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EFFECT OF
EXAMINATION MALPRACTICE ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL
STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Examination
has been generally accepted as the best means of assessment. It is a formal
test of knowledge or ability. Infact, 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 (2003) sees examination as an instrument used
for the assessment of individual skills and knowledge content, both in general
and specific area of study. Teaching and learning become more effective when
the 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 assess himself from the performance of the students.
Unfortunately, this all important means of assessing students has become
ineffective as all forms of malpractice have been introduced into the system.
Adesina (2000) traced the history of examination malpractice in Nigeria to
2004. When there was a leakage of the Cambridge examination. Cheating became
widespread in schools hence in 2007, the Alexander Commission was set up as a
special commission of inquiry to investigate the incidences of malpractice in
Nigeria. In 2007, 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 2006. 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 concertize the
Nigerian students on the evils of examination malpractice, this menace is still
in its increase in the various schools. There is the need to find out the
causes of examination malpractice in Nigerian schools.
In Lagos
State, Nigeria, examinations are either internal or public. Internal
examinations are the 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 conduced in the public interest by recognized examining
bodies that were not involved in organizing instruction or preparing students
for the examinations (Adeyemi 2010).
The
importance of examinations in the educational system of the state, the
instances of malpractices during examinations have been identified (Cromwell,
2000; Adeyegbe, 2002). These malpractices include misrepresentation of identify
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 (Glasher, 2002; Ogunwuyi, 2005).
Nwadiani, (2005) opined that the process of examinations in Nigeria senior secondary
schools has become a “contemporary shame”.
This is
because of the phenomenon of examination malpractice that has become endemic in
the educational system. The examinations malpractice Act (2009) explains
examination malpractice as nay act of omission or commission by a person who in
anticipation of before during or after any examination fraudulently secure any
unfair advantage for himself or any other person in such as manner that
contravenes the rules and regulations to the extent of underlining the validity,
reliability, authenticity of the examination and ultimately the integrity of
the certificates issued.
Oluyeba and
Daramola (cited in Alutu and Aluede, 2006) remarked that examination
malpractice is any irregular behaviour exhibited by a candidate or anybody
charged with the conduct of examination before, during or after the examination that contravenes the
rules and regulations governing the conduct of such examination.
However, the
examination malpractices offences are: cheating at examinations, stealing of
question papers, impersonation, disturbances at examination, obstruction of
supervision, forgery of result slip, breach of duty, conspiracy and aiding,
(Jiomh, 2009). Government, examination bodies and other concerned citizens have
made a lot of efforts to forestall the incidences of examination malpractice
and the problems associated with the conduct of examinations in Nigeria.
According to
Jimoh (2009) the efforts seem not to have yielded desire results, as incidences of examination malpractice
still feature prominently in the school system. Ojuluwon (2006) noted that
measures put in place still do not deter people from engaging in examination
malpractices.
Also, the
phenomenon of examination practice seems to be aggravated by the large scale
and shameful involvement of dishonest and greedy teachers, school heads,
parents and all those who take part in examination administration (Jimoh, 2009
cited Ijaiya 2008 ). The prominence assumed by this malady in the school system
has become a source of concern to stakeholders in the education sector. Every
examination season witnesses new and ingenious methods of cheating. The
examination process has become endangered to the extent that certification has
almost lost its credibility in the country. Certificates no longer seem to
reflect skill and competence. Accusing fingers have been pointed at teachers,
school heads, parents, students, examination officials and even security agents
as those responsible for examination malpractice in the school system (Jimoh,
2009).
Teachers
have been variously accused of abating examination malpractice. Bernedette and
Rita (2012) citing Denga and Denga (2008) affirmed that teachers read answers
to the pupils in examination halls and even work sums for them to copy quickly
before they are cleaned off. Based on this statement, teachers may feel that if
the pupils fail to perform well, it will be a slap on their faces hence the
public will know that they did not carry out their teaching effectively. As
such, they resort to reading answers to pupils in a bid to assist them excel in
the said examination.
However,
teachers do this to boast that their school has the highest number of credit
and distinction passes, thereby making children believe that, that is the
fastest way to achieve success. Some teachers who are assigned to supervise
examination connive with students to cheat due to the level of poverty. The
teachers often demand money from the students writing examination. Some may
even collect some amount of N500, N200, or N100 to allow students cheat.
