ABSTRACT
This
research work examined the “Effects of Examination Malpractice on the Academic
Performance of Secondary School Students in Enugu Education Zone”. Examination
malpractice as unfair practices or irregularities or infringement or
irregularities during the conduct of examination. The study was a survey research,
designed, The study was carried out in Enugu state. Enugu Educational Zone,
Total population of secondary schools used for the study is nine hundred (900).
The total populations of student use for the study are nine hundred (900) while
teachers and parents used for the study are one thousand and ten (1100) this
made the population of this research to be one hundred and twenty (2000)
persons, which were randomly selected from schools in Enugu education zone. The
sample size of the above population was determined using Taro Yamane’s, The
questionnaire was the instrument for this research study which is designed only
for the teachers, The questionnaire contains two sections; section A and B. The
instrument faced content validation by the supervisor and other research
experts, after undergoing series of correction by the supervisor by adding
relevant information to the teachers in the selected secondary schools, the
instrument was validated, and its reliability was calculated using Cronbach
Alpha correlation coefficient formulae. And the correlation coefficient of 0.85
was gotten for the instrument. the researcher collects the answered
questionnaire and went ahead to analyze and interpret the data collected,
Simple percentage was adopted as a method for analyzing data for the study. The
study recommended that Examination bodies, government, stakeholders, must
confront these challenges by reducing or eliminating the administrative,
institutional, attitudinal and logistic problems encouraging examination
malpractice. Adequate facilities such as classrooms or lecture halls and
laboratories to make the environment conducive not only for teaching and
learning but also to ensure effective check and control of candidates during
examination.
TABLE OF
CONTENTS
Cover
Page
Title
Page i
Approval
Page ii
Dedication iii
Acknowledgements iv
Table
of Content vi
List
of Tables viii
Abstract ix
CHAPTER ONE: INTRODUCTION
Background
to the Study 1
Statement
of the Problem 7
Purpose of the Study 8
Significance of the Study 9
Scope of the
Study 11
Research Questions 11
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 12
Theoretical
Framework 29
Empirical Studies 32
Summary of the Literature Reviewed
37
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design 38
Area of the
Study 38
Population of the Study 39
Sample and Sampling Technique 39
Instrument for Data Collection 41
Validity of the Instrument 41
Reliability of the Instrument 41
Method of Data Collection 42
Method of Data Analysis 42
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION OF RESULT
CHAPTER
FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS, LIMITATION AND
SUMMARY
Discussion of Findings 50
Conclusion 52
Educational
Implication of the Study 53
Recommendations 54
Limitations of
the Study 55
Summary of the Study 56
Suggestions for further studies 57
Appendix 1 58
Appendix
II 59
References 62
LIST OF TABLES
Table 1: Examination
malpractice perpetrated in Enugu
Education Zone 44
Table 2: Attitude
of teachers to teaching encourage
examination malpractices 45
Table 3: Emphasis
on paper qualification encourages
examination malpractice 46
Table 4: There are strategies
that can be adopted
to stop
examination malpractice in schools 47
Table 5: Lack
of relevant school materials lead to
examination malpractice. 48
Table 6: Inordinate
desire to succeed encourage
examination malpractice 49
CHAPTER ONE
INTRODUCTION
Background to the Study
Examination has been viewed
in different ways by different authors, educationists and researchers.
According to Kailani and Usman (2011), examination is an organized assessment
technique which presents individuals with a series of questions or tasks geared
towards ascertaining, if the individual acquired skills and knowledge.
Oyechere (2010), also define
examination as a formal test of somebody’s knowledge, skills or ability in a
particular subject, especially by means of oral and written questions or
practical exercise. In all countries of the world, examination which are in
reality and frequently used in competitions, are designed to eliminate the
majority of candidates and allocate the remainder to certain known vacancies.
Examination has been
generally accepted as the best means of assessment. It is a formal test of
knowledge or ability. In fact, in a school setting, examination is a means of
evaluating the quantity of knowledge a student has acquired within a specific
period of time. Adekunle (2012) sees examination as an instrument used for the
assessment of individual skills and knowledge-content, both in general and
specific areas of study.
Teaching and
learning become more effective when students are subjected to an examination
process to determine the extent to which the students have assimilated the
content of the instruction given and the teacher can also access himself from
the performance of the students. In essence, examinations are used to
determine pass or fail of a student or group of students in the opinion. A
student who knows that he might fail an examination which will in turn
determine his progress or promotion will strive hard in order to pass.
