Causes Of Examination Malpractice Among Secondary School Students
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Causes Of Examination Malpractice Among Secondary School Students
ABSTRACT
This study focusses on the reasons of examination malpractice among secondary school students in Enugu State’s Education Zone. It has become widely accepted that the last two decades have seen a significant percentage of test misconduct, particularly at the post-primary level.
According to Olatunbosum (2009), every examination witnesses the emergence of new and tactful ways of cheating during examinations, contrary to the conventional view, which holds that an examination is a formal test of someone’s knowledge or ability in a specific subject, particularly through the use of questions or practical exercises.
The above issue was explored in detail under numerous headings and subheadings that are organised into chapters. For example, chapter one introduces the research topic; chapter two is primarily a literature review, in which the interest of students in their studies, as well as the availability of teaching facilities, are reviewed.
Chapter three discusses the research methodology, whereas chapters four and five focus on data analysis and representation, discussion of findings, summary of findings, conclusion, study implications, recommendations, and suggestions for future research.
Chapter one
INTRDOUCATION
Background of the study.
According to Sulaiman (2008), one of the goals of education in Nigeria is to equip students to face future difficulties and develop them to meet the country’s manpower needs. He also believes that schools should hold examinations as a yardstick for evaluation.
According to him, an examination is a formal assessment of someone’s knowledge or competence in a specific area, typically through the use of questions or practical exercises.
Examination is also defined as the procedure by which pupils are examined or tested to determine the quality of knowledge they have gained throughout a specific period of study.
According to Olujuwon (2004), the Nigerian educational system is confused and disorganised. This is due to inconsistency and failure to implement educational policies, as well as corruption and corrupt actions by stakeholders. Everyone was calling for a thorough examination and evaluation of the educational system in light of current trends.
According to Aisha (2009), examination malpractices have long been a problem in Nigeria’s educational system. Most outsiders believe that the academic certificates granted to graduates in Nigeria are as valuable as the paper on which they are printed.
According to Aisha (2009), examination malpractice is a criminal conduct committed by a candidate prior to, during, or after the examination in order to achieve success quickly and cheaply.
Sulaimon (2008) believes that examination malpractice is a type of behaviour that violates the approved rules and regulations of Nigerian institutions. He went on to explain that examination malpractice involves any wrongdoing committed before, during, or after an examination.
According to Suleimon (2008), education, which is a critical tool for nation building, is not receiving the attention it deserves; the sector is underfunded, and there is no proper plan or policies in place to provide the type of leadership required in the sector to enable the system to achieve the desired objectives.
Teacher welfare is not effectively addressed, public schools lack the fundamental infrastructure required to facilitate learning, and most examination bodies are not closely regulated. So, examination malpractice has become a global problem.
For example, a Ghanaian, Rex Annan, Kumasi, on April 13, 2007, explained that in recent times in Ghana, the occurrences of examination malpractice had assumed an alarming trend; and that was invariably due to candidate fear of failure, lack of confidence, laziness, inadequate preparation, and, most often, their inability to apply themselves to their studies.
Despite the fact that examination malpractices have become a global problem among students, researchers are deeply concerned about identifying the root cause of this problem, particularly among secondary school students in Enugu’s educational zone in Enugu state, Nigeria.
Oluyeba and Daramola (1992) feel that examination malpractice is an improper behaviour demonstrated by candidates or anyone charged with the performance of examination within.
Alternatively, hail before, during, or after the exam. This viewpoint was supported by both Azinge (1993) and Imogie (1993). Ahmed (1993) defined examination malpractice as any act of wrongdoing or neglect that violates the principles of accepted procedures before, during, and after an examination by anyone in any way that constitutes malpractice.
Shonekan (1993) defines irregularities as those that are premeditated and sustained by candidates or their agents with the purpose of acquiring unfair advantages in examinations.
According to Afigbo (1993), the problem of examination malpractices in Nigeria appears to have existed since the establishment of a formal educational system in Nigeria.