Confirming
the above view, Ezezogor (2002) in Bernedette and Rita (2012) said that
students’ involvement in examination malpractice is due to teachers’
encouragement. Bernedette and Rita said teachers, principals and students are
also involved in buying questions paper of the examination to be written. For
instance, in some secondary schools, there is what is popularly known as
cooperation fee which is paid by every student who registers for such
examination. This is to enable teachers, principals and supervisors to help
them throughout the period of examination.
Jimoh (2009)
posited that the incidence of examination malpractice has become so wide spread
that there is virtually no examination any where at all levels and outside the
formal school system that there is no one form of sharp practice or the other.
The incidences of examination malpractice are common everywhere and every
examination season witnesses the emergence of new and ingenious ways of
cheating.
1.2 Statement of the Problem
The
persistent occurrence of examination malpractices has been a major concern to
educationists (Aghenta, 2000; Ige, 2002). 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 Badagry Local
Government Area of Lagos State, Nigeria. Observations have shown that there is
mass cheating in public examination in Badagry Local Government Area (BLGA).
Paul (2012)
agreed on the fact that students nowadays are no longer hard working and
dedicated towards their academic endeavours. They are characterized by a desire
for success and wealth without a corresponding emphasis on legitimate means and
avenues to be used positively in achieving success. The desire to pass at all
cost is responsible for examination malpractice (Ajibola 2006).
Nigeria’s
education system is largely certificate and good grades oriented. Students,
parents, school management and others tend to push harder on wards to get the
certificate and good grades by all means. As a result, much value and emphasis
are placed on certificate instead of knowledge, skills and competence. Many
school leavers and dropouts have certificates without knowledge, skills and the
right attitude. This is why examination malpractices are increasing day after
day for the rush to get paper qualification for jobs they possess or good
grades to secure employment.
Itedjere
(2006) sees it from the moral tone of the society; that it is a statement of
truth that the school, like any other social institution, does not exist in a
vacuum, rather it exists within a geopolitical and socio-milieu. Hence,
behaviours are expected to conform and reflect the acceptable societal norms
and ethos as regards various functional roles and the executions of duties and
services.
Also, Okafor
(2000) blamed the society for examination malpractice. He said: In a country
where dishonesty has been enshrined by the adult sector as an idol of worship,
children have learnt to steal with impunity; examination malpractice (in all
shades and forms) has become the order of the day among our students at all
level of the educational arrangement. In Nigeria today, people value money more
than any other thing thereby reminding one of a saying that “the end justifies
the means”.
1.3 Purpose of the Study
The main
purpose of this study was to find out the extent to which examination
malpractice affects student’s academic performance in senior secondary schools
in Educational District V, other purposes include the following:
1) To evaluate teacher’s influence on
students’ cheating behavior.
2) To review parents’ influence on
students’ cheating behavior.
3) To suggest possible solution to the
influence of examination malpractice on student’s academic performance.
1.4 Research Questions
In order to
carry out this study, the following research questions were raised and
answered:
Q1: Does teachers’ attitude towards students’
cheating behaviour affect their academic performance in Senior Secondary
School?
Q2: How does parental attitude towards
students cheating behavior affect their academic performance in Senior
Secondary School?
Q3: Is poor study habit responsible for
examination malpractices in Senior Secondary Schools in Badagry?
Q4: Is the teaching method a relative cause of
examination malpractices in Senior Secondary Schools in Badagry?
Q5: What are the identified devices used in
examination malpractices in Senior Secondary Secondary schools in Badagry.
Q6: What measures should be taken to
discourage, prevent, or address cheating in Senior Secondary School.
1.5 Research Hypotheses
The
following hypotheses were formulated and tested to guide the study:
Hypothesis I
H01: There is no significant difference between
teachers’ attitudes to students cheating behavior during examination period and
academic performance of Senior Secondary School students.
Hypothesis
II
H02: There is no significant effect of
parental attitude to students’ cheating behaviour and academic performance of
senior secondary school students.
Hypothesis
III
H03: There is no significant effect of poor
study habit on examination malpractices in Senior Secondary Schools in Badagry.
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