ATTITUDE AND PERCEPTION OF STUDENTS ANDTEACHERS TOWARDS EXAMINATION MALPRACTICES.

(A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OSHODI/ ISOLOLOCAL GOVERNMENT AREA OF LAGOS STATE.)

BY

ODUNOLA KAZEEM OLOYEDEMatric No: NTI/PGDE/2012/13434

A RESEARCH PROJECT SUBMITTED TO NATIONAL TEACHERS’ INSTITUTE KADUNA, ANSAR-UD-DEEN COLLEGE OF EDUCATION STUDY CENTRE ISOLO, LAGOS STATE.

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF POST GRADUATE DIPLOMA IN EDUCATION (PGDE).

DECEMBER,2012

CERTIFICATION

This is to certify that this project work was carried out by ODUNOLA KAZEEM OLOYEDE and was supervised by me.

Mr. Akinbola Ismaila------------------------------------

Project Supervisor Date

Prof. I O. Salawu------------------------------------

Centre Co-ordinator Date

DEDICATION

This project work is dedicated to the glory of Almighty Allah(swt) who has made it possible for me to complete this programmedespite all challenges and in loving memory of my Late fatherABDUL-RAHMAN AKINGBADE ODUNOLA who made it possible for me tohave basic educations needed for all facets of life. I pray mayyour soul rest in perfect peace.

ACKNOWLEDGEMENT

All praises and adorations belong to almighty Allah,the cherisher and sustainer of the universe withoutwhom the completion of this project work would havebeen impossible.

I am grateful to all the lecturers who taught meduring the course of this programme, may almightyAllah increase you in knowledge and guide you arightin all your endeavours and to all my teachers atvarious levels of my educational development.

My special appreciation goes to my articulate andamiable supervisor Mr.Akinbola Ismaila for hisguidance and constructive criticism which werehelpful for the success of this research work.

I also thank my loving and amiable wife as well asmy children and for their support, tolerance andunderstanding.

I equally appreciate the moral support of my mother,siblings, friends, colleagues, staff and managementof Ansar-ud-Deen College Isolo and my entire coursemate in the PGDE class. May God bless you all?

TABLE OF CONTENT

Title pagePages

Certification

Dedication

Acknowledgement

Abstract

Table of Content

List of tables

CHAPTER ONE

1.0 Introduction

1.1 Statement of problem

1.2 Purpose of Study

1.3 Research Questions

1.4 Research Hypothesis

1.5 Justification of the Study

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitations of the Study

1.9 Operational Definition of Terms

CHAPTER TWO

2.0 Literature review

2.1 Preamble

2.2 The Concept of Examination andExamination malpractice

2.3 Definition of Examination Malpractice

2.3.1 Different faces of ExaminationMalpractices

2.3.2 Forms of Examination Malpractices2.4 History of Examination Malpractices2.5 Possible Causes of Examination Malpractices

on Schools2.6 Attitude of Secondary School Students

Towards Examination Malpractices2.7 Consequences of Examination Malpractices in

Schools2.8 Remedial Approaches to Malpractices in

Secondary Schools

CHAPTER THREE

Research Methodology

3.0 Introduction

3.1 Research Design

3.2 Sample Size

3.3 Sampling Procedure

3.4 Instrumentation

3.5 Validity and Reliability of the Instrument

3.6 Method of Data Collection

CHAPTER FOUR

4.0 Presentation and Analysis of data

4.1 Introduction

4.2 Analysis of Questionnaire Based onrespondents Personal Information

4.3 Analysis of Questionnaire Based on ResearchQuestions and Hypotheses

CHAPTER FIVE

5.0 Summary of Findings, Conclusion andRecommendations

5.1 Summary of Findings

5.2 Conclusion

5.3 Recommendation

References

Appendix

List of TablesTable 1: Examination Malpractice in Nigerian

Secondary Schools

Table 4.2.1: Distribution of Data According To Class and Gender Of Students.

Table 4.3.1: Students Behaviour While In Examination Hall and When Taught In The Classroom

Table 4.3.2: Inadequate Preparation Of Students AndExamination Malpractices

Table 4.3.3: Students Relationship Between School Authorities And On Examination Malpractice.

Table 4.3.4: Relationship Between Peer Groups And Peer Group Influence on Examination Malpractice.

Table 4.3.5: Parents Role Towards Examination Malpractices

Table 4.3.6: Perception of Teacher’s on ExaminationMalpractices.

ABSTRACT

This research was carried out to investigateexamination malpractice among secondary schoolstudents in Oshodi/Isolo Local Government area inLagos State. The project examines the attitude andperception of students and teachers towardsexamination malpractice in secondary schools. Inthis research work, a sample of one hundred (100)respondents was collected using purposive samplingtechniques from four secondary schools inOshodi/Isolo Local Government. The researchinstrument used for the study was the teachers andstudents perception questionnaire which wasvalidated by the supervisor and used for thecollection of data from the respondents. The datacollected from respondents were analyzed withdistribution tables and simple percentage usinglikert scale. At the end of the analysis the studyrevealed the major reasons for examinationmalpractice which include parental pressure for goodgrades, peer group influence, inadequatepreparation, and so on. The study further recommendsthat, good remuneration, re-orientation of teachersand parent, should be emphasized.

CHAPTER ONE 1.0 INTRODUCTION

Evidence abound of increasing incidents of examinationmalpractices by students at schools and colleges; which conflictwith the core purpose of education-the training of the mind andcharacter for the acquisition of practical and theoreticalskills, knowledge and functional ideasfor development; and the search for truth and knowledge and thecreation and communication of ideas ( Aaron, 1992).In Nigeria, the first publicly reported case of examinationmalpractice occurred in 1914 when there was a leakage of questionpapers in the senior Cambridge local Examination.Ever since, there have been cases of irregularities reported on ayearly basis while the outstanding years were 1963, 1967,1970,

1973, 1977, 1979, 1981, 1985, 1987, 1991,1994, 1995, 1996, 1997,1998, 1999, 2000, 2001,2002,2003 (West African ExaminationCouncil, 2004). The major forms of examination malpracticesreported are: Impersonation, bringing in foreign materials(books, calculator), substituting worked scripts, stealing,converting, misappropriating scripts; collusion in theexamination hall (copying), mass/organized cheating involvingassistance from teachers and outsiders; and insult/assault onsupervisors/invigilators (Oluyeba and Daramola, 1992). This trendin examination malpractices is inimical to academic developmentand advancement and needs to be drastically addressed.Examination malpractice can be defined as a deliberate act ofwrong doing, contrary to official rules, and is designed to placea candidate at an unfair advantage or disadvantage; it is acareless, illegal or unacceptable behaviour by a candidate in aformal test of his knowledge or ability in a particular subject(Philemon, 2007). It could also be said to be an act of omissionor commission which compromises the validity and integrity of anyexamination (Okwu, 2006). Examination malpractice is counter-practice that is against ethics of examination, it is an act ofdisrespect to all rules and regulations guiding the good conductof any examination or any evaluation process.Examination malpractice is an illegal or unethical behaviour bysomebody in the process of testing an examinee’s ability orknowledge by means of question (Ikupa, 1997). Oluyeba andDaramola (1992) remarked that examination malpractice is anyirregular behavior exhibited by a candidate or anybody chargedwith the conduct of examination before, during or after theexamination which contravenes the rules and regulations governingthe conduct of such examination. Such examination malpracticewill include any of the following: examination leakage,impersonation, cheating, collusion, swapping of scripts,smuggling of answer scripts in examination halls,result/certificate forgery, verbal/physical assault onexamination administrators.Similarly, Kibler (1993) defined examination mal-practices asforms of cheating and plagiarism that involve students giving orreceiving unauthorized assistance in an academic exercise orreceiving credit for work that is not their own.

