{"id":16912,"date":"2026-08-07T18:34:35","date_gmt":"2026-08-07T16:34:35","guid":{"rendered":"https:\/\/zawia3.com\/?p=16912"},"modified":"2026-10-24T17:33:29","modified_gmt":"2026-10-24T15:33:29","slug":"high-school-results-2026","status":"publish","type":"post","link":"https:\/\/zawia3.com\/en\/high-school-results-2026\/","title":{"rendered":"200 of 230 Students Scored Above 90%: Egypt\u2019s Secondary Results and the Transparency Gap"},"content":{"rendered":"<p>On the evening of Tuesday, 28 July, Mohamed Abdel Latif, the Minister of Education and Technical Education, approved the general secondary results for the 2025\/2026 academic year, with a pass rate of 75.1% for the new system and 72.1% for the old system. But this time the ministry confined itself to announcing the numbers of those who sat the examination and of those who passed in the different streams, and refrained from publishing the statistical details it had been accustomed to disclosing throughout past years, before withholding them in the last two years.<\/p>\n<p>The statistics the ministry had customarily announced covered the pass rates in each subject separately, the bands of students&#8217; total scores for every 5% of the total, the pass rates by the different types of school, the difference between boys and girls in the numbers who passed, a comparison of pass rates over five years, and a comparison of the governorates. It even disclosed the number of cheating cases to which the law was applied, the numbers of students who obtained sports incentive marks, and other statistics that give a picture of the examination the students sat, help them understand its level and the differences between the streams, and through which experts forecast the levels of university admission coordination.<\/p>\n<blockquote><p>Educational expert and professor of psychology at the Faculty of Education, Ain Shams University, Dr Tamer Shawky, speaking to \u00abZawia3\u00bb, attributes the ministry&#8217;s deliberate concealment of the results statistics for the second year in a row to several reasons, most prominently avoiding stirring up public opinion if the statistics were misunderstood, or some people manipulating parents and inciting them against the ministry if the results curve turned out to be non-normal; that is, one in which the majority of students do not sit in the middle, with a few high achievers and weak students at its two ends. On the other hand, however, he stresses the importance of transparency and of making information available to the public so that it can be examined, used and analysed.<\/p><\/blockquote>\n<p>Shawky adds that the current Minister of Education regards the general secondary as \u00aban anomalous year\u00bb in Egyptian education, and seeks with all his effort to transform it from a pivotal milestone in students&#8217; lives into an ordinary year, taking every step that would diminish its importance; he did not even call the top students to congratulate them, as ministers have customarily done, and confined himself to honouring them belatedly at a ceremony inside the ministry without the media present, accompanied by a press statement.<\/p>\n<p>Dr Assem Hegazy, professor of educational psychology at Cairo University, agrees with him, stressing that the statistics of the general secondary results are not a matter for the ministry alone, and that transparency requires informing the public of the details of the results and their statistics, so that experts can assess them and offer guidance that helps parents choose the educational system, school and stream best suited to their children, and put forward observations that may benefit the experts inside the ministry and serve as a link between them and the public.<\/p>\n<p>&nbsp;<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t1\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart1-results.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t1\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<p>As soon as the results were approved, a copy of them circulated in xlsx format as an \u00abExcel\u00bb file, containing the seat numbers of new-system students and international school students and their names, their total marks, and the status of each student (passed, second round, failed, entirely absent from the examinations); \u00abZawia3\u00bb has obtained a copy of it.<\/p>\n<h1>What the Ministry of Education announced about the general secondary results<\/h1>\n<p>In the statement approving the results, and apart from the pass rate, the ministry announced that the total number of candidates under the new system reached 883,690 students, of whom 825,867 attended and 620,314 passed. At the level of the streams, 543,120 students applied to sit the science stream examination, of whom 507,415 attended and 382,720 passed, a pass rate of 75.4%.