Examinations are also used for academic stratification or
for assigning grades to students. The contemporary practice of (N.C.E),
Students are stratified into distinction, credit merit and pass, while in the
university also, students are stratified into first, second (upper and lower)
or third class degrees having gone through an examination. These grades are a
measure of success and prestige. A child with a division one pass in
school certificate examination will be regarded by those around him as
academically precocious. He is also likely to have a place in the institution
of higher learning or in job situation within the society easier than a child
with a division three pass. All these conditions have combined to influence a
child’s attitude to an examination; attitude which always collaborates in an
urge for success in any particular examination whether or not he had prepared
for it. These competitions in school have their parallel in the society.
Unfortunately, this all
important means of assessing students has become ineffective as all forms of
malpractice have been introduced into the system. Adesina (2010) traced the
history of examination malpractice in Nigeria to 1914, when there was a leakage
of the Cambridge examination. Cheating became widespread in schools hence in
1967, the Alexander Commission was set up as a special commission of inquiry to
investigate the incidences of malpractice in Nigeria.
In 1977, there was a
widespread leakage of the West Africa School Certificate Examination questions.
Government took it as a challenge to address issues of examination malpractice.
A special conference was held in that regard at Ibadan in 1986. Decrees were
promulgated, schools were sanctioned, results cancelled and invigilators
arrested all in a bid to curb malpractice.
The irony of it all is that despite the several
attempts made by school authorities, government agencies, parents and church
leaders in trying to conscientize the Nigerian students on the evils of
examination malpractice, this menace is still in its increase in various
schools. There is need to find out the causes and solutions of examination
malpractice in Nigerian schools.
Examination malpractice has
been defined differently by educators, authors, researchers, administrators and
supervisors. Onuoha (2011) defined examination malpractice as unfair practices
or irregularities or infringement or irregularities during the conduct of
examination. He posited that examination malpractice in recent time has become
a threat to the integrity of the nation. As a cankerworm, it has eaten deep
into the fabric of the education industry, thus becoming a global issue which
has caused some sleepless nights to many genuine academics and scholars. In
spite of the crusade against it by the government and other lovers of
education, it still grows speedily more than ever. To Ahmed (2010), examination
malpractice is any act of wrongdoing or neglect that contravenes the rules and
regulations of acceptable practice before, during and after an examination by
any reason. Nowadays, it is not uncommon to hear people discuss examination
malpractice as if it is a custom. Perpetrators of this social menace view it as
an act which everybody partakes in, hence it is generally acceptable.
Therefore, it is not impossible these days to see students with distinctions in
the west African Examination Certificate (WAEC) Senior School certificate
Examination (SSCE), General certificate in Education (GCE) National Examination
Council (NECO) Certificate or the equivalent or even first class and second
class upper in the universities who cannot defend the certificate. The reason
behind it is nothing but examination malpractice which has sucked deep into
virtually all levels of the education system. These acts are unbecoming and
need to be curtailed. It is a disease; it calls for the attention of all and
sundry.
Nwahunanye (2014) posited
that some years back, the decision to attend secondary school was in itself a
crucial vocational choice. Secondary education has as one of its objectives; to
provide education at higher level, irrespective of sex, social status,
religious or ethnic background. National Policy on Education (2004) section 5
sub – section 22 (a) lamented “the extent to which these objectives are being
achieved in teaching and learning in secondary schools as in every other level
of education is usually appraised or evaluated through examinations. It is also
impossible for one to obtain an academic certificate after passing through an
institution without being evaluated. The reverse is also the case due to the
way some of our undergraduates see the pursuit of good academic certificate as
a do or die affair.
During examination period,
students prepare for examination in different ways. Some read a month before
the examination; some still prefer using the night before the examination to
write down points which they would take into the examination hall. These are
mostly the category of students who do not see any reason to prepare for the
exercise but rely on “expo” to succeed. In the examination halls, the
perpetrators of this unwholesome act operate in divergent ways as they want to
make good grades and reap where they did not slow.
Examination misconduct in
the hall can take the form of giraffing/peeping from another person’s
examination papers, writing on the palms, desks and piece of papers, smuggling
of examination halls and so on and so forth. Outside the halls, the misconduct
can take the shape of sorting of the already written examinations either
through the teachers or their agents. This cankerworm has eaten deep into the
fabrics of the Nigerian educational system; thereby, rendering our educational
institutions hopeless. They are so unbecoming that if nothing is done and on
time too, secondary school education and other levels of education will be a
mess.
Commenting on the issue of
examination misconduct, Sumnoh (2010), remarks that government is the major
cause of examination malpractice. He went further to describe the government
salary system as just staving wages an example with the secondary school
teachers. He said that if teachers were well paid, they would see no reason to
aid or be involved in examination malpractice. One is not saying here that high
salary and allowances will totally stop examination malpractice, it will help
to curb it. However, it is pointless dragging the argument as to who is
responsible for the cases of examination malpractice in our secondary schools.
