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CAUSES AND CONSEQUENCES OF EXAMINATION MISCONDUCT AMONG STUDENTS OF COLLEGE OF EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

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 a 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 judgement 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 THE PROBLEM

From the background given to this study, it could be seen that examination plays an important role in our educational system as well as the society we live in but honest examinations are hard to find nowadays. Malpractices in examinations have been reported since 1914 when there was a leakage or question papers in the senior Cambridge local examination. Ever since, there have been cases of irregularities reported on a yearly basis, The statement of the problem therefore An Analysis of the Causes and effects of Examination Malpractice among college of education students.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine causes and consequences of examination misconduct among students of college of education.

Specific objectives include;

1. Assess the causes and effects of examination malpractice in the Nigerian college of education.

2. Examine the impact of examination malpractice on academic performance and educational outcomes in Nigeria.

3. Explore the factors contributing to the persistence of examination malpractice in Nigeria.

4. Assess ways of curbing examination malpractice in Nigerian schools.

1.4 RESEARCH QUESTIONS

1. What are the underlying causes of examination malpractice specifically within the Nigerian college of education?

2. How does examination malpractice affect academic performance and educational outcomes in Nigeria?

3. What factors contribute to the perpetuation of examination malpractice in the Nigerian educational system?

4. What strategies can be implemented to effectively reduce and prevent examination malpractice in Nigerian schools?

1.5 RESEARCH HYPOTHESES

1. H0: There is no significant relationship between institutional factors and examination malpractice in Nigerian colleges of education.

   H1: There is a significant relationship between institutional factors and examination malpractice in Nigerian colleges of education.

2. H0: Examination malpractice does not have a significant impact on academic performance and educational outcomes in Nigeria.

   H1: Examination malpractice has a significant impact on academic performance and educational outcomes in Nigeria.

3. H0: Socio-cultural factors do not significantly contribute to the persistence of examination malpractice in Nigeria.

   H1: Socio-cultural factors significantly contribute to the persistence of examination malpractice in Nigeria.

4. H0: Current preventative measures are not effective in curbing examination malpractice in Nigerian schools.

   H1: Current preventative measures are effective in curbing examination malpractice in Nigerian schools.

1.6 SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to all stakeholders in the educational circle. It is hoped that at the end of this study, the finding of the study will be very useful to Educators, students and the society at large in eliminating the barriers on Examination malpractice. The findings of this study will help expose the extent to which students, parents and teachers are involved in examination malpractices. It is also hoped that the findings of this study will help to provide a remedy or a lasting solution to examination malpractices.

Examination plays an important role in our educational system as well as the society we live in but hones examinations are hard to find nowadays. Malpractices in examinations have been reported since 1914 when there was a leakage or question papers in the senior Cambridge local examination. Ever since, there have been cases of irregularities reported on a yearly basis, The statement of the problem therefore An Analysis of the Causes and effects of Examination Malpractice in college of education.

1.7 SCOPE OF THE STUDY

This study focuses on investigating the causes and consequences of examination misconduct among students of College of Education, Zuba, Abuja. It will examine various factors contributing to examination misconduct, including student attitudes, institutional practices, and socio-economic influences. Additionally, the study will explore the specific types of examination misconduct prevalent among students at College of Education, Zuba, Abuja. Data collection will involve surveys, interviews, and document analysis to provide comprehensive insights into the issue within the specified institution.

1.7 LIMITATIONS OF THE STUDY

Despite efforts to ensure thoroughness, this study may encounter several limitations. Firstly, the scope is confined to College of Education, Zuba, Abuja, limiting the generalizability of findings to other institutions. Secondly, the study relies on self-reporting for data collection, which may introduce response bias. Additionally, time and resource constraints may restrict the depth of analysis or the inclusion of certain variables. Furthermore, the study may face challenges in accessing sensitive information or obtaining full cooperation from participants. These limitations should be considered when interpreting the results and drawing conclusions.

1.9 DEFINITION OF TERMS

1. Assessment: Are the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.  It is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.  It is the systematic basis for making inferences about the learning and development of students.  It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development.

2. Examination: Examinations are used to determine pass or fail of a student or group of students in the opinion. Examinations are also used for academic stratification or for assigning grades to students. For decade, the West Africa Examination Council awards results on the basis of some stratification’s. Examinations are known to play very important roles in our educational system.

3. Malpractice: malpractice is an instance of negligence or incompetence on the part of a professional". Types include: medical malpractice ("A doctor's failure to exercise the degree of care and skill that a physician or surgeon of the same medical specialty would use under similar circumstances.

4. Teaching: It can be defined by many scholars of education as "the promotion of learning". Teaching is the art of impacting knowledge. It knows what to teach the learners and ways of imparting the knowledge in the most effective way possible. Teaching is also that important art that builds up the society by the way it is done, the area in which it is conducted and its cumulative effect on the life of the society. Teaching is a process of inducing learning, it is guiding someone to behave in a given or certain manner beneficial to himself and the society. Teaching is the process by which a teacher guides the learners in the acquisition of knowledge, skills and attitudes. Teaching is essentially a system of interactions involving the teacher, the learner and the learning materials, thus, forming a triangular interaction.

5. Learning: It can be defined as the acquisition of knowledge or skills through experience, study, or by being taught. Is the act, process, or experience of gaining knowledge or skill. Learning is a knowledge or skill gained through schooling or study. The activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something, the activity of someone who learns, knowledge or skill gained from learning, the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something or is process of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences.

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