In Nigeria the last two decades have witnessed an alarming rateof crisis of examination misconduct especially in the Secondaryand tertiary institutions. It has been widely reported thatparents aid and abet examination malpractices directly orindirectly because they even go to the extent of bribing theirway through to ensure that their wards get unearned grades. Theteachers on their part encourage examination malpractices becausethey lack the zeal to work and at theend would want to be praised for a job, which was never done thusgraduating students who do not actually possess the abilities forwhich they were examined (Nanna, 1997).Examination malpractice is not a recent phenomenon or is itpeculiar to Nigeria or Africa; but it is a global issue (Ikupa,1997). However, the alarming rate of its increase in Nigeriacallsfor novel ways to redress the situation. Examination misconducthas some social and psychological dimensions, which the counselorshould address with holistic intervention. Good grades in anyexamination are gateways to further education and entry into theworld of work. But if the value systems of our youths are wellconstructed, the examination ethics should be adhered to.According to Omoluabi (1993) and Uzoka (1993), our value systemhas broken down completely and so adults and youths alike actwithout moral scruples. The general emphasis in our society todayis on materialism, bribery, corruption, cultism, sexualpromiscuity, fraud, violence, certificate racketeering and a hostof other social vices. Aina (1996) succinctly stated that, ethicsand integrity are the solution to all the examination ills. Hence, the social, political and economic structure of thisnation is dependent on the promotion of examination ethics; andthat hard work is a virtue which once cultivated takes onethrough life and forms the foundation for an enduring success.Alutu (2002) in a seminar to Secondary School students in BeninCity on academic excellence drew students’ attention to the 3p’s—praying, planning and persistent hard work— to academicexcellence. The students who were mainly from a Christiancommunity were made to know that praying to God for successwithout matching it with good study plans and use of time and

persistent hard work will not lead them to achieve the goal ofacademic excellence. In the WAEC conducted examination in 1991, 30,982 students wereinvolved in examination malpractices while 35,479 were reportedin 1992. Shonekan (1996) opines that 1992-1995 a total of2,818,679 candidates sat for the May/June and November/DecemberSenior School Certificate Examinations and 350,902 candidates’results were withheld for examination malpractices. Oriola (2003)reports that in 2003 JAMB (Joint Admission and MatriculationBoard) 1,099,241 sat for the examination and 116,990 candidatesrepresenting 11.5% results were withheld for various examinationoffences. Jimoh(2009) states that the Federal Ministry ofEducation blacklisted and derecognized 324 secondary schoolsacross the nation as centers for conducting public examinationsfrom 2007 to 2010. The distribution of the schools that werefound guilty of examination malpractice is shown in Table 1.

Table 1: Examination Malpractice in Nigerian Secondary Schools Zones No of Schools

involved %

North Central 54 16.6 North East 8 2.5 North West 12 3.6 South East 48 14.8 South West 86 26.5 South South 116 36.0TOTAL 324 100Source: Week End Times, 17th & 18th February, 2007, p. 4

Table 1 shows the prevalence of examination malpractice insecondary schools in Nigeria. It occurs in all geopolitical zonesin the country.The phenomenon of examination malpractice seems to be aggravatedby the large scale and shameful involvement of dishonest andgreedy teachers, school heads, parents and all those who takepart in examination administration (Ijaiya, 1998). The prominenceassumed by this malady in the school system has become a sourceof concern to stakeholders in the education industry. Everyexamination season witnesses new and ingenious methods of

cheating. The examination process has become endangered to theextent that certification has almost lost its credibility in thecountry. Certificates no longer seem to reflect skill andcompetence. Accusing fingers have been pointed at teachers,school heads, parents, students, examination officials and evensecurity agents as those responsible for examination malpracticein the school system (Jimoh 2009).

1.1 Statement of the Problem

The persistent occurrence of examination malpractices has been amajor concern to educationists. Despite the high premium placedon examinations by the National Policy on Education, it seemsthat examination malpractices have not been properly addressed inNigeria. Common observations have shown that there is masscheating in public examinations in the States. Nothing concretehas been done to reduce the problem except the cancellation ofresults for a particular centre or the withholding of results incertain subjects.The perception of teachers towards examination malpracticesdiffers from individual to individual and to a large extent fromsociety.However, the problem of examination malpractices has eroded theseriousness of students in studying and learning. It has deprivedstudents from learning instead, they prefer going to examinationhall with micro-chips, key points, even textbooks to make thingseasy in the examination hall. Thus the resultant effect of thisillicit act is the production of half-baked graduates andinvariably leading to inefficiency.Therefore, this project sought to assess the attitude andperception of students and teachers towards examinationmalpractices.

1.2 Purpose of the studyThe broad objective of this study is to examine the attitude andperception of secondary school students and teachers inexamination malpractices.The specific objectives are:

(1) To examine the various factors influencing examinationmalpractices.

(2) To find out the motivating factor influencingexamination malpractices.

(3) To determine the role of school authorities in aiding,abetting, and preventing examination malpractices.

(4) To examine what motivate teachers to partake inexamination malpractices.

(5) To determine the roles of parents ,guardians and peergroup in examination malpractices

(6) To make useful recommendations based on the researchfindings.

1.3 RESEARCH QUESTIONThe researcher of this study intends to carry out a researchon the issue which raises the following questions:(1) What attitudes do students portrays towards

examination?(2) What are the factors that predispose students to

examination malpractices?(3) Is there any significant role played by school

authorities towards examination malpractices for thestudents?

(4) Is there any significant difference in teachers’ perception of examination malpractices in secondary schools?

(5) Is there any significant role played by parents or guardians towards examination malpractices?

(6) Is there any significant role played by peer groups towards examination malpractices by students?

(7) What is the perception of teachers on examination malpractices?

1.4 RESEARCH HYPOTHESIS i Ho: There is no significant difference in the behaviour of

students in the examination hall compared to when they are taught in the classroom.

ii. Ho: Inadequate examination preparation of students cannot lead to examination malpractices.

iii. Ho: There is no significant relationship between school authorities on examination malpractices and secondary schoolstudents.

iv. Ho: There is no significant relationship in teachers’ perception toward examination malpractices in secondary schools.

v. Ho: There is no significant role played by parents towards examination malpractices by students.

vi. Ho: There is no significant relationship between peer groupinfluence and examination malpractices.

vii. Ho: There is no significant difference in teachers’ perception of examination malpractices in public and privatesecondary schools.

1.5 JUSTIFICATION OF THE STUDYThe need to assess the attitude and perception of teachers and students towards examination malpractices cannot be underestimated in recent time and the outcome of this research work will be of immense benefit to the government agencies, principals of schools, teachers, parents/guardians and the society at large. This will provide useful information and guidelines for solving the problem of examination malpractices insecondary schools.

