EFFECT OF EXAMINATION MALPRACTICE ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS
- Department: Education
- Project ID: EDU0881
- Access Fee: ₦5,000
- Pages: 68 Pages
- Chapters: 5 Chapters
- Methodology: Simple Percentage
- Reference: YES
- Format: Microsoft Word
- Views: 4,657
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THE EFFECT OF EXAMINATION MALPRACTICE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
Abstract
The
value and functionality of any educational system lie in its ability to
actualize the goals of education. In educational systems, world over,
the examination process makes the difference. The goals of national
educational systems and indeed national development become like mirage
if examination ethics is not encouraged and instituted (Nwadiani, 2005).
Till date, examinations still remain the best tool for an objective
assessment and evaluation of what learners have achieved after a period
of schooling. Hence, any action that undermines examinations poses a
great threat to the validity and reliability of examination results and
certification
In Nigeria, the last two decades have witnessed an
alarming rate of increase in incidents of examination misconduct
especially at secondary school level. Evidences abound of increasing
incidents of examination malpractice by students, teachers and parents.
Examination malpractice has become so widespread that there is virtually
no examination anywhere at all levels and even outside the formal
school system that there is no one forms of sharp practice or the other.
Every examination season witnesses the emergence of new and ingenious
ways of cheating. This project work addresses the problem of examination
malpractice in secondary schools in Nigeria, what sustains it, the
consequences of examination malpractice and the ways through which
examination malpractice could be curbed in order to give credibility to
the examination process in the country.
CHAPTER ONE
Introduction
Background of the study
Examination
is the term that refers to an organized testing procedure, which yields
information that can be used for evaluating a candidate, or a test or
examination is an assessment intended to measure a test-takers
knowledge, skill, aptitude, physical fitness, or classification in many
other topics (example, beliefs). A test may be administered orally, on
paper, on a computer, or in a confined area that requires a test taker
to physically perform a set of skills. Examination may be classified
into various ways; may be describe as formative or summative, internal
or external, verbal or non-verbal, formal or informal examination and so
on, the essence of taking examination is to enable the school
authority; parents and students concentrate in order to pass tier
examination.
The issue of examination malpractice is one of the major
problems confronting Nigerian educators today. The search for solution
to cases of examination malpractice in our institution is therefore
timely.
Ahmed (199) observed that there was evidence that
examination malpractice existed in the pre-independence era as far back
as 1910. It has been noted that the first recorded incident of
examination malpractice in Nigeria was the leakage of the Cambridge
school certificate examination in 1914. Ahmed confirms that further
irregularities in public examination kecured in 1970, 1973, 1974, 1977,
1981, and 1991 were said to have call the attention of the federal
government, this subsequently Sebegtan and Ojo tribunals required to
investigate the extent of leakage. Similarly, Decree so was eventually
promulgated in 1984 to punish the examinees or examiners found guilty.
Yet malpractice of all kind have continued to surface, to the extent
that students no longer see it as a serious offence.
Examination
malpractice makes the objects by competence, skills, job displacement
and diagnosis of academic failure useless. One of the major effects of
examination malpractice is that, students not tend to be lazy and
gradually the culture of learning in our educational institutions is
been eroded.
Examination malpractice is a major challenge confronting
the Nigeria education system in this twenty first century. Examination
malpractice is any act by student invigilators, examiners, lecturers
etc. that contravenes the ethics of examination and result in a dearth
of credibility of any assessment. The federal ministry of education
(2007) defined examination malpractices as “any act of integrity of any
assessment or evaluation system.” In 1973, the gravity of irregularities
at public examination caused member countries of the west African
examination council much concern to extent that the then federal
military government had to promulgate a decree spelling out penalties
for unethical behaviours at the then West African school certificate
examination. For instance, unethical behaviour such as illegal use of
live question paper and impersonation were punishable by fine of N
2,000,00 or five years imprisonment or both, (Nwana, 1982).
In 1984, the Federal Government of Nigeria enacted the famous decree
20-miscellaneous offences, which stipulates a 21 years imprisonment
without any option of fine for anyone caught in any form of examination
malpractice. In such attendant punishments one should expect to have an
end to examination leakages but unfortunately it is to no avail.
