Thesis Abstract

<p>&nbsp;               <b>ABSTARCT&nbsp;</b></p><p>The study dealt with the investigation into examination malpractice in Nigerian tertiary institutions. Three research questions were formulated to guide the study. The survey research design was adopted for the study and two hundred (200) students were randomly selected as the sample size. Structured questionnaire was used to collect the data for the study. Mean was used to analyze the collected data for the study. The result of the analysis showed that fear of failure, incompetency of some lecturers, societal preference for paper qualification, unseriousness of students, high number of carryover and desire of parents to have their children in choice professions were recorded as the causes of examination malpractice. Impersonation, collusion, bringing of foreign materials into the examination hall, sorting, leakage of examination question papers and answers booklets, use of cell phones and re-writing of examination question after the time schedule were found to be the methods of examination malpractice. Based on the findings, some recommendations were made.</p><p>&nbsp; <br></p>

Thesis Overview

<p> <b>1.0 INTRODUCTION</b></p><p><b>1.1 BACKGROUND STUDY&nbsp;</b></p><p>Examination malpractice has become a rampant and global phenomenon, which has led to problems of educational system in Nigeria today. It has eaten deep into every aspect of the economy which makes it an issue of concern among the government and the governed. The success of an educational system depends upon the effectiveness of its examination system as it is a fundamental component of teaching learning process (Suleiman, 2015). Examination are arranged to evaluate the academic achievement of students and to know whether they have achieved a standard of academic learning and knowledge. Examinations are considered the basis for promotion to higher classes; a source of motivation for learners for better studies; a basis for prediction about student’s future education and job aptitudes.&nbsp;</p><p>Examination serves as a source for the assessment of students’ achievement level and assists the teachers to evaluate the effectiveness of their teaching and learning methods for future improvement (Shadid, 2007). According to Adams and Esther (2013), “it is regrettable that in most countries of the world, the examination system is infected with examination misconduct”. Consequently students pass out from educational institutions without showing their capabilities to adopt what they learn. Therefore many graduates do not adjust themselves when they connect with practical life. Our examination system is defective and having some flaws as it has failed to produce the desired outcomes in view of the rapid and recent achievement in the fields of science and technology (Shah, 1995). According to Oxford Advanced Learners Dictionary, Examination is defined as a formal test of somebodies knowledge or ability in a particular subject, especially by means of written questions or practical exercise. Aggarwal (1997) explains the concept of examination as “a test of knowledge acquired, or more generally a means of assessing intellectual capacity or ability”. In Nigeria’s formal educational system, examination is the summit of an academic exercise in an institution. For this reason, its sanctity, transparency and conduct largely determines the capability of both the certificates, and that of the institution. It is perplexing however examination as a means of evaluating students’ performance has gradually changed from a fair competition and a true reflection of a student’s ability to a non-competitive exercise. References were no longer for hard work but acquisition of certificate. <br></p><p> Odongbo (2012) defines examination malpractice as an act of money doing performed by a student or group of students or any other person with the aim to cheat and get unfair advantage in an examination. Examination malpractice is the utilization of usual ways and approaches to achieve a score or set of scores that is generally beyond the mental capability or the state of preparedness of a student for that examination (Awanbor, 2004). <br></p><p> Dugboe (2002) further stresses that, it is a dangerous monster that is destroying the moral foundation of our society, planting seeds of unethical and criminal values in the fertile minds of youths at primary, secondary and tertiary levels of education. In addition, it robs the nation of a peaceful and harmonious society where professionalism, ethical values and certificates are a true reflection of sound knowledge and competence. Despite the importance attached to examination in schools and society at large and the stringent rules and regulations governing the conduct of examination, the case of malpractice are very prevalent. This is an issue of great concern not only to the survival of our educational institutions especially the sciences but also to many leaders of our country, Nigeria (Asore, 2014). <br></p><p> Student’s engagement in examination malpractice constitutes not only a deviant behavior, but also affects the reliability of examination certificate issued to those students who engage in examination malpractice. The sole reliance upon examination results today in Nigeria has made students to see examination certificates as the only way out of their misery. Therefore, they resort to various corrupt practices to achieve