By Yusuf Danjuma Yunusa, Nigerian Tracker

The 2025 Unified Tertiary Matriculation Examination (UTME) results have once again stirred widespread concern across the country. As the performance statistics trend on media platforms, the figures paint a worrying picture of Nigeria’s education sector and its implications for the country’s future leaders.

Away from tertiary students, those who have completed their secondary education and are seeking admission into higher institutions must sit for the Joint Admissions and Matriculation Board (JAMB) examination. However, the performance of this group has been declining steadily, particularly since 2015.

Only a small number of students typically perform excellently. A review of past data reveals a consistent increase in the number of students scoring below 200. According to EduCeleb, 95% and 84% of candidates in 2016 and 2017 respectively scored below 200. *Punch* newspaper also reported that in 2018, 2019, 2020, 2021, 2022, and 2023, the percentages of candidates who scored below 200 were 74%, 77%, 79%, 87%, 77%, and 76%, respectively.

In 2024, Premium Times revealed that 76% of candidates scored below 200, while in 2025, the JAMB board itself reported that 78% fell below the 200 mark. While the fluctuations appear marginal, the consistent dominance of low scores is alarming.

This situation raises critical questions: What is the root cause of this persistent failure? Who should be held accountable—the students or the examination board?

Several studies suggest that while students must take a major share of the responsibility, the JAMB board is not without blame. In an interview with *Nigerian Tracker*, respected educationist Mr. Oluwamuyiwa Aladeyelu, founder of CIMET JUKU—a platform promoting quality education in Ekiti State—shared insightful perspectives.

“More people scored 300 and above in this year’s UTME. However, as much as 78% still scored below 200, which is bad. I must confess that our students don’t read,” Mr. Oluwamuyiwa remarked.

When asked what might be contributing to the poor outcomes, he added:
“The blame does not lie entirely with the students. JAMB should also take part of the responsibility. The exam is not without glitches. Many Biology questions were incomplete, and some diagram-based questions failed to display properly.”

He further cited a discrepancy in the English Language section, noting, “The section was supposed to have 60 questions, but only had 55. Who should be held accountable for that?”

Mr. Oluwamuyiwa emphasized that JAMB has yet to properly address these concerns. “They must be held accountable. We cannot keep placing all the blame on students while absolving JAMB of responsibility. They can—and should—do better.”

Interestingly, JAMB appeared to acknowledge some of these issues via a response on its official X (formerly Twitter) handle regarding reported glitches during the exam held on Saturday, April 26, 2025. However, no follow-up communication has confirmed whether those issues persisted in subsequent sessions.

To probe the matter further, another educationist, Dr. Usman Isyaku, raised several probing questions: “Low JAMB scores—whose fault? Lazy students? Poorly trained teachers? Poor remuneration for teachers? A sign of disinterest in traditional education or work-retirement systems? We need a holistic analysis.”

In response, Mr. Oluwamuyiwa stated:
“Some schools consistently perform well due to highly qualified teachers, strong family backgrounds, and boarding environments that reduce social media distractions.”

He also pointed out that the normalization of exam malpractice from an early age discourages serious study, adding that competitive salaries attract qualified teachers. “Top schools do well because they are adequately staffed and teachers are well-paid,” he explained.

He offered this solution:
“It’s a tripod system—parents, teachers, and students must work together. The government and stakeholders should also encourage schools to conduct internal exams ahead of external ones. If students are familiar with exam systems, performance will improve.”

In addition, computer literacy remains a major challenge. Many students lack the digital skills to navigate the CBT (computer-based test) system, causing them to lose valuable time during the exams. Providing free or subsidized training can bridge this gap, especially for students who cannot afford private computer training centers.

Moreover, technical glitches must be addressed decisively by JAMB to prevent recurring issues that impact exam integrity and student performance.

In conclusion, Nigerian students must take responsibility for their learning, but JAMB and the broader education system must also rise to the occasion. Without a united effort to address these systemic issues, the nation risks undermining the academic future of its youth—and the quality of its future leadership.