ABSTRACT

Examination misconduct has become a global issue especially with regard to Africa countries, several times this issue brought up some cases where by a person can obtain a qualification and can't depend it. This study is aimed at analysing the internal as well as the external forces which lead to examination  misconduct. In much of our tertiary institutions specifically the area of study, Jigawa state higher institutions.  The causes go beyond the institutional forces nor the students but also the government as many government  officials inspired a sense of corrupting lecturers for their study advancement just to obtain the qualifications for  their job promotion. Moreover, the others force as outlined under this study are: poor renumeration, poor condition for learning and  illicit mind of corruption that we do have. In this case, to promote effective and reduce the levels of  examination misconduct, the government has to regulate the secondary school’s education before the high  institution. Albert Bandura Social learning theory was used in this research as it has relevant on the topic of  discussions. The methodology adopted by this study is secondary sources of data whereas different text, journals,  magazines, handbooks and Google scholars were used to obtained the relevant data. Philosophy of examination ethic project had become the less transferred the students this is the story  institutions where examination ethics society of Nigeria have been from students now seen type of malpractice  as enemies of the society. The campaign for examination ethics is war between examination ethics crusaders  and examination malpractice syndicate; have penetrated all institutions. There are everywhere and include some parent’s teachers, examination paper workers in examination bodies  council, civil servant in educational ministries and parents school proprietors the crusader have to fight the  syndicates every of the way. Akere (2017) view on the impact of examination ethics project on the conducts in the faculty prove a  progressive posture. It solution all crusaders who have been making sacrifices to save this country from the  clutches of examination syndicates. This politic professor expressed his profound gratitude for all determined comrade of the crusade who midst of  threads, intimidation and public embracement have preserve unity now. As part of the crusades determination to stamp out syndicates the inauguration of the programme will move  down to primary school, college of educations, polytechnics and universities within the respective, states.

Keywords: Examination, Misconduct, Academic Performance, Institution, Jigawa State Polytechnic, Dutse

 

 

TABLE OF CONTENTS

Title Page .................................................................................................................. ………i

Declaration ........................................................................................................................     ii

Certification .......................................................................................................................    iii

Approval Page ....................................................................................................................   iv

Dedication .........................................................................................................................    v

Acknowledgements ............................................................................................................   vi

Table of Contents ................................................................................................................  vii

Abstract ..............................................................................................................................   ix

 RECOMMENDATIONS

5.1 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study ..............................................................................................  1

1.2 Statement of the Problem ..............................................................................................  2

1.3 Aim and Objectives of the Study ..................................................................................  2

1.4 Research Questions .......................................................................................................   3

1.5 Significance of the Study .............................................................................................   3

1.6 Scope and Limitations of the Study .............................................................................   4

1.7 Historical Background of the Study Area ....................................................................   4

1.8 Definition of Key Terms ...............................................................................................   5

CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 Introduction .................................................................................................................    8

2.2 Theoretical Framework .................................................................................................   11

2.3 Theory of planned behavior .........................................................................................    13

2.4 Institution’s factors related to examination malpractice................................................   17

2.5 Lecturer’s factors related to examination malpractice ..................................................   18

2.6 Student’s factors related to examination malpractice ...................................................   19

2.7 Effects of examination misconduct on students’ academic success .............................. 20

2.8 Method of Examination Misconduct .............................................................................  21

2.9 Academic misconduct and punishment .........................................................................  23 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design .....................................................................................................         27

3.2 Population of the Study ........................................................................................           27

3.3 Sample Size ........................................................................................................  …......  28

3.4 Sampling Techniques ...........................................................................................            30

3.5 Method of Data Collection ....................................................................................          31

3.6 Research Instrument ..............................................................................................          31

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction .........................................................................................................            ……    32

4.2 Demographic Characteristics of Respondents ........................................................         32

4.3 Responses of the Respondents …………………………………................................    35

4.4 Findings .............................................................................................................. ………46

CHAPTER FIVE

SUMMARY, CONCLUSION AND Summary ............................................................................................................  ……….47

5.2 Conclusion .......................................................................................................... ……….47

5.3 Recommendations ...............................................................................................            ……… 48

References ................................................................................................................ ……….49

Appendix I: Questionnaire ..........................................................................................          55

 

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is fundamental in developing the skills and competencies that prepare students for personal and professional growth. However, the prevalence of examination malpractice in educational institutions possess a significant threat to the integrity and value of educational assessments. Examination malpractice, defined as any unethical behavior or act that gives an unfair advantage during assessments, distorts academic standards and can have a long-term impact on students' lives and the reputation of institutions (Akinade, 2015; Onah, 2020).