According to him, the first notable case of examination malpractice occurred in 1914, when the senior Cambridge local examination leaked. This scenario experienced an exceptional spike in 1963, 1967, 1977, 1981, and 1987, when two public examinations were leaked.
These leaks drew the attention of the federal government, which issued Decree 27 of 1973 and Miscellaneous Decree 20 of 1984 to combat examination malpractices; eventually, the Decree stipulated a 21-year jail term for offenders.
Olujuwon (2004) believes that these and other precautions in place do not stop people from indulging in examination malpractices. In the 1991 WAEC tests, 30, 982 students were involved in examination malpractices, while 35, 479 pupils were reported to be involved in examination malpractices in 1992, according to national dailies at the time.
According to Olujuwon (2004), investigations undertaken by the national accord on Tuesday, June, 1998 revealed how teachers assisted students in engaging in test malpractices by teaching them prior to examination day.
According to the research, the schools involved are using this tendency to boost their place in the performance rankings, which have become an important factor for parents when selecting a WAEC examination centre for their children.
In fact, authorities had suffered as a result of students’ involvement in examination malpractices; for example, in 2002, during the University matriculation examination (UME) conducted by the Joint Admission and Matriculation Board (JAMB), the board cancelled the results of approximately 46, 448 candidates who were allegedly involved in examination malpractices, as confirmed by (people’s choice magazine vol. 1 no 8 of 2002).
According to Nwadiani (2005), the worth and usefulness of any educational system are determined by its ability to achieve educational goals.
The examination method creates a difference in educational systems around the world. The goals of the national education system, and indeed national growth, become a phantom if examination ethics are not promoted and implemented. According to him, examinations are still the best tool for objectively assessing and evaluating what students have learnt after a period of schooling.
As a result, any activity that weakens examination poses a significant risk to the validity and reliability of examination findings and certification. According to Nwadiani (2005), it is regrettable that the examination process in Nigerian secondary schools has become a “contemporary shame.”
He believes this is due to the prevalence of examination misconduct in the education system. He defined examination malpractice as the procedure by which pupils cheat in the examination hall.
Furthermore, the examination malpractice Act (1999) defines “examination malpractice as any act or omission or commission by any person who, in anticipation of, before, during, or after any examination, fraudulently secures any unfair advantages for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates.”
According to Oluyebe and Daramola (cited in Alutu and Aluede, 2006), examination malpractice is any irregular behaviour exhibited by a candidate or anyone charged with the conduct of an examination before, during, or after the examination that violates the rules and regulations governing the conduct of such examination.
According to Omoluabi and Uzoka, as cited in Atutu and Aluede (2006), Nigeria’s value system has entirely broken down, and both elders and youngsters act without moral qualms. This is precisely why examination malpractice persists, despite its serious ramifications for the nation’s social, political, and economic structures.
The examination malpractice Act No. 33 of 1999 prescribes a minimum punishment of N50,000 (Fifty Thousand Naira Only) and a minimum of five years imprisonment, without the option of fine, for violators of the offences specified in the act.
The offences include cheating on exams, stealing question papers, impersonation, disrupting exams, obstructing supervision, forging result slips, breach of duty, conspiracy and assistance, and so on.
The government, examination boards, and other concerned people have made significant efforts to prevent examination misconduct and other issues linked with exam administration in Nigeria.
Although the initiatives appear to be generating some beneficial outcomes, the frequency of examination malpractice remains high in the school system. Thus, in 2006, the federal ministry of education blacklisted and decertified 324 secondary schools across the country as venues for administering public exams from 2007 to 2010 due to their involvement in examination malpractices. (Weekend Times, 17th and 18th February 2007, page 4).
Distribution of examination misconduct in Nigerian secondary schools.
ZONE OF SCHOOL INVOLVED PERCENTAGE
North-Central 54 16.6.
North-East 08 2.5
North-West 12 3.6
South-east 48 14.8
South – South 116 (36.0)
South-West 86 26.5
TOTAL: 324 100.