<\/p>\n<p>In the mathematics stream, 145,459 students applied, of whom 139,302 attended and 113,651 passed, a pass rate of 81.6%. As for the literary stream, 195,111 students applied for it, of whom 179,150 attended and 123,943 passed, a pass rate of 69.2%.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t2\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart2-streams.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t2\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<p>&nbsp;<\/p>\n<p>Based on the ministry&#8217;s data, the largest share of students was concentrated in the science stream, as it is the stream that includes the medical faculties and opens a larger number of faculties to its students compared with the other two streams, followed by the literary stream and then the mathematics stream, while mathematics students excelled in pass rates.<\/p>\n<p>The ministry announced the same statistics for old-system students, but this report does not include them given their small number, only 4,172 students, and because they are not included in the file under analysis.<br \/>\n&nbsp;<\/p>\n<h1>What the circulated general secondary results file contained<\/h1>\n<p>The file contained 919,397 rows of data, covering the seat numbers of candidates under the new system and of international school students who sit only the national identity subjects (Arabic language, religious education and national education), their names, their total marks and their status (passed, second round, failed, entirely absent). After cleaning the data, removing the names of international school students because of the difference in their curricula and in the system coordinating their admission to faculties, and dividing the students according to their status, we arrived at several findings:<\/p>\n<p>889,010 students sat the general secondary examination for the 2025\/2026 academic year, of whom 624,332 passed, 196,297 were left for the second round, and 63,929 failed, while 4,452 students were entirely absent from the examination.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t4\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart4-top-achievers.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t4\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<p>&nbsp;<\/p>\n<p>\u00abZawia3\u00bb contacted a former official in the general secondary examinations, who asked that his name be withheld, to explain the gap between the ministry&#8217;s official statement and the circulated file in the numbers of candidates and of those who passed. He pointed out that the ministry usually calculates the pass rate and the numbers who passed after excluding those entirely absent and the students against whom cheating reports have been filed, as it counts them as having failed in accordance with the <a href=\"https:\/\/www.mobtada.com\/egypt\/1196218\/%D9%82%D8%A7%D9%86%D9%88%D9%86-%D9%88%D9%82%D8%B1%D8%A7%D8%B1-%D9%88%D8%B2%D8%A7%D8%B1%D9%89-%D8%B9%D9%82%D9%88%D8%A8%D8%A7%D8%AA-%D8%A7%D9%84%D8%BA%D8%B4-%D9%81%D9%89-%D8%A7%D9%85%D8%AA%D8%AD%D8%A7%D9%86%D8%A7%D8%AA-%D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%88%D9%8A%D8%A9-%D8%A7%D9%84%D8%B9%D8%A7%D9%85%D8%A9\">law<\/a> even if they achieved high marks; these may be included in the circulated file, especially since the results are sometimes announced before some of the legal affairs decisions against students convicted of cheating are issued.<\/p>\n<p>The former official added that the difference in the numbers of candidates under the new system, between what the ministry announced and what appeared in the file, amounts to about 6,000 students, and the difference in those who passed to about 4,000 students, proportions that do not exceed 0.5% and do not affect the results given the enormous size of the study population; as for the difference in the pass rate, it is due to the ministry calculating it on the basis of students with a sound legal standing only, and it alone possesses these details.<\/p>\n<p>Indeed, the student with seat number 2497328 <a href=\"https:\/\/www.elbalad.news\/7064054\">was surprised<\/a>, after the general secondary <a href=\"https:\/\/g12.emis.gov.eg\/\">results<\/a> on the ministry&#8217;s official website showed that she had passed, to find that she had failed and that her examination had been cancelled when she went to her school to collect her result; on contacting the order and monitoring committee to which she belonged, it emerged that a report had been filed against her for possession of a mobile phone, so her examinations were cancelled, but the legal affairs decision was delayed until after the results were approved, so her official status reached the school as \u00abfailed\u00bb.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t5\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart5-entry-gap.