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ABSTRACT
This study is focused on the causes of examination malpractice among
secondary school students in Enugu Education zone of Enugu State. It had
become a general view to accept that the last two decades have
witnessed high rate of several incidents of examination misconduct; more
especially at post primary education level. According to Olatunbosum
(2009); every examination witness the emergence of new and tactful ways
of cheating during examinations, contrary to the normal view which
assumes that examination is a formal test of somebody’s knowledge or
ability in a particular subject; especially by means of answering
questions or practical exercises. For detailed analysis, the above topic
had been discussed under various headings and sub-headings which are
categorized into chapters. For instances, chapter one introduces the
subject matter of the research work; chapter two is mainly literature
review, in which, the interest of students towards their studies as well
as availability
of teaching facilities among other things were discussed. Chapter three
discuss the research methodology, while chapter four and five were
based on data analysis and representation, discussion on findings,
summary of findings, conclusion, implications of the study, recommendation
as well as suggestion for further study.TABLE OF CONTENTPageCover Page
Title Page Approval Page Dedication Acknowledgment Tables Of Content
List Of TablesAbstractChapter One1.0 Introduction 1.1 Background Of The
Study1.2 Statement Of Problem 1.3 Purpose Of The Study 1.4 Significance
Of The Study 1.5 Scope Of The Study 1.6 Research Questions
Chapter Two2.0 Review Of Related Literature2.1 Interest Of Students
Towards Their Studies 2.2 Availability Of Teaching Aids Or Teaching
Facilities 2.3 The Effects Of Societal Need For Paper Qualification And
Parental Influence On Examination Malpractices2.4 Summary Of Literature
Review
Chapter Three: 3.0 Research Method3.1 Research Design 3.2 Area Of Study
3.2 Population Of The Study 3.3 Sample And Sampling Technique 3.4
Validation For Instrument3.5 Reliability For Instrument3.6
Administration For Data Collection 3.7 Method Of Data Analysis 3.8
Decision Rule
Chapter Four 4.0 Data Analysis And Representation 4.1 Research Question
14.2 Research Question 2 4.3 Research Question 3 4.4 Summary Of Findings
Chapter Five 5.0 Discussion Findings 5.1 Conclusion 5.2 Implications Of The Findings 5.3 Summary Of Study 5.4 Recommendations 5.5 Limitations Of The Study5.6 Suggestions Of Further Study References Appendix I Appendix IiAppendix Iii
INTRDOUCATION
Background of the studySulaiman (2008) opined that one of the objectives
of education in Nigeria is to prepare the young one to face future
challenges and develop them to meet the nation’s man power requirements.
He also opined that schools need to conduct examinations as yard stick
for assessment. According to him, examination is a formal test of some
body’s knowledge or ability in a particular subject; especially by means
of answering questions or practical exercises. Examination is also seen
as the process through which students are evaluated or tested to find
out the quality of knowledge they have acquired within a specified
period of study.
According to Olujuwon (2004), the Nigeria educational system is in a
state of confusion and disarray. This is as a result of inconsistence
and non-implementation of educational policies, corruption and corrupt
practices perpetrated by the stake – holders. There had been a clarion
call by all and sundry to re-examine and appraise the educational system
in line with current trends.
Aisha, (2009) is of the view that examination malpractices have
consistently remained a bane of Nigeria educational system. Most
foreigners say that the academic certificates being issued to graduates
in Nigeria are no more valuable than the pieces of paper on which they
are printed. In the opinion of Aisha (2009), Examination malpractice is
an illegal behaviour by a candidate before, during or after the
examination so that he/she attains success easily and cheaply. Sulaimon
(2008) is of the view that examination malpractice is a kind of conduct
that violates the acceptable laid down rules and regulations of Nigerian
Institutions. He further explained that examination malpractice is any
wrong doing before, during or after any examination.
According to Suleimon (2008), education, which is a very important tool
of nation building, is not given the adequate attention it deserves; as
the sector is not funded adequately, no proper plan and policies that
will provide the kind of leadership that is required in the sector to
enable the system achieve the desired objectives. Teacher’s welfare is
not properly taken care of, public schools are left without basic
infrastructural development needed to stimulate learning, no proper
monitoring; as most of the examination bodies are not closely monitored.
So, examination malpractice has become world- wide problem, for
instance, a Ghanianian, Rex Annan, Kumasi of 13th April, 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 and
inadequate preparation and most often their inability to apply
themselves to their studies.
