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From Maths Failure to Engineering Excellence: KNUST Graduate's Redemption Story

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  Published in Science and Technology on Thursday, December 11th 2025 at 5:44 GMT by Yen.com.gh

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From the Bottom to the Top: A KNUST Graduate’s Journey of Redemption After a WASSCE Maths Failure

The Ghanaian education landscape is punctuated by moments of triumph and heartbreak, and the story of Kwame Nkrumah University of Science and Technology (KNUST) alumnus Kofi B. Mensah (name changed for privacy) is a vivid illustration of how failure can become the bedrock of future success. Published on Yen.com.gh on August 12, 2023, the article titled “KNUST graduate failed WASSCE maths shares what bouncing‑back taught him” chronicles Mensah’s odyssey from a dismal mathematics result in the West African Senior Secondary School Certificate Examination (WASSCE) to becoming a celebrated engineering student and later a community mentor.

The Root of the Struggle

The article opens with a stark confession: Mensah did not score a single pass mark in the mathematics paper of his WASSCE. For a country where the mathematics grade is a prerequisite for most tertiary engineering programmes, this would normally spell the end of a student’s dream. Mensah’s parents, both teachers, were stunned. “I felt like I had let them down,” he recalls, “and I couldn’t see any path forward.” The article notes that Ghanaian secondary schools often emphasize rote learning, which may have left Mensah ill‑prepared for the analytical and problem‑solving demands of the WASSCE maths exam.

The piece then explores the broader context. A link (to a Yen.com.gh article on the history of WASSCE) explains that the examination, administered by the West African Examinations Council (WAEC), is notoriously tough, with a pass rate that usually hovers below 50% in maths. The article cites statistics from the Ministry of Education showing that over 200,000 Ghanaian students sit for WASSCE each year, but only about 35% secure a pass in mathematics. These figures help readers appreciate the gravity of Mensah’s initial setback.

The Turning Point

The next section charts how Mensah decided not to let a single paper dictate his future. He took a gap year, which is not uncommon in Ghana, but instead of idling, he enrolled in an online mathematics course offered by the EdX platform. The article links to EdX’s free course catalog, noting that Mensah completed “Calculus and Linear Algebra” in six weeks. He credits the self‑paced structure for allowing him to revisit difficult topics at his own speed.

Alongside formal courses, Mensah engaged in peer‑learning groups. The article quotes a friend who organized a “math‑tutoring club” in his town. “We would meet every Sunday, break down problems, and use visual aids like chalkboards and flip charts,” the friend recalls. This collaborative environment provided Mensah with both emotional support and concrete strategies for tackling abstract concepts.

The Re‑attempt and Triumph

With renewed confidence, Mensah sat for the WASSCE again in 2022. The article shares the exact score: a 45% in maths, a solid pass that opened doors to KNUST’s School of Engineering and the Institute of Technology. The article underscores the significance of this score, noting that the university’s admission policy allows candidates with a minimum of 50% in maths for certain programmes. Mensah’s 45% therefore qualified him for a conditional admission, a process that required him to re‑take specific modules before the academic year began.

The piece then discusses how Mensah capitalized on this second chance. He enrolled in a “Foundation in Engineering” course at KNUST, which includes intensive maths tutorials, physics labs, and project‑based learning. Mensah’s academic record during the first year shows a dramatic upward trajectory: a GPA of 3.8, leading to a scholarship from a local NGO dedicated to supporting under‑resourced students.

Life Lessons and Community Impact

The article pivots to Mensah’s reflection on how failure shaped his worldview. He emphasizes resilience, the importance of continuous learning, and the value of community. “You can’t expect to get everything right on the first try. It’s about learning from the fall,” he says. The piece includes a quote from the director of the NGO who awarded him the scholarship, praising his “growth mindset” and “dedication to peer mentoring.”

Mensah has since become a mentor for junior secondary students in his hometown, leading a math workshop that integrates practical problem‑solving with real‑world applications. The article links to a photo gallery of the workshop, showing students actively engaging with math puzzles and calculators.

Wider Implications for Ghanaian Education

The author concludes by extrapolating Mensah’s story to a larger audience. The article highlights the prevalence of “one‑off” exams that can derail an entire life and calls for systemic changes: more preparatory courses, mentorship programs, and a shift from rote to conceptual teaching in Ghanaian secondary schools. The piece references an educational policy report (link to the Ghana Ministry of Education website) that advocates for early intervention programs targeting students at risk of failing key subjects.

Key Takeaways

1. Failure is not a verdict – Mensah’s WASSCE maths failure was an obstacle, not an end.
2. Self‑paced learning can be transformative – Online courses and peer groups provided the scaffolding he needed.
3. Community support is critical – Friends, mentors, and NGOs all played a role in his rebound.
4. Early intervention matters – The article calls for reforms that help at‑risk students before a single paper decides their fate.

Final Thought

Mensah’s narrative is a testament to the resilience of Ghanaian students and the transformative power of education when given the right tools and support. His journey from a failed WASSCE maths paper to a celebrated engineer and mentor encapsulates the very spirit of “bouncing back” that the article seeks to inspire in readers across Ghana and beyond.