1.6 SIGNIFICANCE OF THE STUDYi. The study will beam more light on the problem of

examination malpractices in secondary schoolsii. It will help to enlighten education administrators on the

principles of solving the problems of examination malpractices in schools.

iii. The research work will provide opportunity for better appreciation of educational certificate in the country.

iv. It will help in solving the problem of brain drain in thecountry.

v. It will help secondary school student to put the right attitude towards learning and in examinations.

1.7 SCOPE OF THE STUDY

The canker worm of examination malpractices has eaten deep into the fabric of education in the country. This study will concentrate on the effects of examination malpractice, their causes, and possible solution in some selected secondary schools in Oshodi/Isolo Local Government in Lagos state.

1.8 LIMITATIONS OF THE STUDYThe major constraints to this research work is time required in administering the questionnaire and the writing of the thesis, aswell as the cost of moving from one school to another in administering and filling of the questionnaire by respondents. Also, uncooperative attitude of some students and teachers in filling the questionnaire.Lastly, the non availability of enough materials and literatures on the project topic constitutes a constraint.

1.9 OPERATIONAL DEFINITION OF TERMS

Examination: It is a way to ascertain how much of a subjectmatter in a particular field of study the candidate has mastered.In other words, it is a process through which studies areevaluated or tested to find out the quality of knowledge theyhave acquired within a specific period.

Malpractice: It is a failure of professional person to properservices through reprehensive ignorance or negligence or throughcriminal intent. It is also referred to as improper misconduct.

Examination malpractice: Is any act of omission or commissionthat contravenes the Rules and Regulations of the examinationbody to the extent of undermining the validity and reliability ofthe tests and ultimately, the integrity of the certificatesissued.

School Authorities: This refers to teachers and principals whoare invigilators and supervisors of examination in schools.

Education: It is the transmission of cultural renewal. It is thedevelopment of the mind and body (cognitive, affective, andpsychomotor domains) of an individual in order that he/she maybecome useful to the society.

Educational Administrator: This refers to someone whoadministers an educational organization of a unit within theorganization either a system or an institution such asuniversity, polytechnics, colleges, etc.

Teacher: One who educates and train others to learn .He is theperson who impacts knowledge into others through some teachingskills and methods.

Curriculum: This is a guide to the things students are taught inschools. Thus, the content of teaching and learning can be in theform of theory and practice.

School Facilities: this refers to thing such as buildings, classroom chairs, tables, school hall, Field, Materials etc. thatare useful in the school system and enhances effective teaching and learning.

Test Anxiety: This refers to the fear a student exhibits before, during or after writing a test.

CHAPTER TWO

2.O LITERATURE REVIEW

2.1 PREAMBLE

Evidence abound of increasing incidents of examinationmalpractices by students at schools and colleges; whichconflict with the core purpose of education— thetraining of the mind and character for the acquisition

of practical and theoretical skills, knowledge andfunctional ideas for development; and the search fortruth and knowledge and the creation and communicationof ideas (Nanna, 1997; Peterson, 1988, as cited inAaron, 1992).In Nigeria, the first publicly reported case ofexamination malpractice occurred in 1914 when there wasa leakage of question papers in the senior Cambridgelocal Examination. Ever since, there have been cases ofirregularities reported on a yearly basis. But, theoutstanding years were 1963, 1967,1970, 1973, 1977,1979, 1981, 1985, 1987, 1991,1994, 1995, 1996, 1997,1998, 1999, 2000, 2001,2002,2003 (West AfricanExamination Council, 2004).However, examination malpractice is a worldwide issue.

There is element of examination malpractice in all

schools. It is only the degree at which they exist that

differs. Therefore, the quest to stop the practice is a

global issue. The Nigeria case, especially Lagos State

Secondary School is reaching an alarming situation. In

view of this, several seminars have been held, several

books have been written, and countless campaigns have

also been made. All of these are in an effort to stop

examination malpractice.

2.2 THE CONCEPT OF EXAMINATION AND EXAMINATIONMALPRACTICE

According to Homby (1995), Examination is a formal test

of somebody’s knowledge or ability in a particular

subject, especially by means of answering questions or

practical exercises.

Balogun (1999), also defined examination as the process

through which students are evaluated or tested to find

out the quality of knowledge they have acquired within

a specified period.

According to Oredein (2000), Examination could be

internal or external. It could be Oral, Written or

both. She outlined examples of internal as: Semester,

Term and Annual or Promotional Examinations. Oredein,

equally gave examples of external examination to

include: Common Entrance Examination for admission into

secondary schools; School Certificate Examination

conducted by West African Examination Council (WAEC)

and National Examination Council (NECO); the joint

Admission Matriculation Board (JAMB); National

Teacher’s Institute (NTI) that conduct test for

teachers’. Also, the National Business and Technical

Examination Board (NABTEB) which conduct professional

examinations for teachers and technicians respectively.

2.3 DEFINITION OF EXAMINATION MALPRACTICEVarious eggheads have attempted to define it fromdifferent perspectives. According to Shonekan (1996) asany act of omission or commission that contravenes theRules and Regulations of the examination body to theextent of undermining the validity and reliability ofthe tests and ultimately, the integrity of thecertificates issued. Ahmed (1993) sees it as any act ofwrong doing or neglect that contravenes the rules ofacceptable practices before, during and after anexamination by anybody in any way tantamount tomalpractices. Salami (1994) defines examinationmalpractice as an improper and dishonest act associatedwith examination with a view to obtaining unmeritedadvantage. Argungu (1997) defined examinationmalpractice as any irregularity which is premeditatedand perpetrated by candidates or their agents with theintention of gaining undue advantage over others in anexamination. Jega (2006) saw examination malpractice asany form of misbehaviour that leads to the alterationof or a tempering with the prescribed ways ofconducting examination in any given system. Any act ofomission or commission which compromises the validity,reliability and integrity of any assessment orevaluation system (i.e. the violation of, or disregardfor examination ethics (Obo, 2008).Examination malpractice can be defined as „a deliberateact of wrong doing, contrary to official rules, and isdesigned to place a candidate at an unfair advantage ordisadvantage; it is a careless, illegal or unacceptablebehaviour by a candidate in a formal test of hisknowledge or ability in a particular subject (Philemon,2007). It could also be said to be an act of omissionor commission which compromises the validity and

integrity of any examination (Okwu, 2006). Examinationmalpractice is counter-practice that is against ethicsof examination, it is an act of disrespect to all rulesand regulations guiding the good conduct of anyexamination or any evaluation process.

According to Balogun (1999), Malpractice is any illegal

means which students use to pass examination. According

to Oredein (2000), examination malpractices also occur

in both Internal and External Examination. She

(Oredein), buttress further that it has become an

epidemic in the nation’s educational system. Which

needs a prompt attention?

Mclnotch (1978), has also pointed out that the

functions of examination are attainment, diagnosis,

knowledge assessment, prediction of success at high

levels of the educational ladder to act as motivation

for further learning and help in the selection of the

teaching tools and techniques.

The definitions above revealed that examinationmalpractice is an unwelcome phenomenon to theadministration of external examinations because it isdetrimental to the growth and development of educationin any society. The standard of education in Nigeriahas taken a nosedive according to expert and unhealthysituation to a developing nation like Nigeria who

requires the contributions of its nationals in thebuilding of a virile economy.