However understood the examination malpractices had become a world-wide
problem among students, the researchers are seriously concerned in
making effort to discover the cause of this problem-especially among:
secondary school students within Enugu educational zone of Enugu state,
Nigeria.
Oluyeba and Daramola (1992) in their own view believe that examination
malpractice is an irregular behaviour exhibited by-Candidates or anybody
charged with the conduct of examination inside Or outside the
examination hail before, during or after such examination. This view was
upheld by Azinge (1993) as well as Imogie (1993). Ahmed (1993) believed
that an examination malpractice is any act of wrong doing or neglect
that contravenes the rules of acceptable practices before, during, and
after an examination by anybody in any way tantamount to malpractices.
Shonekan (1993) sees it as irregularities, when are premeditated and
perpetuated by the candidates or their agents with the intention of
gaining undue advantages in the examinations. Afigbo (1993) opined that
the problem of examination malpractices in Nigeria seems to be as old as
the-introduction of formal system of education in Nigeria. According to
him, the first major incidence of examination malpractices was in 1914,
when the senior Cambridge local examination leaked. This scenario took
an unprecedented surge in 1963, 1967, 1977, 1981 and 1987, when two
public examinations leaked.
These leakages then attracted the attention of the federal government,
which led to the promulgation of Decree 27 of 1973, and miscellaneous
Decree 20 of 1984 to curb examination malpractices; and later the Decree
prescribed 21 years jail term for offenders.
In the opinion of Olujuwon (2004), these and other measures put in
places still do not deter people from engaging in examination
malpractices. In WAEC conducted examinations in 1991, 30, 982 students
were involved in examination malpractices while 35, 479 students were
reported in 1992 as being involved in examination malpractices as
published by national dailies then.
With reference to Olujuwon (2004), investigations conducted by the
national concord of Tuesday, June, 1998 revealed how teachers helped
students to engages in examination malpractices by coaching them before
examination day. This trend according to the report is being used by the
schools involved to improve their position in the performance tables,
which have become a key indicator for parents choosing a school for
their children as WAEC examination centre.
Infact, authorities had also suffered as a result of students
involvement in examination malpractices; for instance, in the year 2002,
during the University matriculation examination (UME) conducted by the
joint admission and matriculation board (JAMB), the board cancelled the
result of about 46, 448 candidates, allegedly involved in examination
malpractices, as confirmed by (people’s choice magazine vol. 1 no 8 of
2002).
Nwadiani (2005) opined that the value and functionally 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 education system and indeed national
development become like a mirage, if examination ethics are not
encouraged and instituted. According to him, till today, examination
still remain the best tool for an objective assessment and evaluation of what learners have achieved after a period of schooling.
Thus, any action that undermines examination poses a great threat to the
validity and reliability of examination results and certification.
Nwadiani (2005) opined that it is very unfortunate that the process of
examination in Nigeria secondary schools has become a “contemporary
shame.” He opined that this is because of the phenomenon of examination
malpractice that has become endemic in the education system. He defined
examination malpractice as a process in which students cheat in the
examination hall.
Additionally, the examination malpractice Act (1999) explains
“examination malpractice as any act or omission or commission by any
person who in anticipation of, before, during or after any examination,
fraudulently secure 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 issued.
Oluyebe and Daramola (cited in Alutu and Aluede, 2006) remarked that
examination malpractice is any irregular behaviour exhibited by a
candidate or any-body charged with the conduct of examination before,
during or after the examination that contravenes the rules and
regulations governing the conduct of such examination. In agreement with
Omoluabi and Uzoka, citied in Atutu and Aluede, (2006) the value system
in Nigeria has broken down completely and so adults and youths alike
act without moral scruples. This is exactly why examination malpractices
still thrives despite its grave consequences on the social, political
and economic structure of the nation.
The examination malpractice Act No. 33 of 1999 stipulates a minimum
punishment of N50,000( Fifty Thousand Naira Only), and a minimum of five
years imprisonment, without option of fine, for – violators of the
offences stipulated in the act. The offences are: cheating at
examinations, stealing of question papers, impersonation, disturbances
at examinations, obstruction of supervision, forgery of result slip,
breach of duty, conspiracy and aiding, etc.Government, examination
bodies and other concerned citizens have made a lot of efforts to
forestall the incidences of examination malpractice and the problems
associated with the conduct of examinations in Nigeria.