Examination malpractice permeates both internal and public examination.
There have been known cases of school teachers set question for their
student favorites before the actual examination are conducted. There are
cases of dons passing female undergraduates because of some extra
academic activities between them (Eze, 1982).
Statement of the Problem
Cheating
at public examination has assumed larger and frightening dimension.
Recent investigations suggest that examination malpractices are no
longer the handwork of candidates alone, but a syndicated operation
involving communities, schools authorities and invigilators.
So,
these are many issues that lead to examination malpractice. Some of them
are financial position of parents or guardians, the student personal
carelessness and not attending classes regularly, influence of bad
friends, the environment of learning when it is not conducive, lack of
qualified teachers in the schools, poor administration, lack of
libraries in the school, lack of good laboratories in schools and so on.
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, Nigeria. Common observations have shown that there is mass
cheating in public examinations in the State. Nothing concrete has been
done to reduce the problem except the cancellation of results for a
particular centre or the withholding of results in certain subjects. The
problem of the study was that finding a lasting solution to the issue
of examinations malpractices among secondary school students Nigeria
Purpose of the Study
The
main purpose of the study is to investigate the causes and attitude of
undergraduate students toward examination malpractice in Cross River
State-Nigeria.
This study is also designed to investigate
consequences of examination malpractice on academic performance of
students, and the effect of examination malpractice on academic
performance of both male and female students.
Specifically, the study seeks to fine if:
1. Student factor in terms of examination malpractice relate to their academic achievement.
2. Teacher factor in terms of examination malpractice relate to their academic achievement.
3. Parent factor in terms of examination malpractice relate to their academic achievement.
4. Society factor in terms of examination malpractice relate to their academic achievement.
Research Questions
In order to carry out this study, the following research questions are posed;
1. How does student factor in terms of examination malpractice relate to their academic achievement?
2. To what extent does Teacher factor in terms of examination malpractice relate to their academic achievement?
3. Does parent factor in terms of examination malpractice relate to their academic achievement?
4. What is society factor in terms of examination malpractice relate to their academic achievement.
Hypothesis
In order to answer the question posed for the study, the following hypotheses are formulated to guide the study.
1.
There is no significant relationship between undergraduate attitudes in
terms of examination malpractice on academic achievement.
2.
There is no significant relationship between lectures attitude in terms
of examination malpractice on academic achievement.
3 There is
no significant relationship between parent attitudes in terms of
examination malpractice on academic achievement.
Significant of the study
Denga
(1988) lamented that “if education is a major means of providing the
intellectual yeast to constitute social, economic, political and
technical development of Nigeria, then more serious effects should be
made to curb malpractice that tend to pollute our educational system”.
Therefore,
the study will help undergraduate students to change their attitude and
perception in all aspect of examination malpractice. It will also help
the students to know that, there more knowledge in concentrating than
cheating. The study will also help the lecturers to play their roles
very well for the eradication of examination malpractice in higher
institutions of learning.
Scope of the study
It should be noted
that the study of this significances should cover the whole country.
Nevertheless, due to the constraint of time and resources, the
researcher has decided to limits its coverage to Cross River University
of technology.
The researcher covered undergraduate, lecturers, and
perants attitudesss. Again, the research involves only one hundred and
forty students (140) in junior secondary schools, three and two (JSS III
and II). It also limited to the effect of examination malpractice on
academic attainment of students.
Definition of terms
Examination:
This is a term refers to an organized testing procedure, which yields
information that can be used for evaluating a candidate.
Malpractice:
This is defined as the wrong doing misconduct or dishonesty or improper
practice, for personal gain or violation of rules and regulations for
personal gain.
Examination malpractice: This is defined as the wrong
doing in examination, misconduct or dishonesty or improper practice of
examination for personal gain. Simple put as violating the rules and
regulations guiding the conduct of examination. Or examination and
regulations guiding the conduct of an examination.
- Department: Education
- Project ID: EDU0881
- Access Fee: ₦5,000
- Pages: 68 Pages
- Chapters: 5 Chapters
- Methodology: Simple Percentage
- Reference: YES
- Format: Microsoft Word
- Views: 4,657
Get this Project Materials