Hon. Chinedu Ogah, representing Ikwo/Ezza South Federal Constituency in the House of Representatives, has called on the West African Examinations Council (WAEC) to suspend its proposed introduction of computer-based examinations (CBT) set to commence in 2026.
Naijaonpoint reports that WAEC had earlier revealed its intention to transition from the traditional pen-and-paper format to CBT for the West African Senior School Certificate Examination (WASSCE), drawing parallels with the system already adopted by the Joint Admissions and Matriculation Board (JAMB).
Reacting to the announcement in an interview in Abakaliki, Hon. Ogah urged WAEC to rethink the decision, expressing concern over students in underserved rural areas who lack access to digital tools and internet connectivity.
He pointed out that many students residing in isolated communities have never had any interaction with a computer, making the proposed switch both unrealistic and inequitable.
“Most students in the hinterlands, especially those in areas without network coverage, are not acquainted with the use of computers,” he said. “Before considering computer-based exams, the Federal Government must first institutionalize ICT education in both primary and secondary schools.”
Highlighting deeper concerns in the country’s educational system, Ogah argued that introducing CBT without first addressing foundational problems would be counterproductive.
“The problem with our education system is that it has virtually collapsed. We are rushing into ICT implementation without building the necessary infrastructure,” he stated.
As a lawmaker with a background in science, Ogah raised valid concerns over how science practicals could be fairly evaluated in a CBT format.
“Take titration for example—when mixing substances to determine chemical reactions—or experiments involving force, fulcrum, and load. These are practical, hands-on experiences that cannot be adequately assessed via computer.”
He also questioned how theoretical concepts in subjects like mathematics could be properly assessed without traditional tools.
“How complex mathematical concepts, like solving quadratic equations using permutation methods, could be effectively evaluated without physical working space and tools,” he noted.
Concluding his remarks, Ogah proposed a phased approach to ICT integration—beginning with investment in school infrastructure, teacher training, and the expansion of network access to remote areas.
“Let ICT become a structured part of the curriculum. With time, our students will adapt. But jumping into CBT now is not only premature—it is detrimental to our education system, especially in the sciences,” he warned.