- JAMB has recognized technical issues affecting some candidates’ results in the 2025 UTME.
- Registrar Professor Ishaq Oloyede confirmed the presence of “one or two errors” during a press conference in Abuja.
- The issues disrupted what was expected to be a celebratory occasion for students.
The Joint Admissions and Matriculation Board (JAMB) has acknowledged technical issues that impacted the outcomes of some candidates in the 2025 Unified Tertiary Matriculation Examination (UTME).
Speaking at a press conference in Abuja, JAMB Registrar, Professor Ishaq Oloyede, admitted the board had encountered “one or two errors” that disrupted what should have been a celebratory moment for students.
Out of approximately 1.9 million candidates who took the UTME, more than 1.5 million scored below 200 out of a possible 400. Only a small fraction—12,414 candidates (about 0.63%)—achieved scores of 300 and above. A further breakdown revealed:
- 4,756 scored 320 and above
- 7,658 scored between 300 and 319
- 73,441 scored between 250 and 299
- 334,560 scored between 200 and 249
- 983,187 scored between 160 and 199
- 488,197 scored between 140 and 159
- 57,419 scored between 120 and 139
- 3,820 scored between 100 and 119
- 2,031 scored below 100
Following the announcement of these results, many candidates took to social media to express frustration, reporting various challenges encountered during the Computer-Based Test (CBT), including incomplete exam questions—especially in English—and system malfunctions.
Some students also claimed discrepancies between the scores displayed online and those sent to their phones, fueling suspicion and public dissatisfaction.
Amid the growing backlash, JAMB released a statement acknowledging the widespread complaints. The board has since announced the formation of a panel to investigate the matter thoroughly.
In a follow-up statement, Prof. Oloyede confirmed the presence of technical faults during the exam and indicated that a retake may be considered for those whose results were adversely affected.
