ABSTRACT
This
study examined the survey of examination malpractice among senior secondary
schools in Egor Local Government Area of Edo State. Three (3) out of the (12) twelve public
secondary schools and two (2) private secondary schools were selected for the
study. Hundred (100) out of the three
hundred and five (305) teachers in the selected schools were used for the
study. The questionnaire was employed
for data collection and these data were analyzed using tables and percentages
(%). Result from the analysis revealed
that both parents and teachers help students in carrying out examination
malpractice. The study offers practical
recommendations to education policy makers and administrators, and human
resource professionals on how to reduce the rate of examination malpractice
among senior secondary school students.
Also included are suggested areas for further studies.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of Problem 7
1.3 Research
Question 8
1.4 Purpose
of the Study 9
1.5 Significance
of the Study 10
1.6 Limitations 10
1.7 Definition
of Terms 11
CHAPTER TWO:
Review of Related Literature 12
CHAPTER THREE: METHODOLOGY
3.1
Research Design 31
3.2
Population of the Study 31
3.3
Sample 31
3.4
Instrument for Data Collection 32
3.5
Validation of the Instrument 32
3.6
Reliability of the Instrument 33
3.7
Administration of the Instrument 33
3.8
Method of Data Analysis 34
CHAPTER FOUR: PRESENTATION AND
DATA ANALYSIS
Presentation and Interpretation of
Result 35
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Summary of the Study 47
5.2
Conclusion 49
5.3
Recommendations 50
5.4
Suggestion for Further Studies 51
References 52
Appendix 54
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Examinations in Nigerian schools dated
back to the advent of formal education in the country in the 1800s and it was
patterned after the British system. As
such, the 1987 ordinance made provision for examinations in schools that have
attained the requisite percentage of proficiency (Adesina, 1990; Bandele,
2005). Towards this end, all secondary
schools in the country are expected to teach their object is to meet the
requirements of examination bodies for the senior secondary school certificate
organized by the West African Examinations Council and the National
Examinations Commission (FGN, 2004).
In Egor Local Government, examinations
are either internal or public. Internal
examinations set by teachers in the form of class tests and end of term
examinations. Public examinations on the
other hand, are examinations that are conducted in the public interest by
recognized examining bodies that were not, involved in organizing instruction
or preparing students for the examinations (Addison, 1990; Slami, 1992;
Adeyemi, 1998). Notwithstanding the
importance of examinations in the educational system of the state, the
instances of malpractices during examinations have been identified (Cromwell,
2000; Aeyegbe, 2002). These malpractices
include misrepresentation of identity or impersonation, cheating, theft of
other students’ work, tampering with the works of others; bringing prepared
answers to examination halls, unethical use of academic resources, fabrication
of results, and showing disregard to academic regulations (Gross, 2003;
Owuamanam, 2005). These vices have been
regarded as academic misbehaviour capable of truncating an educational system
(Glasner, 2002; Ogunwuyi, 2005). They
have also been regarded by researchers (Omotosho, 1992; Hurwitz and Hurwitz,
2004) as dishonesty in examinations perpetrated by a person or a group of
persons.
Common observations in the local
government show that examination malpractices occur in both public and private
secondary schools. Although, some
researchers argued that examination malpractices occur at a high rate in public
schools (Baiyelo, 2004; Daniel 2005), other researchers (Ijaiya, 2000, Igwe,
2004) were of the view that examination malpractices occur at a high rate in
private schools. None of these
researchers have been able to identify whether or not examination malpractices
was at a higher rate in public schools than in private schools. The argument therefore is, are the public
secondary schools more involved in examination malpractices than private
schools in the local government? In the
past two decades, common observations in the school system showed that public
schools were engaged in examination malpractices at a high rate while private
schools were model schools (Aghenta, 2000; Adeyegbe, 2002). These days it is common to find students who
failed the senior secondary certificate examination in public schools going to
retake the examination in private schools and at the same time passing the
examination with credits and distinctions in such schools. It seems that the need to have good results
in public examinations and advertise their schools to prospective students in
the wake of money making appears to have led many private schools to be
involved in examination malpractices.
