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EFFECT OF EXAMINATION MISCONDUCT ON NIGERIA EDUCATION SYSTEM

 

CHAPTER ONE

INTRODUCTION

Background to the Study

Examination has been generally accepted as the best means of assessment. It is a formal test of knowledge or ability. Infact, in a school setting, examination is a means of evaluating the quantity of knowledge a student has acquired within a specific period of time. Adekunle (2003) sees examination as an instrument used for the assessment of individual skills and knowledge-content, both in general and specific area of study. Additionally, common observations in the state shows that examination misconduct occur mostly in higher Institutions. Examination misconduct occur in both internal and external examination which is almost a routine to cheat in these examinations.

Teaching and learning become more effective when the students are subjected to an examination process to determine the extent to which the students have assimilated the content of the instruction given and the lecturer can also assess himself from the performance of the students. In essence, examinations are used to determine pass or fail of a student or group of students in the opinion. History seems to support the view that setting children against one another in trials and competitions has always been a respectable means of inciting them of deal’’. A student who knows that he might fall on examination which will in turn determine his progress or promotion will strive hard in order to pass. This once more encourages kind of competition within groups of students who will dim at nigh position in their classes.

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 and three. The contemporary practice of (N.C.E). Students are stratified into distinction, credit merit and pass, while in the university also, students are stratified into first, second (upper and lower) or third class degrees having gone through an examination. These grades are a measure of success and prestige.  A child with a division one pass in school certificate examination will be regarded by those around him as academically precocious. He is also likely to have a place in the institution of higher learning or in job situation within the society easier than a child with a division three pass. All these conditions have combined to influence a child’s attitude to an examination; attitude which always colonnade in an urge for success in any particular examination whether or not he had prepared for it. These competitions in school have their parallel in the society.

Unfortunately, this all important means of assessing students has become ineffective as all forms of malpractice have been introduced into the system. Adesina (2000) traced the history of examination malpractice in Nigeria to 1914. When there was a leakage of the Cambridge examination. Cheating became widespread in schools hence in 1967, the Alexander Commission was set up as a special commission of inquiry to investigate the incidences of malpractice in Nigeria.

In 1977, there was a widespread leakage of the West Africa School Certificate Examination questions. Government took it as a challenge to address issues of examination malpractice. A special conference was held in that regard at Ibadan in 1986. Decrees were promulgated, schools were sanctioned, results cancelled and invigilators arrested all in a bid to curb malpractice.

The irony of it all is that despite the several attempts made by school authorities, government agencies, parents and church leaders in trying to concentise the Nigerian students on the evils of examination malpractice, this menace is still in its increase in the various schools. There is the need to find out the causes and solutions of examination malpractice in Nigerian schools.

1.2    Statement of the Problem      

Examination misconduct poses significant challenges to the Nigerian education system, affecting various aspects of academic integrity, fairness, and the overall quality of education. Several problems arise from the prevalence of examination misconduct:

Firstly, examination misconduct undermines the credibility and integrity of the education system. When students engage in cheating, plagiarism, or other forms of misconduct, it devalues the significance of academic achievements and certifications. This erosion of trust in academic qualifications can have long-term consequences for the reputation of educational institutions and the nation's workforce.

Secondly, examination misconduct perpetuates a culture of dishonesty and undermines the values of honesty and integrity in education. Students who resort to cheating or other unethical behaviors to pass exams learn that shortcuts are acceptable and may carry these attitudes into their professional lives. This erosion of ethical standards can weaken the fabric of society and hinder national development.

Thirdly, examination misconduct exacerbates educational inequality and unfairness. Students who engage in misconduct gain unfair advantages over their peers who adhere to ethical standards. As a result, deserving students may lose out on opportunities for scholarships, admission to higher institutions, or employment, perpetuating a cycle of inequality and limiting social mobility.

Fourthly, examination misconduct compromises the assessment and evaluation processes essential for measuring students' knowledge, skills, and abilities accurately. When exams are not conducted fairly and transparently, the validity and reliability of assessment results come into question. This lack of reliable assessment data hampers efforts to identify learning gaps, evaluate teaching effectiveness, and implement targeted interventions to improve educational outcomes.

Lastly, examination misconduct undermines efforts to foster a culture of academic excellence and innovation. In an environment where cheating is prevalent, students may prioritize memorization over critical thinking, creativity, and problem-solving skills. As a result, the education system may fail to produce graduates who are equipped to address complex challenges and contribute meaningfully to society.

In conclusion, examination misconduct poses multifaceted problems for the Nigerian education system, including threats to credibility, erosion of ethical values, exacerbation of inequality, compromise of assessment processes, and hindrance to academic excellence. Addressing these challenges requires concerted efforts from all stakeholders, including policymakers, educators, students, parents, and the broader community, to promote integrity, fairness, and quality in education.

