A seasoned Nigerian biology teacher, John Felix Obuighkem, has recently found himself at the center of a viral controversy after receiving an unexpectedly low score in the 2025 Unified Tertiary Matriculation Examination (UTME). Despite holding a university degree in biology and boasting nearly two decades of teaching experience, Obuighkem was shocked to discover he scored just 37 in the biology section of the exam—a result he vehemently disputes.
In a heartfelt Facebook post, Obuighkem expressed his disbelief and disappointment, questioning the integrity of the results released by the Joint Admissions and Matriculation Board (JAMB). He called for an immediate review of his score, stating, "Someone should please reach out to Professor Ishaq Oloyede, the JAMB Registrar. My result needs to be reviewed." He further emphasized, "Anyone who knows me can attest that it's simply impossible for me to score this low."
Obuighkem recounted his academic history, noting that during his early years as a student seeking university admission, he never scored below 200—even when the UTME was considered more rigorous. He remarked, "Back then, when JAMB questions were really tough, I still managed solid scores. Now, in a period where questions include simple grammar like concord and possessive pronouns, you're telling me I got a 37 in biology?"
Identifying himself as a "Leki headmaster," Obuighkem claimed he answered nearly all questions correctly and believes there might have been an error in the marking or result computation. He appealed passionately to JAMB officials and the public to support his call for a re-evaluation of his result, emphasizing that he is not questioning the system without reason but seeking clarity for what appears to be an unexplained anomaly.
Public Reaction and Broader Implications
Obuighkem's post has since gone viral, attracting mixed reactions. While many sympathized with his plight and joined his call for transparency, others urged calm, advising him to formally request a remark through JAMB's official channels.
Education stakeholders have weighed in on the matter, suggesting that cases like Obuighkem's underscore the importance of thorough reviews and error-checking mechanisms in large-scale standardized testing. The incident has reignited conversations about examination integrity, fairness, and the confidence educators and candidates place in national testing systems.
As of now, JAMB has not officially responded to Obuighkem's complaint. The situation continues to unfold, with many awaiting further developments and hoping for a resolution that upholds the principles of fairness and accuracy in the assessment process.
Conclusion
The controversy surrounding John Felix Obuighkem's UTME result highlights the critical need for transparency and accuracy in standardized testing. As the education community and the public await JAMB's response, the incident serves as a reminder of the profound impact such examinations have on individuals' lives and careers. Ensuring the integrity of these assessments is paramount to maintaining trust in the education system.
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