CAUSES OF EXAMINATION MALPRACTICE IN BIOLOGY IN SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION
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CAUSES OF EXAMINATION MALPRACTICE IN BIOLOGY IN SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION
ABSTRACT
This study looks into the causes of test misconduct in Biology during the Senior Secondary School Certificate test in Oshimili North Local Government Area, Delta State. The study focused on ten secondary schools in the Oshimili North Local Government Area.
The study’s population includes both students and teachers. Five research questions were developed for the study. A sample of 200 respondents, including teachers and students, were used.
Chapter one
Introduction
Background Of the Study
The examination as a whole is no longer considered as a test for evaluating student performance or judging scholarly achievement. The reason for this is that the entire examination system has broken down practically everywhere in the country and at every level of education (Ojua, 2011).
He went on to say that the breakdown in examination ethics was caused by the irregularities that are now obvious in the educational sector, which he referred to as Examination Malpractice.
According to Ojua (2011), examination malpractice is wilful wrongdoing that violates official examination regulations with the sole purpose of giving a candidate an unfair advantage over others who feel that examination ethics should be scrupulously followed.
He added that common examination malpractices include question paper leakage, copying, changing answer booklets, impersonation, misconduct in the examination centre, approaching invigilators/examiners, making false entries in award lists or examination registers, and issuing fake certificates.
Uya (2012) also defined examination malpractice as any illegal act committed by a student, either alone or in collaboration with others, such as fellow students, parents, teachers, supervisors, invigilators, question printers, or anyone or group of people, before, during, or after an examination in order to obtain unfair marks or grades.
Uya (2012) classified different acts that can be considered examination malpractice as follows: leaking information, Bribery, influence, or terrorisation of examination workers, providing or receiving help to a copy in an examination facility, and impersonation/misrepresentation.
Disclosing applicants’ identities in answer books, smuggling answer books within or outside examination facilities, Manipulating marks by making bogus entries in the examination register, or any other behaviour that is regarded dishonest, unfair, or corrupt.
Ovia (2012), He argued that the time has come to move beyond the identification of examination malpractice acts and instead propose solutions to already identified acts and practically implement the solutions proposed by scholars at various levels of educational stratum.
He maintained that this menace has left the economy underdeveloped as a result of incompetent students graduating yearly with falsified certificates or results.
1.2 Statement of the Problem
Examination misconduct at any level of education poses the biggest threat to the validity and reliability, and thus the authenticity and recognition of the given certificate. Over the years, there has been a growing worry about test malpractice in secondary schools in the Oshimili North Local Government Area.
As a result, efforts should be directed towards identifying potential sources of the problem among secondary school pupils, as well as proposing solutions to this menace. This research is being carried out to address this issue.
1.3 Objectives of the Study
The primary goal of this research study is to discover the many kinds of examination malpractice among secondary school students, as well as to identify the causes in order to propose solutions for its prevention.
1.4 Significance of the Study
The findings in this study will help to:
Provide ways for effectively preventing examination misconduct in biological subjects.
Help to develop students with good and educated instincts.
Help establish a work ethic among students.
Help the biology teacher improve his or her teaching skills.
1.5 RESEARCH QUESTION.
The following questions were proposed to guide the study:
Do you have a qualified biology teacher?
What are the students’ attitudes regarding biology as a subject?
Are students given appropriate assignments to strengthen the content taught?
What is the length of the biology lesson classes?
Are there appropriate instructional tools for teaching biology?
1.6 SCOPE OF THE STUDY
The study will primarily focus on test misconduct among students in grades 1 through 3 at selected schools in Delta State’s Oshimili North Local Government Area.
1.7 Limitations of the Study
This research was limited by a lack of funding. It was also influenced by time.
1.8 Definition of Terms
EXAMINATION: An examination is a formal test used to demonstrate knowledge or intellectual aptitude in a certain subject or to achieve a qualification.
MALPRACTICE: A person’s conduct that violates established laws, regulations, ethics, procedures, or codes of conduct.
GUIDANCE: This is support provided to an individual by an adult or a counsellor in order to help them discover themselves and become socially adaptive in any situation they find themselves in.
COUNSELLING: This is a relationship between a counsellor and a counselee to provide a solution to a problem that the counselee (client) has faced.
A counsellor is someone who delivers professional advise to students, individuals, or organisations on how to best manage a specific problem.
SCHOOL: A school is a location or facility where formal learning activities are carried out with the goal of passing on some cherished standards, culture, and values to the students.
PRINCIPAL: Is a civil officer who leads a secondary school.
STUDENT: This is a group of students that come to school to learn.
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