Fresh concerns over examination integrity have emerged at Obafemi Awolowo University (OAU), following widespread complaints by 100-level students who alleged that questions in the ENG 101 Computer-Based Test (CBT) fell outside the approved course outline.
The Nigeria Education News gathered that the controversy began shortly after the examination held on March 24, 2026, when several students reported encountering unfamiliar questions, some of which they claimed were drawn from ENG 102—a more advanced course typically reserved for a subsequent semester.
One of the affected students, identified as Peace, described the experience as “confusing and frustrating,” noting that despite thorough preparation based on the course outline, the questions presented during the exam did not align with what had been taught. According to her, the situation forced many candidates into guesswork, raising concerns about the validity of the assessment process.
ENG 101, a foundational course taken by students across departments including English, Law, and Dramatic Arts, is designed to introduce core grammatical concepts such as morphology, word formation, and clause structures. Its counterpart, ENG 102, builds on this foundation with more complex linguistic structures, making any overlap between the two a critical issue for first-year students.
To verify the claims, The Nigeria Education News conducted interviews with multiple students across departments. A Part 1 Law student, who requested anonymity, confirmed experiencing severe anxiety during the exam, stating that the unfamiliar nature of the questions disrupted her composure. She added that although a few questions reflected taught topics, a significant portion appeared disconnected from the course content.
Another student from the Department of English described the situation as “shocking,” explaining that the stress induced by the unfamiliar questions affected his ability to concentrate. Similarly, a Dramatic Arts student recounted being unable to complete the exam, leaving several questions unanswered due to confusion over their relevance.
However, findings also revealed a divergence in student experiences. Some candidates reported that the examination was fair and within expectations. One Law student stated that he did not notice any irregularities during the test, only becoming aware of the complaints afterward. Another student with prior academic exposure to English studies acknowledged the presence of advanced questions but said his background helped him navigate the exam effectively.
This disparity has raised critical questions about the structure of the CBT system used for the examination. Sources suggest the possibility of multiple question sets or inconsistencies in question distribution, though this has not been officially confirmed by the university authorities.
Reacting to the situation, the National Association of Students of English and Literary Studies (NASELS) confirmed receiving numerous complaints from affected students. The association’s president, Francis Ohacho, stated that if verified, the inclusion of out-of-outline questions would constitute a serious academic concern.
He disclosed that the matter has been escalated to the Head of the Department of English, who has assured that an investigation is underway. As of press time, however, the department had not released any official statement addressing the allegations or outlining possible remedial actions.
Further investigation by The Nigeria Education News indicates that this is not an isolated concern within Nigerian universities, as students in various institutions have, in recent times, raised similar issues regarding CBT-based examinations, particularly around question accuracy and content alignment.
For affected students at OAU, the stakes remain high. Many expressed fears that the outcome of the examination could negatively impact their Grade Point Average (GPA), especially in a foundational course that plays a crucial role in their academic progression.
As pressure mounts, stakeholders are calling for transparency in the review process and, where necessary, corrective measures such as remarking or rescheduling. The incident underscores the need for stricter quality control mechanisms in examination setting and administration to safeguard academic fairness.
For now, students await the outcome of the promised investigation, hoping it will provide clarity and restore confidence in the university’s assessment system.