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t5\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<h1>A look at the totals of those who passed<\/h1>\n<p>From the data available on the marks of those who passed, we distributed them into ten bands between 50% and 100%. The bands showed that 160,868 students, 26%, obtained a total of between 80% and 100%, compared with 304,059 students, 48.7%, who obtained a total of between 50% and 70%, and 159,405 students, 25.5%, who fell in the 70% to 80% band.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t3\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart3-grade-bands.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t3\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<p>&nbsp;<\/p>\n<p>The professor of educational psychology at Ain Shams University commented on the concentration of a large proportion of those who passed in the low band of marks from 50% to 70%, attributing this to the examination system based on objective questions; the student shades a circle representing the answer, and if it is wrong he gets zero, even if he understood the question and its steps and erred only in the result, whereas with essay questions he was given marks for the steps of the solution, with one mark allocated to the final result.<\/p>\n<p>Among the reasons for the low marks as well, as Dr Tamer Shawky explains, is the absence of fairness in the coordination of admission to the secondary stage; while government school students are required to obtain high marks in the preparatory certificate, reaching 230 marks out of 280, to enrol in the general secondary, students of experimental and private schools enrol with only 140 marks, that is, 50%. Added to this is the concentration of 44% of the general secondary total in the two subjects of Arabic language and the first foreign language alone, compared with 56% for the specialisation subjects; which means that failure in languages, which some students may not master, drags them down to low marks.<\/p>\n<p>The former official comments that the natural rate for the results is for a very small number of high achievers to be concentrated in the 85% to 100% category, with a few who fail, and for the largest proportion to fall in the middle, which this year&#8217;s results expressed \u00abin some way\u00bb, even if the curve of the distribution of students was not entirely normal.<\/p>\n<p>He adds that in the old general secondary system, based on memorisation and rote learning, the curve of the distribution of students was heavily skewed, with more than 30% of them concentrated in the 85% to 100% category because the examinations were easy to predict, which had an effect in raising university admission coordination thresholds; but if we calculate the numbers of students in the same top band in this year&#8217;s 2025\/2026 results, we find that about 94,500 students fall within it, representing 15% of those who passed, which is the statistically expected proportion.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t8\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart8-distribution.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t8\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<p>The curve reveals that the largest band of those who passed is concentrated between 60% and 75%, and that it declines the further we move towards the higher marks, up to 100%.<\/p>\n<p>The former official at the Ministry of Education and Technical Education says that one factor affecting the determination of the results is the multiplicity of school categories; secondary schools in Egypt vary between government, experimental, private languages and private Arabic schools, in addition to home-schooled students, and each category has its own characteristics specific to its students. It is usual for the marks of students at experimental (government languages) schools and private languages schools to be high, compared with the low marks of students at private (Arabic) schools, because they enrol in the general secondary with low totals, as well as home-schooled students, who study away from the school environment, while the government (Arabic) school category comes in a middle zone depending on its geographical location and the level of its students.<\/p>\n<p>He adds that such information is known only to the Ministry of Education, and it alone is able to determine the bands of totals in light of school categories, as it used to announce them before.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t6\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart6-exam-structure.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t6\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<h1>Second round&#8230; but high achievers<\/h1>\n<p>In the general secondary results, the status \u00absecond round\u00bb or \u00abfailed\u00bb does not necessarily mean that the student is not diligent; according to the file referred to, about 1,200 students with \u00absecond round\u00bb status obtained marks ranging between 288 and 316, that is, 90% to 99%, after failing one or two of the subjects not added to the total.