2.3.1 DIFFERENT FACES OF EXAMINATION MALPRACTICES

Examination malpractices have various types. It is very

much necessary that these various forms are known

because it is by knowing them that solution can be

found on them. Thus, according to Imogie (1992) and

Ahmed (1993), examination malpractice ranges from

bringing in foreign materials, leakage of questions,

retrieval or substitution of re-worked scripts longs

after the examination is over and alteration of marks

on the computer.

Afolabi (1998), identifies foreign materials brought

into halls as scribes, textbooks, pages of textbooks

question paper’s previous examination and blank pieces

of paper. He (Afolabi), further continued that, exhibit

such as handkerchief, shirt, waist clips and currency

(Naira) note with copious notes and photocopies of

prepared answers have also been collected from

students, even candidates also write notes on their

palm and thighs.

The West African Examination Council grouped

examination malpractice into two, they are leakages and

irregularities. All forms of malpractices under these

groups according to WAEC are;

( i ) Smuggling in foreign materials into examinationhall.

( ii ) Irregular activities inside and around the examination hall

( iii ) Mass cheating in collision with teachers and invigilators.

( iv ) Assault on supervisors/invigilators.

( v ) Impersonation

2.3.2 FORMS OF EXAMINATION MALPRACTICE

1. Impersonation: Entails the hiring of touts to writeexaminations by appearing in the halls as the genuinecandidates. Uzoigwe (2000) states that male candidatessitting in for girls and verse versa in some sensitivepapers, twins writing examinations for each other inconnivance with the school examinationofficers/invigilators or supervisors and otherexamination officials.2. Collusion: Arises when an assigned invigilator orsupervisor receiving or giving assistance to candidatesin the examination hall for gratification,3. Examination leakages: A situation where questionpapers are seen by candidates prior to the writing of

the examinations and are traceable to the printingpress or persons connected with the custody of thequestion papers.

4 Mass cheating: Is traceable to large scale organizedcheating involving school authorities, examinationofficials and candidates through the answering of thequestions on the chalkboard for the candidates to copy.

5 Smuggling of answer scripts: Involves candidateshaving external assistance to take to and fro theexamination hall answer scripts duly prepared bysyndicates in connivance with invigilators and/orsupervisors and other examination officials.

6 Dubbing: An arrangement involving the invigilators orsupervisors whereby candidates are allowed to copy fromeach other in the hall.

7 Insult/Assault on Supervisors/Invigilators/Inspectorsby candidates: Takes the form of beating of examinationofficials, destruction of examination officials’ carsand manhandling of examination officials and/or usingindecent language on supervisors and invigilators whofail to cooperate with them.

8 Bringing foreign materials into the examination hall:Such as textbooks, cribs, past questions papers eithercontaining copious notes or used as disguise forcurrent ones that have been smuggled out, photocopiesof prepared answers.

9 Procurement of answer booklets: This is one of theways the syndicate operates; whereby they have enough

current answer booklets through the assistance of theexamination body personnel. They tactically exchangewritten answer booklets with their candidates beforestoppage time and/or in connivance with the schoolexamination officer and the assigned supervisor.

10 Enrolling syndicate and self: This happens duringthe enrolment, the syndicate will be enrolled alongsidewith the candidate using fake names. In the examinationhall, the syndicate will be doing the writing and atthe end exchange answer booklet with the candidate.

11 Late submissions of parcels by the Supervisor: Thecustodian in agreement with some assigned supervisorssubmits their parcels late. This arrangement gives thesupervisors and touts enough time to complete theirwritings and rearrangement of the scripts. Thecustodian is settled after receiving the parcels.

2.4 HISTORY OF EXAMINATION MALPRACTICES

According to Affigbo (1996), Examination Malpractice is

not a new thing in Nigeria; the only difference is the

sophisticated way of perpetrating it now. Okonkwo et

al. (2012), made us to understand that the records of

leakages of public examination questions in Nigeria

dated as far back as 1914. Thus according to them, the

prevalence of examination malpractice today is

unprecedented. Up to a certain point in our history, it

was little known. Then, all of a sudden, it became a

malady of national proportions.

However, the landmark of leakages of West African

School Certificate (WASC) examination questions in 1977

tends to strike most Nigerians as the genesis of the

malady that has haunted operators in public examination

for years now.

Affigbo (1996) , traces the beginning of Examination

malpractice as introduced into Nigeria. With western

education, he analyzed further, much could be gained

such as good job and respect. Thus, as a result, people

believed they could get certificate through magic.

Magicians going by the name of “American wonder” had a

field day in Nigeria marketing their product amongst

gullible Nigeria youths in schools. Among the products,

he made us to understand are Indian and American rings,

magic or invisible ink, magic blotting paper, magic

candles and brain dills. However, a candidate wearing

the appropriate Indian or American ring was expected to

be to manifest the correct answer to any question in

any examination by the simple process of waving his

hand over a blank sheet of his answer script.

Adeyegbe (1996) observed that, the first record

incident of examination malpractice in Nigeria was the

leakage of the Cambridge school certificate examination

of 1914. He Added that, this incident obviously

happened about 38years ago prior to the establishment

of WAEC.

Examination malpractice continued at low ebb and simple

and unsophisticated form right up to the 50’s and very

early 60’s. From all indication, there was no case of

invigilators or supervisors or staff examination bodies

conniving aiding and abetting in this bad act.

Omotosho (1990) stated that, the situation started

changing to worse between 1970’s up to date when the

depreciation in value of local currency imposed harsh

economic condition on the generally of persons. During

this period he added, frequent incidents of widespread

leakages and other forms of irregularities in public

examination occurred. Thus, supervisors, invigilators,

school principals, teachers other examination officers,

law enforcement agent, parents and even community at

large were all involved in or aiding and abetting

examination malpractices.

However, the head of WAEC and JAMB have been having

sleepless nights developing and implementing different

strategies so as to stop this illicit act but have

always been beaten.

2.5 POSSIBLE CAUSES OF EXAMINATION MALPRACTICES IN SCHOOLS

The experts have identified the following as some ofthe causes and their views were corroborated by Jimoh(2009):

1·0 Immorality in the wider society: The highcorruption in the Nigerian society has given rise tounprecedented things to happen without questioning.Young boys and girls offer money and/or themselves forsex in order to pass examinations. They often usedungodly maxims ‘join them if you cannot beat them’ andatsuch use what you have to get what you need.2·0 Inadequate supervision of teachers by inspectors:Due to the poor remuneration of teachers and nonchalantattitudes of the civil servants, programs ofsupervisions on every term are not religiously followedand teachers capitalize on these lapses to avoidclasses. Also, the schedule of their inspections aremade known to the teachers who prepared lesson notesahead of their visits both on topics taught and not.

3·0 High enrolment fees: There have been increases inexamination fees on yearly basis and parents andstudents alike do all they could to avoid re-enrolment.

4·0 Tying of promotion of teachers to success ofcandidates in public examinations: This practice hasgive rise to every subject teachers to be activelyinvolved in the conduct of their subject paper duringexaminations in order not to jeopardize theirpromotion.

5·0 The desire of our students and parents for successat all cost: When parents determined courses for theirchildren while undermining their intellectuality andthe advice of a Guidance and Counselor, such parentspend money to see their children qualified for theirchoice of course.

6·0 Poor teaching in schools: There have been braindrain in the country due to poor remuneration andmisplacement of teaching profession in our society, theaftermath is shortages of qualified teachers. Theavailable teachers were made to teach subjects outsidetheir areas of specialization.

