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CAUSES AND EFFECT OF EXAMINATION MALPRACTICE AMONG YEAR TWO STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Examination malpractice involves any dishonest or unethical behavior aimed at gaining an unfair advantage in academic assessments. This can include cheating, plagiarism, unauthorized communication during exams, falsifying results, or bribing invigilators or examiners. Examination malpractice undermines the integrity of the assessment process, devalues academic achievements, and erodes trust in educational institutions. It compromises the fairness of evaluations and can have long-lasting consequences for individuals and society by promoting a culture of dishonesty and undermining the value of genuine academic accomplishments. Preventing examination malpractice requires robust monitoring systems, ethical education, and strict enforcement of disciplinary measures.

According to the Longman Dictionary of Contemporary English (5th ed.), education is a process of teaching and learning. Akaranga & Ongong (2013) says that education is a necessary process through which young adults are equipped to lead productive lives according to their talents and interests. Through education, learners are not only taught, trained, and adequately guided to acquire relevant skills and knowledge but also how to adapt to acceptable public life. To some people, education is seen as a means of overcoming handicaps, achieving greater equality, and acquiring wealth and status for all. It is also often perceived as a place where children can develop according to their unique needs and potentials, with the purpose of developing every individual to their full potential, (Wikipedia). The early years of schooling focuses around developing basic interpersonal communication and literacy skills. Later, education turns towards gaining the knowledge and skills needed to create value and establish a livelihood. Also, people pursue education for its own sake to satisfy innate curiosity, out of interest in a specific subject or skill, or for overall personal development.

Education could be formal or informal. Formal education occurs in a structured environment whose explicit purpose is teaching of students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Whilst informal learning occurs in a variety of places, such as out of school time, in youth programmes at community centres and even village squares. Informal learning does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem oriented, and related to situation management and fitness for life.

In the traditional African educational system, teaching and learning were basically practical. The students learned orally and through close observation of their master. In fact it was through imitation, no issuance of certificate to prove completion of course of study since the society was interested in skill acquisition and practical demonstration of the arts learned. Definitely, there was no need for certification, since education was viewed as a means to an end and not an end in itself (Akaranga & Ongong, 2013).

The western knowledge acquisition system or formal education is measured on certificates. Yet, certificate is not a full proof of knowledge retention. Before certificate is awarded, the students have to be assessed or examined in the field they have been trained. Nnam & Inah (2015) notes that examination is a yardstick against which students or candidates’ competence and progress are formally measured and appraised in the education sector. According to Emaikwu (2012), examination as part of evaluation in education is aimed at determining a learner’s level of skill acquisition or intellectual competence and understanding after a given training. Evaluation usually enables the teacher to be effectively ready for further teaching as this forms a feedback. George & Ukpong (2013) opines that examination is the most common tool around which the entire system of education revolves, it is the instrument used to decide who is permitted to move to the next academic level. Malik & Shah (1998) cited in Akaranga & Ongong (2013) observed that examination is not only a process of assessing the progress of students but, it also motivates and helps them to know their academic strengths and weaknesses apart from providing teachers with opportunities to try new methods of teaching. But when examination is not properly conducted, the expected feedback may not result. Hence, the result of such evaluation leads to wrong decision and judgment which affect the teacher, the learner, the entire education industry, as well as the society (Ojonemi et al., 2013). Whenever there is examination irregularity or malpractice, the validity and resulting outcome is questionable.

The common belief on certificates as the only yardstick to measure ones qualification has led many Nigerians into buying educational certificates to prove their academic worth. Examination malpractice in Nigeria is as old as the country herself. According to (Anzene, 2014; Uzoigwe; Onuka & Amoo), examination malpractice was first reported in Nigeria in the year 1914, when the question papers of the Senior Cambridge Local Examinations were reportedly seen by candidates before the scheduled date of the examination. The Examination Malpractice Act (1999) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage 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. Again, examination malpractice is commonly defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage, (Wilayat, 2009 quoted in Akaranga & Ongong, 2013). Alutu & Aluede ( 2006) cited in Jimoh (2009) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing such examination. Onuka & Amusan (2008) cited in Onuka & Durowoju (2013) defined examination malpractice as any dishonest or unauthorized action or deed committed by a student on his own or in collaboration with others like fellow students, guardians, parents, teachers, head teacher, examination officials, supervisors, invigilators, security officers and anybody or group of people before, during or after examination in order to obtain undeserved marks or grades.

