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WASSCE 2025: KNUST Lecturer Urges Lower Cut-Points to Filter Dedicated Students

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  Published in Science and Technology on Friday, December 5th 2025 at 15:20 GMT by Yen.com.gh

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WASSCE 2025: KNUST Lecturer’s Call for Lower Cut‑Points and Strategic Prep

1. The West African Senior School Certificate Examination (WASSCE) will take place in 2025.
2. KNUST lecturer Prof. Kwame Yeboah highlights that the exam’s cut‑points are likely to be lowered.
3. He cites the increase in the number of applicants for university admission as the main reason.
4. With more students competing, universities need a stricter standard to maintain quality.
5. The lecturer notes that the Ministry of Education has not yet finalized the new thresholds.
6. Historically, cut‑points have ranged from 140 to 150 marks out of 200.
7. He warns that a lower cut‑point could reduce the average score required for entry.
8. The advice is aimed at senior high school (SHS) graduates preparing for the next cycle.
9. Students are urged to study consistently, rather than relying on last‑minute cramming.
10. Prof. Yeboah stresses that foundational knowledge is essential for advanced studies.
11. He recommends revising past syllabi and practicing with past WASSCE papers.
12. The lecturer also encourages students to use the online “WASSCE Past Papers” portal.
13. The Ministry’s 2024 guidelines will be published in the next few weeks.
14. The portal offers downloadable PDFs of previous exams and answer keys.
15. Many SHS students find the portal useful for identifying common question patterns.
16. The article links to a “WASSCE 2024 Cut‑Points” report that shows how the thresholds have changed over the last decade.
17. That report indicates a gradual downward trend in the required scores.
18. It also shows a spike in the number of students taking the exam in 2023.
19. The lecturer argues that a lower cut‑point can help filter the most dedicated students.
20. He points out that universities already face challenges in student placement and course matching.
21. He suggests that clearer cut‑points could improve the alignment between student abilities and course demands.
22. The article further references a KNEST study on student performance and university outcomes.
23. The study found that students scoring above 160 marks performed better in tertiary education.
24. This research is often cited by admission officers during the selection process.
25. The lecturer says that students should aim for at least 170 marks to secure a top‑tier university.
26. He adds that even a “mid‑tier” university offers opportunities if the student is motivated.
27. The article includes a quote from the Ministry of Education’s spokesperson.
28. The spokesperson confirmed that no official cut‑point has been decided yet.
29. She also mentioned that the Ministry will consider feedback from universities.
30. A secondary focus of the article is on exam preparation resources.
31. The lecturer points to free online courses on academic skills offered by the Ghana Education Service.
32. He recommends focusing on analytical reasoning and critical reading.
33. He notes that many students overlook the importance of time management during the exam.
34. The article links to a guide on “How to Manage Time in the WASSCE.”
35. That guide suggests practicing with timed mock exams.
36. It also offers tips on reading comprehension strategies.
37. Another link leads to a discussion forum where students share WASSCE study tips.
38. The forum includes threads on effective revision techniques.
39. The lecturer encourages students to form study groups for peer support.
40. Peer discussion helps clarify confusing topics and builds confidence.
41. The article concludes by reminding students that the exam is not a one‑time event.
42. He urges them to maintain a balanced approach, combining study with rest and extracurricular activities.
43. The lecturer’s overarching message is that preparation, persistence, and realistic expectations are key.
44. He emphasizes that students should not be discouraged by lower cut‑points, but should view them as a challenge to rise above.
45. The article calls for proactive engagement from both students and educational institutions to adapt to the changing exam landscape.