Arguments in Favor (Yes, Nigerian Students Are Over-Tested)
Many parents, teachers, and education experts believe that Nigerian students are subjected to excessive testing. From class tests, assignments, weekly quizzes, continuous assessments, mock exams, BECE, WAEC, NECO, JAMB, and sometimes Post-UTME, the average student spends more time preparing for tests than engaging in deep learning.
This constant pressure can result in anxiety, burnout, and a narrow focus on memorization rather than true understanding. Students are often judged solely based on exam results, discouraging creativity, collaboration, critical thinking, and practical skills that are essential in real-world situations.
Over-testing also negatively affects teachers, who may feel compelled to "teach to the test" instead of delivering a well-rounded curriculum. The fear of poor results can also lead to unethical behaviors like examination malpractice, cheating, and shortcuts.
Moreover, the obsession with tests marginalizes students with learning differences and those who do not perform well in traditional exams. Such students may have other talents—like art, music, sports, or leadership—that get completely ignored in a test-dominated system.
Arguments Against (No, Nigerian Students Are Not Over-Tested)
On the other hand, proponents argue that testing is a vital tool for measuring student performance, identifying knowledge gaps, and improving the education system. Nigeria’s population is large, and standardized exams provide a structured and relatively fair way to compare students nationwide.
Tests also teach responsibility, time management, and preparation under pressure—skills necessary for university, jobs, and life in general. Without assessments, students may not take their studies seriously, and teachers may find it hard to gauge progress.
Furthermore, not all tests are high-stakes. Continuous assessment helps to break the evaluation into manageable parts, reducing the pressure of final exams. When done right, regular assessments can reinforce learning, provide feedback, and build academic confidence.
It is also important to note that most countries across the world conduct multiple exams. The issue may not be the number of tests, but how they are administered, their purpose, and how much emphasis is placed on scores over actual skill development.
Conclusion
While testing is important in education, balance is key. Nigerian students appear to face more tests than necessary, often at the cost of creativity and holistic learning. Reforming the testing system to focus more on skill-building and continuous feedback, rather than overwhelming exam schedules, may lead to better educational outcomes.