<\/p>\n<p>The same goes for those who failed: some of them obtained high marks reaching 286.5, or 89.5%, as a result of being absent from the three subjects outside the total (pass-fail subjects) or failing them; according to the governing laws, a student&#8217;s status becomes \u00absecond round\u00bb if he fails at most two subjects, which he sits in the second-round examination, but if he fails three subjects his status becomes \u00abfailed\u00bb and he must repeat the year.<\/p>\n<p>While some education experts attribute the failure of high-achieving students in the subjects not added to the total (the second foreign language, religious education and national education) to cheating, because it is illogical for a student to pass a subject such as physics with distinction and then fail a general cultural subject such as religious and national education, others believe that these results may concern students who paid intense attention to the core subjects and neglected those not added to the total, stressing that the existence of cheating cannot be asserted except with evidence disclosed by the Ministry of Education, which has not happened, as the ministry has not announced any information on the numbers of students against whom cheating reports were filed.<\/p>\n<p>&nbsp;<\/p>\n<h1>The top student&#8217;s examination hall and 200 high-achieving students<\/h1>\n<p>As soon as the name of the only student to win first place in the general secondary results, with 100%, in the Faqous administration in Sharqia Governorate, was announced, some people began searching for his seat number, only to be surprised that his entire examination hall was made up of high achievers; some even spent time searching and discovered that about 230 consecutive seat numbers, 200 of which, had obtained marks exceeding 90%<\/p>\n<figure id=\"attachment_15989\" aria-describedby=\"caption-attachment-15989\" style=\"width: 1366px\" class=\"wp-caption alignnone\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-15989 size-full\" src=\"https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0643\u0634\u0641.png\" alt=\"230 consecutive seat numbers, 200 of which obtained marks exceeding 90%.\" width=\"1366\" height=\"768\" srcset=\"https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0643\u0634\u0641.png 1366w, https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0643\u0634\u0641-300x169.png 300w, https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0643\u0634\u0641-1024x576.png 1024w, https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0643\u0634\u0641-768x432.png 768w\" sizes=\"(max-width: 1366px) 100vw, 1366px\" \/><figcaption id=\"caption-attachment-15989\" class=\"wp-caption-text\">230 consecutive seat numbers, 200 of which obtained marks exceeding 90%.<\/figcaption><\/figure>\n<p>Because of the controversy that arose, MP Ashraf Saad submitted an urgent <a href=\"https:\/\/www.almasryalyoum.com\/news\/details\/4326129\">request<\/a> for a briefing to the House of Representatives to discuss what he described as \u00abrepeated failures\u00bb in securing the general secondary examinations, and to review the examination system in its entirety, in a way that ensures the restoration of citizens&#8217; trust, safeguards the rights of diligent students, and preserves the prestige of the state and the credibility of the general secondary certificate.<\/p>\n<p>But the Ministry of Education <a href=\"https:\/\/www.youm7.com\/story\/2026\/7\/29\/%D8%A3%D9%88%D9%84-%D8%AA%D8%B9%D9%84%D9%8A%D9%82-%D9%85%D9%86-%D9%88%D8%B2%D8%A7%D8%B1%D8%A9-%D8%A7%D9%84%D8%AA%D8%B1%D8%A8%D9%8A%D8%A9-%D9%88%D8%A7%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85-%D8%B9%D9%84%D9%89-%D9%86%D8%AA%D8%A7%D8%A6%D8%AC-%D8%B7%D9%84%D8%A7%D8%A8-%D9%85%D8%AF%D8%B1%D8%B3%D8%A9\/7496971\">hastened<\/a> to respond to the ongoing controversy over the excellence of the top student&#8217;s examination hall, stressing that it had taken all the necessary measures to verify and review the validity of the results, in addition to reviewing the students&#8217; academic results during previous years.<\/p>\n<p>It indicated that the review found that the students whose results had circulated were academic high achievers, having achieved outstanding results in the basic education stage, with their excellence continuing in the first and second years of secondary school. The ministry also reviewed the procedures for the conduct of the examinations inside the examination halls of the school whose results had circulated, and examined the cheating reports, and the review did not result in the detection of any cases of cheating or violations relating to breaches of the examination system.