7·0 Non-completion of syllabus before examination:Teachers are prepared to teach but students refuses toattend classes and thus lead to the abandonment ofteaching and non completion of examination syllabusbecause of the students’ perception about examinations.

8·0 Lack of confidence on the part of teachers andstudents: Due to shortages of qualified teachers, moststudents believed on the external assistance they willreceive during the examinations. While the teachers nottoo sure on the ability of the students to discharge

what they have been taught, offered to assist in ordertohave credible numbers of passes in his/her subject.

9·0 Absence of guidance and counseling services inschools: This has been a bane to the growth anddevelopment of our educational system. Due to theprospect or high pay in the Petroleum Industries, everystudent want to be involved in petroleum relatedcourses whether bright or dull academically because oftheabsence guidance and counseling officers in schools.Gbenedio (1993) added the followings:

10·0 Constant closure of schools: This has weakenedacademic excellence in schools because of disruption ofacademic calendars due to strikes

11·0 Over-emphasis on examinations and certificate:This emphasis has given rise to examinationmalpractices because academic excellence, skills andcompetency are sacrificed on the altar of certificate

12·0 Poor living condition: Poor remuneration ofsupervisors and other examination officials by theexamination bodies give rise to examinationmalpractice.

Olujuwon (2006) put forward the followings:

13·0 Over crowding in the school, for example 1 teacherto 83 – 100 pupils.

14·0 Parental contributions for example, some parentspay for live papers and hire people to sit forexamination on behalf of their wards.

Writing in the same vein, Badmus (2006), Awanbor(2005), Nwandiani (2005), Okafor (2006), Ayua (2006),Azare (2006) and Aminu (2006) identified schoolprogrammes, teaching learning environment, the teacher,the student, over value of certificates, decadence inthe Nigerian society and parental support are some ofthe factors responsible for examination malpractice.

However, Lajoku (1995), mentioned some of the causes ofexamination malpractices in school to be the quest forgood result, financial gain and sexual gratification.

According to Lajoku (1995), other factors that couldperpetrate examination malpractices are:

i. Too much love for money.ii. Poor remuneration of teachers and officials of

examination bodiesiii.Desperate and willing nature of students, parents

or guardian and relations to pass examination.iv. Examiners qualitative way of setting examinations

questions.v. Alterations of marks due to delay in the release

of results.vi. Academics and students unrest leading to closure

of school and incomplete coverage of syllabus orscheme of work.

vii.Inadequacy of law governing examinationmalpractice.

2.6 ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS EXAMINATION MALPRACTICES

Adeniran (1996) observed that,, “in certain part of his

country, the conduct of public examination has become a

matter of life and death as one would expect in a war

zone”. Thus, candidates arrive at examination halls

armed both with the materials they will use for the

exams as well as dangerous weapons such as cutlass,

long knives, charm and even gun. Furthermore, students

see examination malpractices as fun or game whereby

they are either caught, or succeed. To the students, if

caught, they will buy their way out or worst still,

they will go to teacher in charge to pay for their

imperfect act. Of course, if successful in their act of

cheating they move to the next level in the academics.

Affigbo (1995) opined that , examination malpractice

is more common in public exams, and candidates see it

as their right even those who were supposed to ensure a

hitch free exam abetted in the unscrupulous act and

many students get involved in examination malpractice

right from the very day they were registered for their

examination.(Affigbo) gave a list of what they do as:-

i. Make savings from when they are registered to

when examination actually takes place

ii. Visit their examination venue to buy some

teachers, invigilators or supervisors.

iii.Some waste their time writing microchips to be

used or buy key points (summary textbooks) on

different subject in readiness for their illicit

act.

iv. Impersonation; they either buy somebody or invite

their boyfriends or girl friends to write the

examination for them.

v. Some students buy their way to the source of

examination questions and get it pulled out for

their use before the actual examination time.

vi. Assault and intimidation result if not allowed to

use the materials they brought into the

examination hall or when not assisted.

2.7 CONSEQUENCES OF EXAMINATION MALPRACTICES IN SCHOOLS

According to Salami (1995), in his enumeration of the

consequences of examination malpractices, noted that

the dimension in which examination malpractices has

assumed nationwide and at all level of education

constitutes serious threat, a menace not only to the

entire educational system, but also to the socio-

economic development of the nation.

Salami (1995) also stated that, some of those who

cheated “successfully” in examination from primary

school through secondary school to the university are

among the notorious cult members who terrorize other

and create confusion in the university campuses. Others

he added, is faced with reality of also being liable to

meets the academic demands and challenges of the

institutions.

Thus, the few who still succeed in passing through

these higher institutions via cheating are the spurious

graduates who as teacher cannot teach efficiently in

the schools because they are very shallow or have

little knowledge of the subject they claim to have

graduate in. apart from this, they also plagiaries

other people’s work too become senior lecturers and

even professors who rather than lecture, make selling

of hand out a criteria for purchase “expo”.

In addition, the West African Examination Council

(WAEC) is an examination body whose certificate is

recognized internationally. Hence, the body is

concerned with validity and reliability of the

examinations. It is a sad consequence to see a

previously higher valued certificated being looked with

contempt due to level of examination malpractices

witnessed during the examination of such body.

More so, it not something new to see universities and

other higher institutions complaining that some of the

students admitted on the basis of their grades in WAEC

examination and high grades in JAMB examination are

asked to withdraw from the institution because of their

academic deficiency and resultant inability to

understand the lectures. These are undoubtedly the ones

who cheated in these examination, those who really work

hard and pass the examination without cheating have no

problem academically in the higher institutions. Thus,

when these ones get jobs, perhaps through fraudulent

ways, they cannot perform well. That is, they are those

that defraud their companies of millions of naira.

Ugwu (1991) identify those acquired certificate through

fraudulent means as those that fraudulently get

themselves in political position and subject the

citizens to hardship through the further fraudulent

practices in public office.

2.8 REMEDIAL APPROACHES TO MALPRACTICES IN SECONDARY SCHOOLS

Having diagnosed the various causes and dimension of

examination malpractices in our secondary schools, we

should now discuss some possible remedies for these

maladies.

The following are some prescribed suggestion made by

various schools of thoughts.

i. Psychological Remedy: According to Mclntosh

(1978) frustration in learning may pave way for

examination malpractices. Teachers too, should

improve in their quality of teaching and not to

frustrate pupils/students when learning. They are

equally meant to encourage children to learn and

not to kill their spirit of learning.

ii. Logistic Remedy: According to a school of

thought, this remedy tries to control the supply,

distribution and custodian care of live

examination papers. Although WAEC (1980) Annual

Report has shown the council’s decision to print

questions paper outside West Africa; yet it is

very possible that anything can happen in terms

of leakages. Hence, there is need for WAEC to

close up ranks.

iii.Economic Remedy: According to Barush (1949),

Secondary Schools should be made to realize that

it is not everything that money can buy;

certificate and live question papers are some of

such things. If for example, the society refuses

to accord any recognition of importance to any

person who has got rich by questionable means;

then this will serve as a deterrent to people who

are eager to get rich by foul means such as sale

of live examination papers.

iv. Administrative Remedy: According to Ausubel

(1963), the ideal things for government to do

would be to set up large central examination

halls in every local government area where our

public examination can be held and supervised, of

which candidate may not find such hall as much

familiar as their own school. They equally added

that supervisors and invigilators of examination

must be thoroughly screened before being

appointed or posted to examination centers for

duty and a sworn declaration is required to

supports such claim.

v. Social Remedy: Wale (1999), is of the opinion

that the attitude of secondary Schools towards

examination determine how anxious both parents

and candidates would be as regards examinations.