In Nigeria, this issue has become particularly pervasive, affecting not only primary and secondary schools but also higher institutions like polytechnics and universities. The normalization of malpractice in examinations has led to a range of academic challenges, including deteriorating educational quality and the emergence of graduates whose skills do not align with the qualifications they possess. Recent studies show that factors such as societal expectations, pressure to succeed, lack of preparation, and inadequate enforcement of academic integrity policies contribute to the persistence of malpractice (Audu, 2017; Mohammed & Bello, 2019).

At Jigawa State Polytechnic, Dutse, examination malpractice has been identified as a recurring issue that hinders academic integrity and impacts the quality of graduates. This institution, like many others, has established guidelines to prevent and penalize malpractice. However, the persistence of such behaviors suggests that existing measures may be insufficient or improperly enforced. Consequently, students who engage in malpractice may graduate without the necessary skills, creating a mismatch between their credentials and actual competencies, which can affect both their employability and the Polytechnic's reputation (Eze & Abubakar, 2020).

This study, therefore, aims to assess the effect of examination malpractice on academic performance at Jigawa State Polytechnic, Dutse, exploring the causes and proposing recommendations to curb this issue. By understanding these elements, the study aims to contribute to a more ethical and effective academic environment. 

1.2 Statement of the Problem

The problem of examination misconduct at Jigawa State Polytechnic, Dutse, has raised significant concerns among educators, administrators, and employers. While this issue is not unique to the Polytechnic, its impact on student outcomes and institutional credibility makes it particularly troubling. Examination misconduct not only compromises the fairness and accuracy of student evaluations but also leads to a chain of negative effects on academic performance, morale, and the overall learning environment.

Students who resort to unethical practices in exams often do so due to multiple factors, including fear of failure, inadequate preparation, and external pressures to succeed academically. However, the consequences are far-reaching: students may attain grades that do not reflect their actual knowledge, skills, or competencies. This misalignment becomes evident in the workforce, where graduates struggle to meet the performance standards expected of their qualifications. Moreover, examination misconduct undermines the institution’s reputation, as prospective employers may lose confidence in the capabilities of the Polytechnic's graduates.

To address this issue, it is crucial to investigate the root causes of examination misconduct at Jigawa State Polytechnic, evaluate its effects on academic performance, and analyze the effectiveness of current anti-malpractice measures. This research problem is therefore centered on the need to provide data-driven insights and recommend feasible solutions to mitigate examination misconduct in the institution.

1.3 Aim and Objectives of the Study

The study aims to assess the effects of examination misconduct on students' academic performance at Jigawa State Polytechnic, Dutse.

Objectives:

1.      To identify the causes of examination misconduct within Jigawa State Polytechnic specifically college of business and management studies.

2.      To evaluate the effect of examination misconduct on the academic performance of students.

3.      To assess the effectiveness of existing preventive measures against examination misconduct within the institution.

4.      To examine the impact of orientation and guidance on issues related to exam misconduct.

1.4 Research Questions

This study is guided by the following research questions:

1. What are the primary causes of examination misconduct at Jigawa State Polytechnic?
2. How does examination misconduct affect the academic performance of students at Jigawa State Polytechnic?
3. What measures are currently in place to prevent examination misconduct, and how effective are these measures?
4. Does the student of Jigawa state polytechnic received orientation on examination misconduct and related issues?

1.5 Significance of the Study

This study holds significant importance for stakeholders across the educational sector. By examining the root causes and effect of examination misconduct, this research will benefit educators, administrators, and policymakers, providing insights that may lead to the formulation of policies aimed at reducing misconduct incidences, more especially the institution. For educators, understanding the factors contributing to misconduct can inform strategies to improve teaching/lecturing methods, assessment standards, and academic integrity.

For Jigawa State Polytechnic, the findings of this study could serve as a basis for enhancing institutional policies that deter examination misconduct, henceforth, there is student handbook which provided for all. Thereby safeguarding the institution’s reputation and ensuring that students' academic achievements accurately reflect their capabilities. Furthermore, for students, the study will help underscore the importance of ethical conduct, fostering a culture of honesty and self-reliance in academic pursuits. 

1.6 Scope and Limitation of the Study

This study focuses specifically on Jigawa State Polytechnic, Dutse, examining selected college, CBMS within the institution to obtain a representative understanding of examination misconduct issues. The scope covers various factors that contribute to misconduct, its impact on students’ academic outcomes, and the effectiveness of current policies aimed at preventing unethical practices.

However, this study may face certain limitations. Firstly, the sensitive nature of examination misconduct could result in reluctance among respondents to provide complete or truthful responses. Additionally, time and resource constraints may limit the breadth of data collection and analysis. These limitations will be acknowledged, and efforts will be made to mitigate their impact on the research findings.

