A curriculum transition at Lagos State University has left some English students grappling with missing results, conflicting course codes and incorrect grades on their academic records, with the National Association of Nigerian Students (NANS) now demanding an investigation into cases that could affect graduation.
The problem, according to affected students, emerged during the transition from the former Benchmark Minimum Academic Standards (BMAS) curriculum to the new Core Curriculum and Minimum Academic Standards (CCMAS) structure, under which several English courses were assigned new codes or revised titles.
Students said the changes have produced discrepancies across their academic profiles, including zeros attached to old course codes, grades appearing under newly introduced codes, and results that have not been uploaded months after examinations.
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One affected student, who spoke on condition of anonymity, said the confusion became particularly serious after the result for ENG 104, Introduction to Linguistics, was released.
The student said, “Every single person had an F in ENG 104.”
He added that about 360 students had registered for the course.
The student said the result appeared unusual because some of those who received the grade had performed well in their other courses. Attempts to obtain clarification from the lecturer and other academic authorities, the student added, did not immediately resolve the matter.
According to the student, the lecturer later indicated that his part of the process had been completed and that the matter had been referred to the Head of Department.
The disputed result was particularly troubling because ENG 104 was taken in the first year, yet the student said the issue persisted into the second semester of the following academic session. Students were consequently uncertain whether the course would be treated as a carryover.
The curriculum transition has also affected students’ records in courses such as ENG 204, ENG 206, and ENG 208, the student disclosed.
In some cases, students reportedly found a zero attached to an old course code while their actual grades appeared under a new code. The student gave one example in which “ENG 204 zero” appeared alongside “ENG 214” carrying a grade of B.
The discrepancies, the student said, affected some students’ cumulative grade point averages and made it difficult for them to establish their accurate academic standing.
Another source of uncertainty concerns ENG 201. Students who previously carried over Introduction to Grammatical Models under the old curriculum reportedly encountered a new ENG 201 listed as English Morphology, leaving some unsure whether they were expected to register for the replacement course.
The student also cited delayed results in courses such as LIT 201, which he said were not necessarily connected to the curriculum transition.
The consequences have been particularly severe for final-year students. Some students with unresolved courses on their profiles have reportedly encountered difficulties obtaining graduation clearance, even after the university’s 29th and 30th combined convocation ceremonies held on August 18.
The issue has now drawn the attention of NANS Joint Campus Council (JCC), Lagos State. Its chairman, Comr. Quadri Ishola Odewunmi, said the council had received reports that more than 100 LASU students could be affected by outstanding results dating back to their 300-level studies.
NANS called for the affected records to be verified and legitimate outstanding results processed, particularly where students had fulfilled their academic requirements.
The student body also requested an expedited mechanism for resolving cases where an administrative or academic lapse may have prevented eligible students from graduating.
LASU Management has acknowledged the allegations and said it has commenced an investigation.
In a statement published on its official X account on Saturday, the university said: “The attention of the University Management has been drawn to this allegation, and the matter is currently being looked into.”
For the affected students, the central issue is no longer simply the transition to a new curriculum. They want their academic records to accurately reflect the courses they took, the grades they earned, and, ultimately, whether they have satisfied the requirements for graduation.
