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CAUSES AND CONSEQUENCES OF EXAMINATION MALPRACTICE AMONG STUDENTS

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

Examination malpractice is a major challenge confronting the Nigeria education system on 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).

Examination malpractice is a major challenge confronting the Nigeriaeducation system on 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).

Examination malpractice has become a normal occurrence among students’ world over, but more worrisome in Nigeria. Though there have been endless discussions on whether examination exercise should be expunged from school activity but there has not been any other substitute to assess the effectiveness of teaching and learning of both teachers and students respectively. Therefore, examination still remains one strong way of assessing academic activities in schools. Examination, as it were remains one of the Herculean tasks that is insurmountable for students generally irrespective of their level, sex, status or age. At the mention of examination, students begin to agitate, worry, pant, and express other general disposition of anxiety. Aside these common feelings toward examination especially in Nigeria, Ugo & Odimba (2010) submitted that there is over-reliance on 

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