Also added is that, teachers should equally when

informing students about the importance of

acquiring certificate made them to understand

that certificates should be backed up with

thorough and practical knowledge of facts and

skills. Thus, Wale added that students should be

thoroughly searched before entering examination

halls, any material like note books etc should be

removed from them.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION

The research methodology for this study is discussed inthis chapter.

This includes: Research design; Sample; Sampling instrumentation and Data analysis.

3.1 RESEARCH DESIGN

The research design and survey used ex-post facto design, to assess the attitude of Secondary School Students towards Examination Malpractices.

3.2 SAMPLE

The researcher used a purposive sampling technique to

pick Oshodi/Isolo Local Government Education.

Thereafter, Four (4) schools were randomly selected

from the clusters of schools in the local government

area. In addition, twenty-five (25) students were

randomly selected from each school. The table below

shows the summary of the distribution of the selected

school as well as students for the survey.

S/N

Selected Schools No of Students

1 A.U.D Comprehensive High School, Okota.

25

2 Isolo Comprehensive High School.

25

3 Oshodi High school. 254 Central High School. 25

3.3 PROCEDURE

The researcher went to the four selected schools. On

getting there, he approached the principal who later

assigned personnel to assist in administering the

questionnaire to the students. The questionnaires were

then collected and the researcher analyzed the data

collected accordingly.

3.4 INSTRUMENTATION

The instrumentation used a 35 item scale, using five (5) Likert Scale comprising Strongly Agreed, Disagreed,Strongly disagreed and undecided

3.5 VALIDITY AND RELIABILITY OF THE INSTRUMENT

The primary data was collected with the aid of a well- structured questionnaire containing relevant information and was validated by my supervisor.

3.6 METHOD OF DATA COLLECTION

A total of 100 copies of questionnaire were randomly distributed among the respondents in the study area. A total of twenty-five(25) students were randomly selected in each of the four schools for the study withthe aid of a teacher in the schools.

3.7 ANALYSIS OF DATA

The data derived from the various sources will be

statistically interpreted and represented for easy

understanding. It will be descriptively analyzed and

the calculations involved will be represented by the

use of frequency table and percentages.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1 INTRODUCTION

A total number of one hundred (100) questionnaire was

administered to students of the selected schools in

oshodi/Isolo Local Government Education Authority of

Lagos State. The questionnaire were completed and

collected which represented 100% of the total

respondents. Thus, each questionnaire contains a total

of thirty five (35) questions, and the options given to

the respondents were five (5) which are; strongly

agreed (SA), Agreed (A), Strongly disagreed (SD),

Disagreed (D) and Undecided (UD)

However, in this research work, the various options

were summarized into two (2). That is, Agreed (A) and

Disagreed (D). thus, SA and A are summed up to mean A

while SD and D are equally summed up to mean D. in

addition, the option U is apportioned equally between

the present A and D. Therefore, the observed data are

represented here below by mean of simple frequency

tables and percentages.

4.2 ANALYSIS OF QUESTIONNAIRE BASED ON REPONDDENTS PERSONAL INFORMATION

Table 4.2.1: DISTRIBUTION OF DATA ACCORDING TO CLASS AND GENDER OF STUDENTS.

CLASS VARIABLES FREQUENCY TOTALM + F

%

SS 1 MALE 15FEMALE 20 35 35

SS 2 MALE 13FEMALE 19 32 32

SS 3 MALE 16FEMALE 20 33 33TOTAL 100 100 10

0Source: Field Survey, 2012

Table 4.2.1 shows that 35% of the respondents

representing 15 male and 20 female students are in SS 1

class while 32% and 33% represents 32 students in SS 2

and 33 students in SS 3 classes respectively. This

means that there are more females in schools than male

students.

It is important at this stage to make findings related

to the postulated hypotheses. The acceptance or

rejection of the null hypotheses (Ho) depends on the

percentage derived from the computations

HYPOYTHESES 1

TEST: Testing whether there is a significant difference in the behavior of students in the examination hall compared to when they are taught in the classroom

Table 4.3.1 STUDENTS BEHAVIOUR WHILE IN EXAMINATION HALL AND WHEN TAUGHT IN THE CLASSROOM

S/N

QUESTIONS A % D %

1.Talking while examination is in progress is an act of malpractice95 95 05 0

5

2.Looking at people’s script is a form of cheating in an examination90 90 10 1

0

3.Students use their handsets to cheat in examination75 75 25 2

5

4.

Students give flimsy excuses like going out to ease themselves just to perpetrate the act of cheating in examinations

65 65 35 35

5.Students smuggle question papers before the commencement of exams.70 70 30 3

0

6.Teachers are bribed to pass examinations85 85 15 1

5

7.Students prepare already made answers “expo” into examination hall to cheat.

75 75 25 25

8.Lateness to examinations hall is an avenue to cheat.70 70 30 3

0TOTAL 62

578 17

522

Source: Field Survey, 2012

Table 4.3.1 above shows that the percentage of

respondents, who agreed that, there is no significant

difference in student’s behavior while in examination

hall and when they are taught in the classroom, is more

than the percentage of the disagreed respondents. That

is 78% as against 22%. Hence, the null hypothesis (Ho)

should be accepted while the alternative hypothesis

(Hi) should not be accepted.

Therefore, there is no significant difference in

student’s behavior while in examination hall and when

they are taught in the classroom.

HYPOTHESIS 2

TEST: Testing whether adequate preparation of students can lead to examination malpractice.

STATEMENT OF HYPOTHESES

Ho: Inadequate preparation of students cannot lead to examination malpractices

4.3.2: INADEQUATE PREPARATION OF STUDENTS AND EXAMINATION MALPRACTICES

S/N QUESTIONS A % D %1. students cheat in

examinations because they are not well prepared for it by studying hard

80 80 20 20

2. Playing in the class duringlesson hours can make students cheat in an examination

90 90 10 10

3. Failure of students to do their class work and/or homework can result into cheating in examinations

95 95 05 05

4. Lateness to school by students shows that they are ready for learning.

70 70 30 30

5. Students and teachers do not complete the school syllabus before writing examinations

65 65 35 35

TOTAL 400

80 100

20

Source: Field Survey, 2012

Table 4.3.2, depicts that 80% percentage of respondentsagreed to the assertion that, inadequate preparation ofthe students can lead to examination malpractice is more than 20% percentage of respondent who disagreed.

Therefore, the null hypotheses (Ho) should not be accepted, while the alternate hypotheses (Hi) should beaccepted. Hence, inadequate preparation of students canlead to examination malpractice.

HYPOTHESES 3

TEST: Testing whether there is significant relationship between the school authorities on examination malpractice and secondary school students.

STATEMENT OF HYPOTHESIS

Ho: There is no significant relationship between the school authorities on examination malpractice and secondary school students.

Table 4.3.3: STUDENTS RELATIONSHIP BETWEEN SCHOOL AUTHORITIES AND ON EXAMINATION MALPRACTICE.