 

 

Top of Form

1.3    Objective of the Study

The primary aim of this study is to examine a study on the effect of examination misconduct on the nigeria education system. The sub-objectives are to:     

To examine the prevalence and patterns of examination misconduct in Nigerian educational institutions. To identify the factors contributing to examination misconduct among students in the Nigerian education system. To explore the effects of examination misconduct on academic integrity and educational outcomes. To propose strategies and interventions to mitigate examination misconduct and promote ethical behavior in Nigerian schools and universities.

1.4       Research Questions

What are the common forms of examination misconduct observed among students in Nigerian educational institutions? What factors contribute to the prevalence of examination misconduct in the Nigerian education system? How does examination misconduct impact academic integrity, student learning, and educational outcomes in Nigeria? What are the perceptions of stakeholders, including students, teachers, administrators, and policymakers, regarding the causes and consequences of examination misconduct?

 

1.5       Research Hypotheses

H1: The level of enforcement of examination rules and regulations does not influence the prevalence of examination misconduct in Nigerian educational institutions.

H2: There is a significant relationship between socioeconomic background and engagement in examination misconduct among Nigerian students.

H3: There is a significant difference in the perception of examination misconduct among different stakeholders in the Nigerian education system.

H4: Implementing proactive measures to promote academic integrity reduces the incidence of examination misconduct in Nigerian schools and universities.

1.6       Significance of the Study

The significance of studying examination misconduct in the Nigerian education system cannot be overstated, as it addresses critical issues that affect the integrity, fairness, and quality of education. Firstly, understanding the prevalence and patterns of examination misconduct provides valuable insights into the challenges facing educational institutions and the broader society. By examining the various forms of misconduct, such as cheating, plagiarism, and collusion, researchers can identify trends, root causes, and underlying factors contributing to unethical behaviors among students.

Secondly, investigating the factors influencing examination misconduct sheds light on the social, cultural, economic, and institutional dynamics that shape students' attitudes and behaviors toward academic integrity. Such insights are essential for designing targeted interventions and policy measures to address the root causes of misconduct effectively. For instance, socioeconomic disparities, pressure to succeed, inadequate enforcement of rules, and weak ethical standards within educational institutions are factors that may contribute to the prevalence of examination misconduct. By understanding these factors, stakeholders can develop strategies to create a conducive environment that promotes ethical behavior and academic honesty.

Moreover, exploring the consequences of examination misconduct on academic integrity and educational outcomes is crucial for assessing the impact of unethical behaviors on student learning, assessment practices, and institutional reputation. Misconduct undermines the credibility of academic qualifications, devalues the significance of educational achievements, and erodes public trust in the integrity of the education system. It also hampers efforts to measure students' knowledge, skills, and abilities accurately, thereby compromising the validity and reliability of assessment results.

Furthermore, the study's findings have practical implications for educational policymakers, administrators, teachers, students, and parents in Nigeria. By raising awareness about the detrimental effects of examination misconduct, stakeholders can collaborate to develop comprehensive strategies and interventions to foster a culture of academic integrity, fairness, and excellence. These may include strengthening ethical standards, promoting values-based education, implementing effective monitoring and enforcement mechanisms, providing support services for students, and enhancing teaching and assessment practices that emphasize critical thinking, creativity, and problem-solving skills.

In summary, the significance of studying examination misconduct in the Nigerian education system lies in its potential to inform evidence-based policies, practices, and interventions that promote integrity, fairness, and quality in education. By addressing the root causes of misconduct and fostering a culture of academic honesty, stakeholders can contribute to the advancement of educational goals, the empowerment of students, and the development of a knowledgeable, ethical, and productive citizenry.

1.7       Scope of the Study

The scope of the study on examination misconduct in the Nigerian education system encompasses several key dimensions that warrant investigation. Firstly, it includes an examination of the prevalence, forms, and patterns of misconduct observed among students across different levels of education, including primary, secondary, and tertiary institutions. This investigation entails analyzing various types of unethical behaviors such as cheating, plagiarism, collusion, and fabrication during examinations and assessments. Additionally, the study explores the frequency and distribution of examination misconduct across different subjects, disciplines, and educational contexts to understand the extent and nature of the problem within the Nigerian educational landscape.

Secondly, the scope of the study extends to an investigation of the factors influencing examination misconduct, including individual, social, cultural, economic, and institutional determinants. This encompasses exploring the role of socioeconomic background, academic pressure, peer influence, cultural attitudes toward cheating, institutional policies, and enforcement mechanisms in shaping students' attitudes and behaviors regarding academic integrity. Moreover, the study examines the perceptions, experiences, and perspectives of various stakeholders, including students, teachers, administrators, policymakers, and parents, regarding the causes, consequences, and potential solutions to examination misconduct in Nigeria. By examining these dimensions comprehensively, the study aims to provide a holistic understanding of examination misconduct and its implications for the integrity, fairness, and quality of education in Nigeria, thereby informing evidence-based policies, practices, and interventions to address the problem effectively.

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