Accra: There is a question that every generation of Ghanaian students, teachers, and parents has quietly answered - not through deliberate policy, but through habit, necessity, and pragmatism: how do you prepare for the BECE or the WASSCE? The answer, almost universally, has been: get a Pasco, solve the past questions, and you will be fine.
According to Ghana Web, this approach, while effective for decades, faced a significant challenge in 2025 when the WASSCE results were the worst in nearly a decade. Core Mathematics pass rates plummeted from 66.86% in 2024 to just 48.73%, and Social Studies declined from 71.53% to 55.82%. WAEC officials noted candidates' inability to apply concepts and solve standard-level questions, exposing a systemic issue in the approach to exam preparation.
The traditional practice of solving past questions, once thought to be a reliable method for exam success, came under scrutiny. John Kapi, WAEC's Head of Public Affairs, highlighted that excessive reliance on rote learning of past question answers proved inadequate when the 2025 exam required applied thinking. This revelation has prompted Ghana's education community to rethink the efficacy of relying solely on past questions for success.
The case for continuing the practice of solving past questions remains strong, given its foundation in cognitive science. Research supports retrieval practice, a method that strengthens memory consolidation. Past questions, when used correctly, offer valuable exposure to recurring topics and formats. They also provide an equitable resource, especially for students in under-resourced areas, leveling the playing field across diverse regions.
However, the crisis of 2025 underscores the pitfalls of over-reliance on rote memorization. The examination format increasingly requires applied knowledge and problem-solving skills, areas where students trained in memorization falter. The widespread malpractice during the 2025 WASSCE, where many students were caught with unauthorised materials, further highlighted the misuse of past questions as a crutch rather than a learning tool.
Ghana's education system grapples with aligning its curriculum, which emphasizes critical thinking and problem-solving, with an examination system that has not fully evolved to reward these competencies. This misalignment creates a contradiction, where students are prepared for exams but not for the demands of modern education and employment.
To address these challenges, a nuanced approach is necessary. Past questions should be used as diagnostic tools to enhance understanding, not merely as memorization aids. Teachers must integrate them into analytical classroom exercises, aligning exam preparation with the broader curriculum goals. Structural investments in education, such as improving teaching capacity and addressing resource gaps, are also crucial.
Ultimately, solving past questions can remain a necessary component of exam preparation, but they should not be the sole focus. Ghana's education system must broaden its definition of success beyond examinations, fostering skills like creativity, collaboration, and adaptability. The 2025 WASSCE results serve as a wake-up call, signaling the need for reform to ensure that students are genuinely prepared for the challenges of the future.