Divergent views have also been made
about the rate of examination malpractices in urban and rural secondary schools
in the country. Some researchers (Ugo,
2004; Akpan et al, 2005) were of the opinion that examination malpractices were
high in urban schools, other researchers (Lathrop and Foss, 2000; Onipade,
2003) had the view point that examination malpractices were a common feature in
rural schools. They argued that it is
common to find students who failed the senior secondary certificate
examinations in an urban school going to a remote rural school to retake the
examinations. At the end, such candidate
tends to obtain good results with credits and distinctions in the rural
schools. Some of the reasons given for
this include the lack of effective supervision and monitoring of public
examinations in rural schools (Al-Methen and Wilkinson, 1992; Tairab, 1992;
Odeinde, 2003). Hence, students seem to
be left to massive cheating in such examinations.
On the national setting Olugbile
(2004) conducted a study on the examination malpractices in secondary schools
in Nigeria
and found that malpractices in senior secondary certificate examinations were
at a high. He reported that out of
909,888 pupils who sat for the senior secondary certificate examinations in
year 2002, 95,519 of them were involved in examination fraud, while out of the
929,294 pupils who sat for the examinations in year 2003, 11,969 of them were
involved in examination malpractices.
Supporting these findings, Onyechere (2004) reported that the National
Examinations Malpractices Index for Nigeria increased from 10.5 in 2002
to 12.1 in 2003 indicating that of every 100 pupils who wrote WAEC senior
secondary certificate examinations in 2003, 12 were involved in examination
scandal.
1.2 Statement
of Problem
The persistent occurrence of
examination malpractices has been a major concern to educationist. Despite the high premium placed on
examinations by the National Policy on Education (FGN, 2004), it seems that
examination malpractices have not been properly addressed in Egor Local
Government. Common observations have
shown that there is mass cheating in public examinations in the local
government. Nothing concrete has been
done to reduce the problem except the cancellation of results for a particular
centre or the withholding of results in certain subjects. The problem of the study was that finding a
lasting solution to the issue of examination malpractices among secondary school
students in Egor Local Government Area of Edo State.
1.3 Research
Questions
In addressing the problem, the
following research questions were raised:
1.
What are the perceived causes of examination
malpractices in public examinations in secondary schools in Egor Local
Government Area of Edo State?
2.
What are the identified devices used in
examination malpractices in secondary schools in the local government area?
3.
Is there any significant difference in teachers’
perception of examination malpractices in public and private secondary schools
in Egor Local Government Area of Edo State?
4.
Is there any significant difference in teachers’
perception of examination malpractices in urban and rural secondary schools in Edo State?
5.
What measures are currently taken to discourage,
prevent or otherwise address cheating in public examinations in secondary
schools in Egor Local Government Area of Edo State?
6.
What measures should be taken to discourage,
prevent or otherwise address cheating in public examination to the schools?
1.4 Purpose
of the Study
The study aims at examining the
perceived causes of examination malpractices among students in secondary
schools in Egor Local Government Area of Edo State, Nigeria and proffer useful
suggestions on the way out of the problem.
1.5 Significance
of the Study
The result of this study will help in
improving the level of discipline among students through counselling services
in schools.
It will also help teachers at
effective supervision of students during examinations, and finally it will help
in the termination of appointment of examination officials and teachers
involved in perpetrating examination malpractices so as to serve as a deterrent
to others.
1.6 Limitations
This study is limited to only five
secondary schools in Egor Local Government Area of Edo State, this is due to
lack of adequate finance and time constraint.
1.7 Definition
of Terms
Examination: This is a formal test that is normally
taken to test your knowledge of a subject.
Malpractices: This is a behaviour in which someone breaks
the low or the rules of their profession in order to gain some personal
advantage.
Schools: this is a place where children are educated
or were children are taken to learn.
Perceived: This is to realize, see or notice something
that is not obvious.
Causes: To make something happen especially
something bad or unpleasant. The person
or thing that makes something happen.
Solutions: This
is a way of dealing with or removing a difficulty.
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