S/N QUESTIONS A % D %1. Teachers seldom come to class to

teach55 55 45 45

2. Teachers bring article to school forsale

75 75 25 25

3. School authorities do engage students on career talk before examinations

100 100

- -

4. Delay in starting examinations can result in malpractices.

90 90 10 10

5. Teachers and school heads 80 80 20 20

participate in examination invigilation.

6. Some Schools cheat to in other to befamous

70 70 30 30

7. Teachers allow students to assist them in academic work such as marking of scripts and recording of scores.

80 80 20 20

8. Teachers engage in malpractices because they want to meet up with financial obligations

90 90 10 10

9. Overcoming of examination halls can result into cheating

70 70 30 30

10. Teachers collude with students to cheat because of poor welfare

95 95 05 05

TOTAL 805 80.5

195 19.5

Source: Field Survey, 2012

Table 4.3.3 above shows that the percentage of

respondents who agreed to the assertion is more than

percentage of respondents who disagreed. That is, 80.5%

as against 19.5%. Therefore, the null hypotheses (Ho)

should not be accepted while the alternate hypotheses

(Hi) should be accepted. Hence there is significant

relationship between school authorities and secondary

school students on examination malpractices.

HYPOTHESES 4

TEST: Testing whether there is a significant relationship between peer groups and peer group influence and examination malpractice.

TABLE 4.3.4: RELATIONSHIP BETWEEN PEER GROUPS AND PEERGROUP INFLUENCE ON EXAMINATION MALPRACTICE.

S/N

QUESTIONS A % D %

1. Peer groups are formed to study and excel in school

80 80

20 20

2. Peers rely on friends for help during test and examinations

60 60

40 40

3. There are usually competitions among peer groups.

70 70

30 30

4. Peer group are mislead along the way to cheat in examinations

65 65

35 35

TOTAL 275

69

125

31

Source: Field Survey, 2012

From table 4.3.4, 69% of the respondents opined that,

there is a significant relationship between peer group

influences on examination malpractice, while 31% of the

respondents disagreed. With this analysis, it shows

that some peer groups are not formed for the purpose of

academic excellence; instead they are formed to indulge

in cheating or other illicit act which may jeopardize

their future. Therefore, the null hypothesis (Ho) is

hereby accepted while the alternate hypothesis (Hi) is

rejected.

HYPOTHESES 5

TEST: Testing whether there is a significant role played by parents towards examination malpractice by students.

STATEMENT OF HYPOTHESIS

Ho: There is no significant role played by parents towards examination malpractice by students.

TABLE 4.3.5: PARENTS ROLE TOWARDS EXAMINATION MALPRACTICES

S/N

QUESTIONS A % D %

1. Most parents do visit schools to knowtheir child’s performance

30 30

70 70

2. Parents organize extra moral classes for their wards

45 45

55 55

3. Some parents refuse to buy relevant textbook for their wards

20 20

80 80

4. Parents involve their wards more in domestic work than in academics

10 10

90 90

5. Parents do not have time to chat withtheir children

30 30

70 70

6. Parents have handed the up-bringing 20 2 80 80

of their wards to guardians 07. Parents are only interested in school

results than in sound academics knowledge

10 10

90 90

8. Parents do pay for assistance of their ward(s) during examination

70 70

30 30

TOTAL 235

29

565

71

Source: Field Survey, 2012

From table 4.3.5 above, the percentage of respondents

that agreed is 29% while 71% disagreed. This affirms

that the null hypothesis (Ho) which says that, there is

no significant role played by parents towards

examination malpractices should be rejected, while the

alternate hypotheses (Hi) is accepted. This connotes

that some parents contribute to their ward(s)

involvement in examination malpractices.

HYPOTHESES 6

TEST: Testing whether there is a significant difference in teacher’s perception of examination malpractices in public and private secondary schools inthe state.

STATEMENT OF HYPOTHESIS

Ho: There is no significant difference in teachers’ perception of examination malpractices in public and private secondary schools.

TABLE 4.3.6: PERCEPTION OF TEACHER’S ON EXAMINATION MALPRACTICES.

VARIABLE FREQUENCY %Public Secondary Schools

32 32

Private Secondary Schools

68 68

Total 100 100Source: Field Survey, 2012

In Table 4.3.6, above, the percentage of respondents that agreed is 68% while 32% disagreed. This affirms that the null hypothesis (Ho) which says that, there isno significant difference in teacher’s perception of examination malpractices is here by rejected, while thealternate hypothesis (Hi) is accepted. This shows that there was a significant difference in teachers’ perception of examination malpractices in public and private secondary schools in the State. The teachers were of the perception that examination malpractices were more prevalent in private schools than in public schools. The findings suggest that private schools are more vulnerable to examination malpractices than publicschools.

CHAPTER FIVE

SUMMARY OF FINDINS, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY OF FINDINGS

The following are the major findings made after the

data have been collected, presented and analyzed.

It was shown in table 4.3.1that, 78% agreed that there

is no significant difference in student behavior while

in examination hall and when they are taught in the

classroom as against 22% that proved otherwise. This

was proved by the use of simple table and percentage of

testing hypotheses. Thus, students attitude while in

the classroom and in the examination hall comprises of

talking or chatting with fellow students instead of

facing their studies, playing all the time; giving

flimsy excuses to go out of the classroom/examination

hall and indulge in other unprofitable ventures;

looking at other peoples scripts during test, frequent

lateness to school thereby missing some lessons,

meeting teachers for assistance, etc. all these

therefore, shows that the same attitude portrayed by

students while in the classroom is the same shown in

examination hall.

In table 4.3.2, it was equally shown with 80% as

against 20% that; inadequate preparation of students

can lead to examination malpractices. This was proved

by the use of simple table and percentage of testing

hypotheses. To buttress further, the inability of

students to prepare very hard by learning and reading

their books can easily lead to examination malpractice.

Take for instance, at the end of a day work, a good

student who is expected to take his book home and

revise all what has been taught in the school, dropped

the books and play away his/her time on unprofitable

things like watching films on television and on the

internet. How will such a student behave when he/she

hears about the commencement of examination/ of course,

such student will result into cheating because they

would want to excel by all means?

In table 4.3.3, it was depicted that 80.5% as against

19.5% that; there is significant relationship between

Authorities and secondary School students towards

examination malpractices. This was equally proved by

the use of simple table and percentage of testing

hypotheses. From the analysis, it was deduced that

school authorities and teachers influence the

occurrence of malpractice in examination. This is

noticed when teachers seldom come to the class to teach

their subjects, they bring articles to school for sale

and lost concentration instead of imbibing the

teaching/learning process of educating the students.

Other ways by which teachers influence examination

malpractice are: delay in starting examinations;

obtainment of cheap popularity by schools, teachers

being allowed to keep records of academic scores,

female harassment, poor salary and poor welfare

packages etc.

From table 4.3.4 it was discovered with 69% as against

31% that there is significant relationship between peer

group and peer group influence and examination

malpractices. Though, there is nothing wrong with

forming peer groups- for a good course. It is only when

the course of the group formed is detrimental to

humanity, then it could be said to be bad. For

instance, secrete cult group. This group of course,

everyone knows that they don’t do things in the open

but in secret. Thus they fight, get both innocent

people and themselves injured and also indulge in

examination malpractice. So what is the benefit of

joining this peer group?