It is equally illogical to think that one particular group, whether students,
teachers, government or the society can solve the problem of examination misconduct
in our secondary schools. Those who are concerned, directly or indirectly with
the educational system should share the responsibility of curbing the menace of
examination misconduct in our secondary schools and other levels of education.
It is not that nothing has been done on the issue of examination malpractice.
The history of examination misconduct in Nigeria is quite old. The problem
assumed a national character in 1967. Then a committee was set up to carry out
an investigation into the explosion of examination malpractice that year. Also
decree No. 25 of 1993 on examination leakage imposes a penalty of five (5)
years imprisonment or an option of two thousand naira fine on any person found
guilty in connection with examination leakage. Despite this, examination
malpractice is still being witnessed and practiced. Its fruits are educated
illiterate graduates.
In order to ameliorate the
incidence of examination misconduct, and in fact, improve the standard of our
secondary school education, it is necessary to unveil the modus operandi and
multifarious strategies adopted by the perpetrators of this unwholesome and
un-academic act and alert students of the ugly effects, academically and other
wise. The awareness will help the authorities to check the current
pervasiveness of examination malpractice in our secondary schools and other
institutions of higher learning.
Statement of the Problem
Over the years, the conduct
of examinations by WAEC, NECO, and JAMB have been trailed with complaints of
examination malpractices and various organizational, administrative and
bureaucratic irregularities. These problems have become perennial and
institutionalized and reflect a gradual decline on the quality of Nigeria’s
educational system.
The performances of such candidates are not
commensurate to the quality of their certificates. Most disheartening is the
situation where candidates who have secured admission to study abroad are
subjected to dehumanizing treatment because of suspicion on the authenticity of
their certificates. The problem of the study therefore is to find out if
innovative strategies for examination malpractice in Nigeria’s public
examination be determined.
Purpose of
the Study
The purpose of the study is to investigate some important
aspects of examination malpractices and effects on student’s performance in
Enugu Education Zone. This study will help specifically find out: The methods
used by students in cheating at examinations. Specifically the study tends to
1. Determine
the involvement of the society, teachers, parents and the students in the
malpractices.
2. Determine
the effect of examination malpractices on the students, the school and the
society at large.
3. Determine
the different factors that encourage examination malpractice in Secondary schools
in Enugu education zone.
Significance of
the Study
The imperativeness of this
study cannot be underrated. The study will be of high significance in that it
will help the following categories of people in the following ways:
The
students: This study will serve as an eye opener to the students in understanding
the negative effects / consequences of involving oneself in acts of examination
malpractice.
The
teachers: This research work will serve as information to the teachers on existing
forms of examination malpractice / misconduct practiced by students as well as
ways of controlling them.
Education
Authorities: The education, the authorities will benefit immensely from this study as
it will help keep them informed on the recent techniques involved in
examination malpractice causes and at the same time open their eyes to the
needs.
The
government: Our government would not be left out in the list of the beneficiaries of
this study. The research work will help the government to see reasons why
trained and qualified teachers should be recruited into our secondary schools,
why seminars, workshops and in-service trainers should be organized by the
government for the teachers to enable them update their knowledge.
The
society / parents: This study will in no small measure assist parents and the
society at large in knowing what their children and wards do in school and
thus, see ways of assisting them to learn and concentrate more on their studies
and depend less on external help during examinations. Most parents and
guardians do not provide the basic materials needed by their wards. Many
students in our secondary schools do not have textbooks, writing materials etc.
It is a well known fact that lack of necessary educational materials, make
learning difficult let alone examination preparation.
It is of great importance to
note that at the completion of this research work various secondary schools,
communities, towns, states and Nigeria in general will find the result of this
research work to be beneficial to great extent. It would play an essential role
in the standard of education and in the task of economic growth and
development. The significance of this study is to reveal the depth into which
examination malpractice has plunged in our secondary schools, most especially
in Enugu education zone. It is also to discover the forms, causes, consequences
and permanent cure or permanent solution to the problem.
Scope of the Study
This study covered an analysis of the
Causes, effects and solutions of Examination Malpractice in Selected Secondary
School in Enugu education zone. And all the secondary teachers and students in
secondary schools in Enugu education zone were used for the study.
Research Questions
On the basis of the problems, the following Research
Questions were formulated:
1. To what
extent is examination malpractice perpetrated in Enugu Education Zone?
2. How does
attitude of teachers to teaching encourage examination malpractices?
3. To what
extent emphasis on paper qualification encourage exam malpractice?
4. What
strategies can be adopted to stop exam malpractice in schools?
5. To what
extent does lack of relevant school materials lead to examination malpractice?
6. How does
the desire to succeed encourage violation of examination norms?
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