Isah Aliyu Chiroma
The Joint Admissions and Matriculation Board (JAMB) outcomes mass failure is a complex problem that affects students, the educational system, and society at large. This is a worrying occurrence, it is imperative to look at the underlying causes of mass failure and possible methods to deal with this problem.
Many students could not have access to sufficient resources, or useful study tools, which could result in gaps in their knowledge and comprehension of the subjects covered in exams. Students from underprivileged backgrounds may be disproportionately impacted, which could prolong access disparities to higher education. Some of the students have access to quality education, and some are even opportune to have extra moral classes, to prepare them for the exam.
The pressure and stress that come with taking the exam for the first time can also influence the performance. Due to the high stakes involved in JAMB exams, which determine admission to postsecondary schools, students may experience performance anxiety. This pressure could make it more difficult for them to do well on the exams, which would reduce their scores and increase the percentage of failures.
To some, there’s a chance that the structure and subject matter of JAMB exams don’t necessarily match the secondary education curriculum or learning objectives. Students may find it difficult to adequately exhibit their knowledge and abilities as a result of this mismatch, which could have unforeseen repercussions like widespread failure. But then, each year JAMB releases its Curriculum, which any student that registered can have access to.
Addressing mass failure in JAMB results requires a holistic approach that addresses the root causes of the issue. The government and Schools need to invest in teachers training, curriculum development, and educational resources to ensure that students receive quality education and are adequately prepared for exams.
There is also a need to ensuring that JAMB exams are aligned with the curriculum and learning objectives of secondary education, most especially in their final class of secondary school, which will prepare them for the exams.
On the other hand, we can also categorized the failure into three categories; those that are opportune to have access and materials to prepare, those at the middle class that have to work hard to access those materials and learn, and those that sits comfortably in their comfort zone, waiting for miracle from the sky to happen.
The last category is those that mostly have all it takes to excel in their education, but then live below expectation. Then, where does those the problem lays. The true foam of education is the one you obtain by yourself, through hard work and dedication. You can have access to all you need, receive all the lessens to prepare you and still fail.
Let’s strike a balance here. The mass failure in this year’s JAMB is not the beginning, it has always been happening. What makes this different is, the time we are, where we can have access to information within the blink of our eyes. I am saying this because, I am aware of those processes, and those who took charge amongst us got what they worked for.
By working together to address the root causes and implementing targeted interventions, we can create a more equitable, inclusive, and effective education system that supports student success and achievement.