From table 4.3.5, it was equally discovered with 71% as

against 29% that, there is significant role played by

parents towards examination malpractice by students.

Thus all parents want their children to always excel

and move to the next level. But, in a situation where

instead of success coming forth, failure shows signals.

Hence, Parents adjust and desperately want their

children into the next level; therefore, examination

malpractices results by conniving with school

Authorities including teachers into that illicit act.

Besides this, other ways by which parents contribute to

examination malpractice is by – Not buying the relevant

textbooks for their wards; not organizing extra-moral

classes for them; not scolding them when they perform

badly at school; failure to visit school to know about

their children’s performances; involving them

excessively in domestic work than in academics and so

on.

5.2 CONCLUSION

The results of this study indicated that majority ofthe students believe that examination malpractice is acommon feature in the Nigerian school system. And theirindulgence in it has the support of some parents,teachers and school principals. This is not surprisingbecause most times lazy teachers who have not taughtwould at all cost want their student to passexamination since it is seen as a measure of goodteaching.

On the part of school principals, they arrangecorporate cheating for their schools believing thatwhen their students do very well in any given externalexamination, it will attract other students who may notbelieve in working hard for their grades to come overto earn good grade through indulgence in examinationmalpractices. All these may not be far from the totalbreakdown in our value system.

In the past, success was achieved through hard work.But today the reverse is the case—Success is measuredby how much you can acquire certificates and goodgrades at school without bothering about the process.This finding is in support of Nanna’s (1997) positionthat parents and school teachers aid and abetexamination malpractices to enable them get undeservedgrades.In the same vein, one can conclude that the inference

drawn from the findings have provided the much needed

answer to the research questions. In the instance; the

factors influencing examination malpractice have been

confirmed by the large majority of the respondents

whose opinions on the research topic were sought to

also be responsible for the attitude of students

towards cheating in examination; all in a bid to find a

way of passing the examination.

To the amazement of the researcher, the factors

influencing examination malpractices were multi-

dimensional in view of the relations, drastic measures

have to be taken or fashioned out to checkmate the

growing menace of examination malpractices. The more

expedient the eradication of examination malpractices,

in its totality or at least to the bearest minimum,

the better for the development of education in the

state in particular and Nigeria in general.

5.3 RECOMMENDATION

Uzoigwe (2000) opines that no one can claim to have allthe solutions to the eradication of examinationmalpractice. The following recommendations are profferto help in curbing the ugly trend that is plaguing ournation educational foundation:

OFFICIAL REMUNERATION - An attractive remuneration toexamination officials and centre supervisors willmotivate them to discharge their duties creditablywell. The current allowance payable to a centresupervisor for a period of one month that theexamination will last is currently below six digits,plus other expenses (transportation to and froCustodian Point and to and fro assigned examinationcenters and feeding is less than N40,00.00) is toomeager and thus creates rooms for corrupt practices byofficials. The amount should be reviewed upward.

TRANSPORTATION - The idea of allowing the centresupervisors and other examination officials to foottheir transportation bills throughout the days of theexamination makes room for compromise. Cost oftransportation and feeding should be worked out andmade available to centre supervisors and otherexamination officials on daily basis to forestall undueinfluence and compromise.

DISCONTINUATION OF EVERY SCHOOL AS CENTERS –The idea ofusing every school as examination centre has to a largeextent hampered effective monitoring of externalexaminations by the appointed monitoring teams/staff ofthe examination bodies. Some local government areashave over 25 public secondary schools outside privatelyowned. Therefore, monitoring teams spent less than 15minutes in a centre in order to cover many schoolswithin the time allocated to such subject, thereaftertheir illegal business continues. Centers should becreated randomly in local government areas and thebodies prepared schedules schools to be covered by each

centers within the local government with dailymonitoring team posted to such centers.

RESTRICTED WEBSITE – The examination bodies shouldensure that they have a restricted website inaccessibleto the public to avoid examination paper leakages asaccess to their website during examinations.

RE-ORIENTATION- There should be re-orientation of the

teachers towards the set objectives of the educational

sector as well as parents on their roles in the

education of their children by organizing seminars,

workshop, etc.

CONDUCIVE LEARNING ENVIRONMENT- The study environment

should be improved through the provision of social

amenities which will invariably make it conducive for

studying opportunities.

INDISCIPLINE- Indiscipline among teachers which engage

in private business by hawking various articles of

trade in school should be put to a stop, such

engagement divert their concentration from their

official duties hence, affect productivity which

consequently lead to poor performance of the students

in examination. Parents and communities should endeavor

to train-up their children to imbibe the tradition

values of honesty, hard work, fairness, uprightness at

home and be made available for the conduct of

examinations.

POLICY ENFORCEMENT- Government should implement

policies measures to punish those who indulge in

examination malpractices.

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RESEARCH QUESTIONNAIRE

NATIONAL TEACHERS’ INSTITUTE, KADUNA

(IN AFFILATOIN TO UNTHMAN DAN FODIO UNIVERSITY, SOKOTO)

This questionnaire is designed to generate information on:

ATTITUTE AND PERCEPTION OF STUDENTS AND TEACHERS TOWARDS EXAMINATION MALPRATICES:

( A case study of some selected secondary schools in Oshodi/Isolo Local Government Area of Lagos State.)

Kindly complete the questionnaire as objectively as possible.

Your responses will be kept confidentially.

Thanks you for your co-operation

NOTE: The options available for this questionnaire are indicated as follows: Strongly Agreed (SA), Agreed (A),Strongly Disagreed (SD), Disagreed (D) and Undecided (U).

Please tick as appropriate from the option given below.

1.SECTION A: PERONAL INFORMATION

CLASS LEVEL: (A) SS1 (B) SS2 (C) SS3

GENDER: (A) Male (B) Female

SECTION B

S/N QUESTION SA A SD D U1. Talking while examination is in

Progress is an act of malpractices

2. Looking at people scripts is a form of cheating in a examination.

3. Student use their handset to cheat in examination.

4. Student give flimsy excuses likegoing to ease themselves just To perpetrate the act of cheating in examinations.

5. Student smuggle question papers before the commencement of examinations.

6. Teachers are bribed to pass examinations.

7. Student prepare already made answer “expo” into examination hall cheats.

8. Lateness to examination hall is an avenue to cheat.

9. Student cheating examinations because they are not well prepared for it by studying hard.

10. Playing n class during lesson hours can make student heat in an examination.

11. Failure of student to do their class work and/ or homework can result into cheating in examination.

12. Lateness to school by student shows that are ready for learning.

13. Student and teachers do not complete the school syllabus writing examinations.

14. Teacher seldom come to class toteach.

15. Teacher rings articles to schoolfor sale.

16. School authorities do engage students on career talk before examination.

17. Delay in starting examination can result in malpractices.

18. Teachers and school heads participate in examination invigilation.

19. School cheat to in other to be famous.

20. Teacher allow student to assist them in academic work such as marking of scripts and recordingof scores.

21. Teachers cheat because they wantto meet up with financial obligations.

22. Overcrowding of examination halls can result into cheating.

23. Teacher’s cheat because they areenticed with money.

24. Peer groups formed to study and excel in school.

25. Peer reply on friends for help during test and examinations.

26. There I usually competitions among peer groups.

27. Peer groups are mislead along the way to cheat in examinations.

28. Parents do visit schools to knowtheir child’s performance.