SOURCE: Weekend Times, 17th and 18th February 2007, page 4. The table above indicates the prevalence of examination misconduct in Nigerian secondary schools. test malpractice has been recorded in all geopolitical zones of the country, with the south-east geopolitical zone ranking fourth among zones with a large number of schools engaging in test malpractice.
It is important to note that the Enugu Education Zone is one of the educational zones within Enugu State, which is also one of the states within the country’s south-east geopolitical zone.
Unfortunately, the situation of examination malpractice appears to be exacerbated by the widespread despicable involvement of dishonest and selfish instructors, school principals, parents, and all those involved in examination admission (Ijaiya 1998).
According to Badmus (2006) and Aminu (2006), the phenomena of test malpractice is driven by a variety of variables, including a lack of confidence as a result of inadequate preparation, social pressure, societal influence, parental support, and inadequate educational facilities.
In the same vein, Awanbor (2005), Nwadiani (2005), Okafor (2006), Ayua (2006), and Azara (2006) identified school programmes, teaching / learning environments, teachers, over-value of certificates, decadence in Nigerian society, and parental support as some of the factors responsible for examination malpractice in Nigeria’s educational system.
Statement of Problem:
The ongoing clamour of rising examination malpractices in our secondary school halls has become a major issue for every sensible and responsible citizen. The lack of staff disciplinary actions, together with parental commitment, has become the key issue jeopardising the survival of students’ academic success in our institutions.
According to Suleimon (2008), examination bodies are partly responsible for examination malpractices in our secondary schools. According to him, the W.A.E.C., N.E.C.O., JAMB, and other examination bodies in Nigeria are major perpetrators of examination malpractice. He believes that the majority of private schools that serve as WAEC or NECO centres are havens for examination malpractice.
He believes that in most cases, some WAEC external invigilators are bought over, and as a result, all sorts of illegitimate activities may be taking place in those centres. All of these activities, to a large extent, constitute the problems that the researchers wish to solve, emphasising the importance of the study.
The purpose of the study
In fact, the fundamental goal of this research is to identify the reasons of test malpractices among secondary school pupils in Enugu State’s education zone. With the above context in mind, the researchers are particularly interested in using the study to find:
i. The interest of pupils in their studies
ii. Availability of instructional aids or facilities.
iii. Parental influence is one of the elements that contribute to examination malpractices.
Significance of the Study
The study’s significance is evident both practically and philosophically. For example, Olatunbosu (2009) believes that a society that places an excessive emphasis on goal achievement without a corresponding emphasis on institutionalised means of achieving these goals is bound to exert pressures on some members of the society, who may eventually resort to using any technically expedient means to achieve these goals, regardless of whether the means employed are legitimate or not.
It is important to highlight that Olatunbosun’s philosophy represents the fundamental societal concept of examination misconduct. Currently, there is a nationwide outcry against examination misconduct at all levels of educational institutions. There had been a series of new paper pieces and radio broadcasts on the subject.
As a result, this study is highly important since the researchers expect to find the key reasons of test malpractices, particularly among secondary school pupils in Enugu Education Zone of Enugu State, among other things.
They will also discover the general effects of the problem and the expected remedy; there is strong hope that by the end of the research, the researchers’ findings and recommendations will be of great benefit to the students and the Enugu State post primary school management board (PPSMB).
Scope of the Study
The researchers’ objective is to cover all secondary schools in the Enugu Educational Zone; but, due to funding restrictions and time constraints, they intend to limit the study to only five (5) secondary schools in the Enugu Educational Zone.
Research Questions
The following research questions were proposed in order to properly conduct this research on the causes of test malpractices among secondary school students in the Enugu Education Zone.
i. To what extent does students’ enthusiasm in their studies contribute to examination malpractices among secondary school students in Enugu Education Zone?
ii. To what extent does a shortage of instructional aids or facilities lead to examination malpractice among secondary school students in the Enugu Education Zone?
iii. How does the societal demand for paper qualifications, combined with parental influence, lead to examination malpractices among secondary school pupils in the Enugu Education Zone?
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