Although the efforts seem to be yielding some positive results, yet incidence of examination malpractice still feature prominently in the school system. Thus, in 2006, the federal ministry of education black listed and derecognized 324 secondary schools across the nation as centres for conducting public examination from 2007 to 2010 because of their involvement in examination malpractices. (Weekend times, 17th and 18th Feb. 2007 page 4).
And it is necessary to note that Enugu Education zone is one of the
educational zones within Enugu States which is equally one of the states
within the south – east geo –political zone of the country.
However, it is very unfortunate that the phenomenon of examination
malpractice seems to be aggravated by large scale of shameful
involvement of dishonest and greedy teachers, school heads, parents and
all those who take part in admission of examination (Ijaiya 1998).
In the opinions of Badmus, (2006) and Aminu (2006) the phenomenon of
examination malpractice is influenced by many factors which include lack
of confidence as a result of inadequate preparation, peer-influence,
societal influence, parental support and poor facilities in schools.
Writing in the same vein, Awanbor (2005), Nwadiani – (2005), Okafor
(2006) Ayua (2006) and Azara (2006) identified school programmes,
teaching / learning environment, the teacher, over – value of
certificates, decadence in the Nigeria society and parental support as
some factors responsible for examination malpractice in Nigeria
educational system.Statement of problem:The ever continued cry of
increased examination malpractices in our secondary schools hall become a
very serious problems to every reasonable and responsible – citizen.
Lack of staff disciplinary measures coupled with commitment by parents
in particular had become the major problem that is invariably
threatening the survival of students’ academic excellence in our
schools.
With reference to Suleimon (2008), the examination bodies, to an extent
constitute problems that cause examination malpractices in our secondary
schools. According to him, W.A.E.C, N.E.C.O, JAMB and other examination
bodies in Nigeria are major players in the perpetration of examination
malpractice. He opined that most of the private schools which WAEC or
NECO give centres are haven for the perpetration of examination
misconduct.
He is of the view that in most cases, some WAEC external invigilators
are bought over and as a result, all sorts of illegitimate activities
could be going on in those centers, all these activities really
constitute to a very large extent; the problems which the researchers
wish to unravel which underscores the need for the study.
Purpose of the study In fact, the primary objective of this study is to
discover the causes of examination malpractices among secondary school
students in Enugu education zone of Enugu State. Therefore, bearing the
above background in mind, the researchers are specifically interested in
using the study to find:i. The interest of students towards their
studies ii. Availability of teaching aids or teaching facilities.iii.
The effect of parental influence as one of the factors that cause
examination malpractices.
Significance of the studyThe significance of the study manifests itself
both practically and theoretically. For instance, Olatunbosu (2009)
opined that a society that places exceptionally strong emphasis on goal
achievement; without a corresponding emphasis on institutionalized means
of achieving these goals, is bound to exert pressures on some members
of the society that may eventually resort to the use of any technically
expedient means in achieving these goals; irrespective of whether the
means employed is legitimate or not.
It is very significant to note that Olatunbosun’s ideology is the basic
societal concept as far as examination malpractice is concerned.
Presently, there has been nation-wide out cry of examination misconduct
at all levels of institution of learning. These had been series of new
paper reports as well as radio broadcast on the subject.
Consequently, this study is very significant because the researchers are
hoped to discover the major causes of examination malpractices;
especially among secondary school students within Enugu Education zone
of Enugu State among other things. They will also discover the general
effects of the problem and will as well detect the expected remedy; of
which there is strong hope that at the end of the research work, the
findings and recommendations by the researchers should be of much
benefit to the students and the post primary school management board
(PPSMB) of Enugu State.
Scope of the study It is the desire of the researchers to cover the
whole secondary schools within Enugu Educational zone; but due to some
financial difficulties and time constraints, they wish to limit the
study to only (5) five secondary school within Enugu Education Zone.
Research QuestionsIn order to carry out this research work in respect of the cause of examination malpractices among secondary school students in Enugu Education zone very effectively, the following research questions had been put forward.i. To what extent the interest of students towards their studies lead to examination malpractices among secondary school students in Enugu Education zone?ii. To what extent lack of teaching aids or teaching facilities cause examination malpractice among the secondary school students in Enugu Education Zone?iii. How does the societal need for paper qualification and parental influence contribute to examination malpractices among secondary school students in Enugu Education zone?
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