ scores, would need to be established through an independent examination of the complaints and examination records.
The official said he had raised concerns about some of the alleged irregularities while the examination was ongoing.
He claimed that he subsequently petitioned the WAEC Board, the House of Representatives Committee on Basic Education and Examining Bodies, as well as the Minister of Education.
Fadehan further alleged that his complaints did not lead to the action he expected. Instead, he claimed that he was subjected to disciplinary proceedings and subsequently placed on interdiction.
The allegations have not been independently established, and it remains unclear what specific findings, if any, were made in response to the petitions.
Fadehan has now called for government intervention, urging President Bola Tinubu to investigate the circumstances surrounding the results, particularly the performance of candidates who opted for the computer-based examination.
He also made allegations concerning financial practices within the examination body, including the supply of calculators and students’ identification cards, as well as charges imposed on candidates and other people accessing WAEC services.
Those claims, like the allegations concerning the examination results, require documentary and institutional verification.
Growing complaints
The latest development comes against the backdrop of growing dissatisfaction among some school administrators, parents and education advocates over the 2026 WASSCE results.
Some complainants have questioned why candidates who had performed strongly in school and other standardised assessments received unexpectedly low grades in the WAEC examination.
While differences between school assessments and external examinations are not unusual, persistent complaints involving similar patterns could warrant closer scrutiny, particularly if they are supported by examination records.
The introduction of computer-based testing has added another layer to the controversy.
Unlike traditional paper-based examinations, CBT depends heavily on reliable computers, software, electricity, networks and examination-centre infrastructure. A failure in any part of that chain can potentially disrupt the examination experience.
The transition therefore requires not only functioning equipment but also adequate testing, trained personnel, effective technical support and contingency measures capable of protecting candidates when problems occur.
For students, the stakes are high
WASSCE results can determine whether a candidate secures admission into a university, polytechnic, college of education or other tertiary institution. A disputed grade could therefore affect a student’s academic progression and, in some cases, delay admission for an entire academic year.
Parents and school proprietors who paid examination fees and invested in facilities are consequently entitled to expect a process that is transparent, reliable and capable of addressing genuine complaints.
The controversy also raises questions about quality assurance.
If the reported technical problems occurred during the examination, investigators would need to determine how many candidates were affected, which centres or subjects were involved, whether alternative arrangements were provided and whether the affected candidates’ results were subsequently subjected to additional checks.
If the problems occurred during the processing or release of the results, the investigation would need to establish the nature of the alleged last-minute adjustments and whether they altered candidates’ scores.
Such questions cannot be answered conclusively through social media claims or individual accounts alone.
They require access to examination data, centre reports, technical logs and other records that can establish what happened before, during and after the examination.
WAEC silent on allegations
The allegations have also placed pressure on WAEC to explain the concerns surrounding the results.
When contacted for a reaction on Thursday, WAEC’s Head of Public Affairs, Moyosola Adesina, declined to comment.
“No comment for now,” she said.
The absence of a substantive response means that key questions raised by the allegations remain unanswered.
WAEC has yet to publicly address the specific claims made by Fadehan concerning the computer-based examination, calculators, the reported last-minute adjustments or the alleged disciplinary action against him.
For an examination body whose credibility rests heavily on public confidence, the allegations present a significant reputational challenge.
A transparent response would help distinguish genuine technical problems from isolated complaints, misunderstandings or claims unsupported by evidence.
It would also reassure candidates and schools that complaints capable of affecting examination outcomes are being taken seriously.
The controversy is unlikely to disappear simply because the results have been released.
As candidates seek admission into tertiary institutions and schools assess the performance of their students, questions about the reliability of the results could continue to generate pressure for a review.
The immediate task for WAEC and relevant government authorities is therefore to establish the facts.
If technical glitches or administrative errors affected candidates, those affected should have access to an appropriate remedy. If the allegations are found to be unsupported, the examination body would also have an opportunity to provide evidence and restore confidence in the results.
For now, the allegations remain unproven. But coming from an official of the examination body and against a backdrop of complaints from some schools and education stakeholders, they have raised questions that require clear answers.
The integrity of the 2026 WASSCE will ultimately depend not only on the grades awarded to candidates but on whether WAEC can demonstrate that those grades were produced through a fair, reliable and properly controlled examination process.