1.7 Historical Background of the Study Area

Following the creation of Jigawa on the 27 august,1991 from old kano state, the Jigawa state polytechnic was established in December,1992 with central administration at kazaure. The polytechnic consisted of four colleges namely; college of business and management studies, dutse, college of engineering, and technology, kazaure, college of agriculture, hadejia and college of legal and Islamic studies Ringim.

Later, the state government renamed the polytechnic after the late emir of kazaure, Alhaji Husaini Adamu.

In 2005, college of legal and Islamic studies, Ringim gained autonomy. Sequel to this development, the polytechnic was left with three colleges; college of business and management studies, dutse, college of engineering and technology Kazaure and college of agriculture, Hadejia.

In the year 2007, the federal government took over the then college of engineering and technology and the central administration at Kazaure as Husaini Adamu federal polytechnic.

Consequent upon this development, the college of agriculture, Hadejia was granted autonomy as a mono technic institution by the state government, as such the state was left with only the

college of business and management studies, Dutse. A situation which fell short of the National Board for Technical Education.

(NBTE) requirements of science- art ratio of (70:30) for the establishment of a full-fledged polytechnic.

In view of the above, therefore, the Jigawa state government enacted a law for the establishment of the present polytechnic with three colleges namely; college of business and management studies (CBMS), college of Engineering and environment studies (CEES) and college of science and technology (CST) with the central administration at dutse.

The institution has gradually expended over the years and graduated students who excelled in various fields of human endeavor.

1.8 Definition of Key Terms and Concepts

Academic Dishonesty: A broader term that encompasses all forms of cheating, plagiarism, falsification of information, and unethical behaviors in academic settings. It directly undermines the value of education and erodes trust within the institution.

Academic Performance: The degree to which a student meets the objectives of their educational program, often measured through grades, test scores, or GPA. Academic performance reflects the knowledge and skills gained by students and can be influenced by a variety of factors, including study habits, preparation, and ethical conduct in assessments (Audu, 2019).

Cheating: A specific type of examination malpractice where students engage in unauthorized acts to gain an advantage during assessments. This can include copying from another student, bringing notes into an exam, or using technological devices to access answers (Eze & Abubakar, 2020).

Collusion: This involves unauthorized cooperation between students, or between students and exam officials, to influence the outcome of an examination. Collusion can undermine individual assessment accuracy and compromise the fairness of the examination process. 

Credential Inflation: A situation where the value of educational qualifications decreases due to widespread academic dishonesty, leading to skepticism from employers and stakeholders about graduates' competencies and skills.

Educational Assessment: A systematic process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. In an academic setting, assessments are used to evaluate students' learning and performance (Yakubu, 2022).

Examination Malpractice: This refers to any intentional, unethical behavior during examinations aimed at obtaining an unfair advantage. This includes actions such as copying from unauthorized sources, collusion with other students or invigilators, impersonation, and the use of prohibited materials or technology during exams (Obasi & Okeke, 2017).

Institutional Reputation: The public perception and trust in an educational institution's integrity, quality, and academic standards. Frequent cases of examination malpractice can tarnish an institution’s reputation and affect its students' employability.

Integrity: In the academic context, integrity refers to the adherence to ethical principles and honesty, particularly in completing assignments, tests, and other assessments. It involves conducting oneself in a manner that upholds trustworthiness, fairness, and respect for the learning process (Mohammed & Bello, 2020).

Invigilation: The supervision of students during an examination to ensure that all rules and regulations are followed. Effective invigilation helps prevent examination malpractice by maintaining a fair and controlled environment.

Polytechnic: An institution of higher learning that offers vocational and technical education alongside academic programs. Polytechnics are particularly focused on providing practical skills training for various technical professions.

Sanctions: The penalties or disciplinary actions imposed on students or staff found guilty of engaging in examination malpractice or other forms of academic dishonesty. Sanctions can range from warnings to suspension, expulsion, or even criminal prosecution, depending on the severity of the offense and institutional policies (Onah, 2020).

Student Engagement: The level of interest, motivation, and involvement a student demonstrates toward their studies. Higher levels of engagement are linked to better academic performance and a decreased likelihood of resorting to malpractice.

Study Habits: These refer to the consistent practices or routines students adopt to learn or retain information, including time management, note-taking, and exam preparation. Good study habits are known to improve academic performance and reduce reliance on malpractice (John & Musa, 2018).

Unethical Practices: Actions or behaviors that violate accepted ethical norms or standards in a given context, including academic settings. In examinations, unethical practices include any form of cheating, dishonesty, or unauthorized aid that gives one or more students an advantage over others (Akinade, 2015).