<\/p>\n<p>Dr Tamer Shawky commented on the closeness of the students&#8217; marks in some examination halls, saying that the great homogeneity among the marks indicates the possible existence of some form of cheating, pointing out that the ministry&#8217;s reliance on the excellence of the school&#8217;s students since the preparatory stage is insufficient, given the individual differences between students, and even at the level of the student himself, whose excellence at one stage does not always mean his excellence will continue, in consideration of the principle of differences within the individual himself; but he goes on to stress that the existence of cheating cannot be asserted as long as the official body has not announced it with evidence, and that the possibility remains.<\/p>\n<p>On the other hand, Dr Assem Hegazy believes that the existence of cheating can be asserted only when marks match between neighbouring students, whereas their variation, even by a slight percentage, does not confirm it; because the criterion of excellence is not linked to the student as a person alone but to the surrounding environment, as the school referred to may be one of the schools that accept high achievers, or its system may include competent teachers and a good learning environment that help students obtain high marks. He asks: \u00abWhy did we use to accept the idea that there were schools in which no one passed, and now we do not accept the idea that there is a school that has high achievers?\u00bb.<\/p>\n<p>He pointed out that one student obtaining 100%, with a band of between 3% and 4% of students absent from marks close to full marks, is an indicator of danger; full marks exist for high-achieving students to obtain them, which points to a problem in the examinations that may relate to the style of wording, the similarity of the options, or students relying on guessing, matters connected with the absence of a scientific methodology in the general secondary examinations system.<\/p>\n<div style=\"width: 100%;\"><iframe id=\"zw-t7\" style=\"border: none; display: block; width: 100%;\" src=\"https:\/\/agamalziada.github.io\/thanawiya-2026\/en-than-chart7-second-round.html\" width=\"100%\" height=\"50\" frameborder=\"0\" scrolling=\"no\"><\/iframe><script>!function(){var e=document.getElementById(\"zw-t7\");window.addEventListener(\"message\",function(m){if(m.data&&m.data.type===\"chartResize\"&&m.source===e.contentWindow)e.style.height=m.data.height+\"px\";});}();<\/script><\/div>\n<h1>The general secondary examination system&#8230; does it achieve fairness?<\/h1>\n<p>The general secondary examination system, the most important year in students&#8217; careers and the one that qualifies them for admission to university, is based on objective (multiple-choice) questions; the examination questions are divided into 85% objective and 15% essay questions, and the student answers the multiple-choice questions on a sheet of circles, the \u00abbubble sheet\u00bb, which is marked automatically without human intervention.<\/p>\n<p>Dr Tamer Shawky says that objective questions are a tool used for assessment in many developed countries and in universities as well, but the problem in Egypt is that the matter has turned into its opposite; this type of question has made cheating easier for students who are able to communicate with teachers outside the examination halls using any cheating tool, so that the student obtains the answers and shades the correct circles even if only ten minutes of the examination time remain.<\/p>\n<p>He commented on the \u00abbubble sheet\u00bb, on which the student answers 85% of the questions, saying that its problem is that it does not allow cheating between students to be detected, unlike essay questions, which express the student&#8217;s identity.<\/p>\n<p>Likewise, educational expert Dr Assem Hegazy explains that blaming objective questions and the \u00abbubble sheet\u00bb for the spread of cheating is a big mistake, since the purpose of this system was to achieve fairness between students and to move away from the subjectivity of the marker, which may affect the student&#8217;s marks if the questions are essay questions marked by hand; but the crisis lies in the absence of a scientific methodology in the examination system.<\/p>\n<p>Today, the Ministry of Education sets the general secondary examinations through specialised technical committees in cooperation with the National Centre for Examinations and Educational Evaluation, but Dr Assem Hegazy points out that applying an examination system based on multiple choice first requires building \u00abquestion banks\u00bb in which enormous numbers of questions relating to every topic the students study are stored, which are then applied to random samples of students in the various governorates, and their answers analysed statistically to extract the psychometric properties of each question, such as the degree of validity, the discriminating power, the level of difficulty, the learning outcome it measures and the cognitive level it targets, and so on.