Chief Examiner Issues Strategic Roadmap to Improve Core Mathematics Performance Ahead of WASSCE 2026

By
Ellis Ferdinand
-
Chief Examiner Report Reveals Why Many Chief Examiner Issues Strategic Roadmap to Improve Core Mathematics Performance Ahead of WASSCE 2026 Students Failed 2025 Core Mathematics

Ferdinand | EducationGhana | December 07 |  Chief Examiner Issues Strategic Roadmap to Improve Core Mathematics Performance Ahead of WASSCE 2026

   The Chief Examiner has released a detailed strategy outlining key steps schools must take to strengthen student performance in Core Mathematics for the 2026 WASSCE.

 

The Chief Examiner has released a forward-looking strategy aimed at improving national performance in Core Mathematics for the 2026 WASSCE. The guidance follows a review of the 2025 examination, where weaknesses in data handling, problem interpretation, and basic numeracy significantly affected candidates.

Building stronger numeracy foundations

The statement urges schools to revisit core numeracy skills. Persistent weaknesses in fractions, percentages, and algebra continue to undermine student confidence. Teachers are advised to dedicate time each week to structured revision and guided practice to reinforce these building blocks.

Improving cumulative frequency and data handling

A key concern remains students’ difficulty in constructing and interpreting cumulative frequency tables. The Chief Examiner encourages the use of real data from school activities or community surveys. This allows learners to see the relevance of ogives and cumulative trends, and reduces errors caused by confusion between frequency and cumulative totals.

Strengthening translation of word problems

The report highlights the need for systematic exposure to word problems. Teachers are advised to set daily practice tasks that require students to break down written scenarios before attempting a solution. This approach builds logical reasoning and supports work across algebra and consumer mathematics.  

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Enhancing accuracy in diagram interpretation

Several candidates struggled to interpret or draw diagrams. The Chief Examiner recommends more classroom exercises in graph plotting, interpreting geometric figures, and creating diagrams from text. Attention to scale, labelling, and neat presentation is expected to reduce avoidable errors.

Reinforcing simple and compound interest

Interest-related questions affected many candidates. Schools are encouraged to integrate financial literacy tasks that simulate banking, savings, and loan scenarios. This helps students understand proportional relationships and reduces mistakes in interest calculations.

Using past questions more meaningfully

The Chief Examiner stressed that using past papers should go beyond memorising answers. Students should be guided to analyse question patterns, understand expected competencies, and review alternative methods for solving similar problems.

Emphasising clear step-by-step workings

Incomplete workings led to the loss of many method marks. Teachers are urged to insist on full steps in classroom assignments. This practice helps examiners award partial credit when students make minor calculation errors.

Strengthening continuous assessment

Regular quizzes and progressive assessment can reduce exam anxiety and help track student progress throughout the year. Schools are encouraged to plan short, topic-based assessments that reinforce cumulative learning.

Supporting teacher capacity

Regional and district offices are encouraged to organise refresher workshops for mathematics teachers. The focus will be on common student errors, remediation strategies, and effective problem-solving instruction.

Increasing supervised practice sessions

The chief examiner calls for supervised study periods where students solve mixed-difficulty questions under timed conditions. This builds confidence, improves speed, and mirrors the examination environment.

Improving school-level monitoring

Heads of departments are encouraged to supervise lesson delivery, inspect exercise books, and guide teachers to provide timely corrections. Strong monitoring systems help identify learning gaps early.

Promoting a positive culture around mathematics

Schools are encouraged to establish maths clubs, host internal competitions, and celebrate improvements. A supportive environment can reduce fear and help students engage more actively with the subject.

A national call to action

The Chief Examiner concludes that improving mathematics performance in the 2026 WASSCE requires cooperation from teachers, school leaders, parents, and students. With early preparation and sustained guidance, the weaknesses recorded in 2025 can be significantly reduced.  

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