From all the definitions, it is clear that examination malpractice tends to confer undue advantage or undeserved grade to the perpetrators of the act. Again, it may be committed by not only the candidates but also by other bodies charged with the responsibilities of examination management. Undoubtedly, examination malpractice has been a social problem for decades, but the rate and manner it is perpetrated nowadays calls for serious concern. The rate of this crime has become so widespread that there is virtually no examination anywhere at all levels and outside the formal school system that there is no one form of illegal practice or another, (Nnam & Inah, 2015; Ojonemi et al., 2013). Examination malpractices are common everywhere and every examination season witnesses the emergence of new and ingenious ways of cheating, (Nnam &Inah, 2015; Anzene, 2014; Ojonemi et al., 2013; Jimoh, 2009).

1.2 STATEMENT OF PROBLEM

The study aims to investigate the multifaceted causes and effects of examination malpractice among year two students. This problem arises from the need to comprehend the underlying factors driving malpractice behaviors and their resulting consequences on both individual students and the educational system. Understanding these causes and effects is crucial for developing effective intervention strategies and safeguarding the integrity of academic assessments. Additionally, exploring this issue in the context of year two students specifically allows for a targeted examination of factors that may influence malpractice tendencies at this stage of education. Therefore, the study seeks to address the overarching problem of examination malpractice among year two students by delving into its diverse causal factors and the ramifications it poses for both students and the educational environment.

1.3 OBJECTIVES OF THE STUDY

The main objective of the study to examine the causes and effects of examination malpractice among year two students. Others include:

1. To investigate the socio-economic factors contributing to examination malpractice among year two students.

2. To examine the role of academic pressure in fostering examination malpractice among year two students.

3. To explore the effectiveness of institutional measures in curbing examination malpractice among year two students.

1.4 RESEARCH QUESTIONS:

1. How do socio-economic backgrounds influence the likelihood of engaging in examination malpractice among year two students?

2. How does academic pressure impact the tendency of year two students to engage in examination malpractice?

3. What institutional strategies are in place to prevent and detect examination malpractice among year two students?

1.5 RESEARCH HYPOTHESES:

H1. Students from lower socio-economic backgrounds are more likely to resort to examination malpractice compared to those from higher socio-economic backgrounds.

H2. Higher levels of academic pressure are positively correlated with increased instances of examination malpractice among year two students.

H3. Institutions with comprehensive anti-cheating measures experience lower rates of examination malpractice among year two students compared to those with less stringent measures.

1.6 SIGNIFICANCE OF THE STUDY

The significance of studying the causes and effects of examination malpractice among year two students lies in its potential to inform targeted interventions that address underlying issues. By understanding the root causes, educators and policymakers can develop preventive measures to promote academic integrity and ethical behavior.

Furthermore, uncovering the effects allows for the implementation of support systems to mitigate negative outcomes, fostering a conducive learning environment. Ultimately, this research contributes to the cultivation of a culture of honesty, integrity, and accountability in education, nurturing students' academic and ethical development for their future success.

1.7 SCOPE OF THE STUDY

The study aims to investigate the causes and effects of examination malpractice among year two students within a specified educational institution. It will explore factors such as peer influence, academic pressure, and lack of ethical awareness contributing to malpractice, while also examining its repercussions on academic integrity, student performance, and institutional reputation. Through a comprehensive analysis, the study seeks to provide insights into the underlying issues surrounding examination malpractice and propose strategies for prevention and intervention, ultimately fostering a culture of honesty and integrity in academic assessment.

1.8 LIMITATIONS OF THE STUDY

Limitations of the study may include the potential for self-reporting bias among participants, as well as the sample size and representativeness of the population studied, which may affect the generalizability of the findings. Additionally, the study may be limited by the availability of resources for data collection and analysis, as well as time constraints that could impact the depth and breadth of the research. Finally, external factors such as cultural or institutional differences could also influence the results, adding complexity to the interpretation of the findings.

1.9 DEFINITION OF TERMS

1. Examination Malpractice: Any form of cheating or dishonest behavior by students during examinations, including but not limited to copying from others, using unauthorized materials, or seeking external assistance.

2. Year Two Students: Refers to students typically in their second year of academic study, usually in a college, university, or similar educational institution.

3. Causes: The factors or reasons that contribute to the occurrence of examination malpractice among year two students, such as peer pressure, lack of preparation, or fear of failure.

4. Effects: The consequences or outcomes resulting from examination malpractice among year two students, which may include academic penalties, erosion of academic integrity, or negative impacts on future opportunities.

5. Peer Pressure: Influence exerted by peers or classmates that may lead students to engage in examination malpractice in order to conform to group norms or expectations.

6. Lack of Preparation: Insufficient study or academic readiness by students, which may prompt them to resort to dishonest means during examinations to compensate for their lack of knowledge or preparation.

7. Fear of Failure: Anxiety or apprehension about performing poorly on exams, which may drive students to cheat in order to secure passing grades or maintain a desired academic standing.

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