<\/p>\n<p>After the questions that have been tested are added to the question banks, the bank is asked to generate different versions of the examinations with the same specifications, which helps to counter cheating because each student receives an examination form different from those around him in the examination hall, and achieves real fairness between students.<\/p>\n<p>Hegazy noted that applying objective questions is also linked to the electronic examination system that the former Minister of Education Dr Tarek Shawki began to implement after handing students \u00abtablet\u00bb devices, but the system was not completed because of problems in the technological infrastructure in many schools, so the ministry switched from the electronic examination system to the paper system based on the \u00abbubble sheet\u00bb, which is marked automatically without human intervention.<\/p>\n<p>Hegazy commented on some people&#8217;s opposition to allocating 85% of the examination to objective questions, saying that the general secondary measures students&#8217; cognitive level, which objective questions achieve; essay questions, on the other hand, in addition to the problems of marking, measure some skills not required of all students, such as creativity, fluency, the ability to express oneself and the organisation of ideas, characteristics needed only by some students who enrol in theoretical faculties such as mass communication, law, political science and economics, and they can be tested in them inside those faculties.<\/p>\n<p>On complaints that the mark for a question among the objective questions depends on the final result alone, without taking into account the student&#8217;s knowledge of the steps of the solution, Hegazy said that the science of measurement and evaluation, with the correct application of the objective question system, recognises what is called \u00abthe score corrected for the effect of guessing\u00bb; if the examination consists of 100 questions, and the student answers 70 questions correctly and guesses the remaining thirty, he may obtain only 50% of the examination mark after his result is analysed through statistical programmes that determine the effect of guessing on his answers, which does not happen in the general secondary examinations, in which many students may rely on guessing.<\/p>\n<p>He added that if the student knew that his paper would be subject to marking that takes the effect of guessing into account, he would answer only what he knows, because questions left blank do not enter the marking equation, while answering by guessing may cost him additional marks. Hegazy said: \u00abBut the idea of a student reaching a wrong result despite following correct steps to the answer indicates a problem on his part, for if the student knows the steps, he must answer correctly\u00bb.<\/p>\n<p>Hegazy concluded that the general secondary examination system lacks a scientific methodology, and that until an electronic examination system based on multiple examination forms with matching specifications is reached, essay questions could be expanded to reach 50% in order to reduce the opportunities for cheating between students, in addition to reducing the time allotted for review so that it does not exceed ten minutes, because the extra examination time is what allows the question paper to leave the hall, be solved outside it and then be returned again.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Ministry of Education withholds the general secondary results statistics for the second year, while a Zawia3 analysis of a file of 919,000 students revealed that 200 of 230 in the examination hall of the top student in Faqous exceeded 90%, with no clear official answer on the possibility of cheating.<\/p>\n","protected":false},"author":4,"featured_media":15983,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"footnotes":""},"categories":[413],"tags":[],"kateb":[15844],"class_list":["post-16912","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-society-en","kateb-yasmin-ali"],"jetpack_featured_media_url":"https:\/\/zawia3.com\/wp-content\/uploads\/2026\/08\/\u0627\u0644\u062b\u0627\u0646\u0648\u064a\u0629-\u0645\u062f\u0627\u0631\u0633\u060c-\u0637\u0644\u0627\u0628-1.png","_links":{"self":[{"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/posts\/16912","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/comments?post=16912"}],"version-history":[{"count":10,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/posts\/16912\/revisions"}],"predecessor-version":[{"id":24184,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/posts\/16912\/revisions\/24184"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/media\/15983"}],"wp:attachment":[{"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/media?parent=16912"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/categories?post=16912"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/tags?post=16912"},{"taxonomy":"kateb","embeddable":true,"href":"https:\/\/zawia3.com\/en\/wp-json\/wp\/v2\/kateb?post=16912"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}