Nigerian teenager Akota-Chika Serena, who achieved the highest score in the world in Cambridge IGCSE English, has said that while she would not necessarily describe the examination as easier than the West African Senior School Certificate Examination (WASSCE), she found the IGCSE structure more straightforward and easier to understand.
Speaking on Channels TV, on the differences between the two examination systems, Serena explained that the Cambridge IGCSE places greater emphasis on comprehension and application of knowledge, whereas the West African Examinations Council (WAEC) examinations often require students to memorise information from outside sources.
“I don’t want to say one is easier, but IGCSE is a little bit easier to understand,” she said, noting that the exam’s format and expectations were clearer to candidates.
Her remarks have sparked discussions among educators and students about the differences in assessment methods between international and regional examination systems. While the Cambridge IGCSE is widely recognised for its focus on critical thinking and analytical skills, WAEC examinations have traditionally been praised for their breadth of coverage and rigorous testing of subject knowledge.
Serena’s outstanding achievement in emerging as the world’s top scorer in Cambridge IGCSE English has been celebrated as a remarkable accomplishment for Nigeria and a testament to the country’s growing pool of academically gifted students.
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“My mum put me in the hostel so that I could focus… It was just me and my books.” — Akota-Chika Serena. Cambridge IGCSE global top-performers Serena and Israel Tolulope Adekimi credit strict school structures, continuous past-question practice, and family support for their academic success.
Education stakeholders say her success highlights the importance of equipping students with strong language, comprehension and critical-thinking skills, which are increasingly valued in global education systems and competitive academic environments.
The teenager’s feat has also renewed conversations about possible reforms in examination methods and the need to strike a balance between knowledge retention and the development of analytical and problem-solving abilities among students.