success in examination, but will not be able to defend and justify it. From observation, most students facing, their final examination in school upon suffer from pre-examination strain, examination panic and phobia. These factors can eventually push some students to involve themselves in one form of examination malpractice or the other. <br></p><p> However, many causes have been linked to the prevalent cases of examination malpractice. Adekale (1993) identified poor preparation for examinations, low morality, poor school facilities fear of failure, craze for certificate, desire of parents to have their children in choice professions and university, pressure on students to pursue courses for which they have no aptitude and pressure on teachers who want to gain favour of student and overcrowded sitting arrangement as causes of examination malpractice. Onyechere (2006) found out that fear of failure, inadequate preparation for examination, excessive emphasis on paper qualification and lack of resources for teaching are some of the causes of examination malpractice. Asore (2014) noted the methods/forms of examination malpractice as impersonation, collusion, copying, bringing foreign prepared materials into the hall, graphing, writing answers/points on tables, chairs, palms amongst others. Submission of multiple scripts, coded sign language bribery, exchanging answer booklets are also forms of examination malpractice according to Nwankwo (2007), Akaranga and Ongong (2013). Examination malpractice has planted the seed of unethical values in the fertile mind of the students. It has serious implications for the educational system, students, teachers, parents and the school as a whole. Nigeria has been graded with reliability of half-baked graduates, low productivity and poor job performance, certificate racketeering and qualification inflation (Nwaba and Nwaba 2005). The credibility of our certificate becomes questionable internationally. Examination malpractice occurring at all levels of Nigerian educational system constitutes a serious threat, a menace to the entire educational system as well as the socio-economic development of the nation. The educational system must rise above moral decadence since it holds the only hope for the transformation of the youth and for the future of potential, social and economic sanity. <br></p><p><b>1.2 STATEMENT OF PROBLEM</b></p><p>The occurrence of examination malpractice at any level of educational stratum possess the greatest threat to the validity and reliability of any examination and consequently to the authority and recognition of certificate issued. It also possess a great challenge to the societal development as people with false certificate resulting from examination malpractice do not contribute positively to economic growth and development in that they are not productive and cannot defend their certificates. This however becomes a perennial problem.&nbsp;</p><p>According to Adams and Esther (2013), “it is regrettable that in most countries of the world, the examination system is infected with examination misconduct”. Consequently students pass out from educational institutions without showing their capabilities to adopt what they learn. Therefore many graduates do not adjust themselves when they connect with practical life in view of the rapid and recent achievement in the fields of science and technology. The numerous examination malpractices among Biology students of Nwafor Orizu College of Education Nsugbe over the years have been a growing concern. Students pay less attention to their study but spend most of their time in worldly pleasure, having an alternative in mind, which is examination malpractice. This study is therefore geared towards finding the possible causes of examination malpractice and the methods, among Biology students of Nwafor Orizu College of Education, Nsugbe. <br></p><p><b>1.3 PURPOSE OF STUDY</b><br></p><p>The purpose of this study is to find out the various causes and methods of examination malpractice among Biology students of Nwafor Orizu College of Education, Nsugbe in Anambra East Local Government Area and to proffer strategies to curb this undesirable behaviour. <br></p><p> <b>1.4 SIGNIFICANCE&nbsp;OF STUDY</b></p><p>The implementation of these findings will assist school administrators, teachers and guidance counsellors to curb threatening behaviour of the students having known the causes and the various methods they engage in.&nbsp;</p><p><b>1.5 RESEARCH QUESTIONS</b></p><p>The following research questions were formulated to guide the study.&nbsp;<br></p><p>1. What are the causes of examination malpractice among Biology students of Nwafor Orizu College of Education?&nbsp;</p><p>2. What are the methods of examination malpractice among Biology students of Nwafor Orizu College of Education?&nbsp;</p><p>3. What better strategies should be applied to reduce examination malpractice among Biology students of Nwafor Orizu College of Education, Nsugbe? <br></p><p> <b>1.6 AREA AND DESIGN&nbsp;</b></p><p>The survey research design was used for carrying out the study in Nwafor Orizu College of Education, Nsugbe.&nbsp;</p><p><b>Population&nbsp;</b></p><p>The population comprises of all the students from the seven (7) science departments of the school bot NCE and B.Ed students with a total of 1,114.&nbsp;</p><p><b>Sample and Sampling Techniques&nbsp;</b></p><p>The sample comprises of 322 students which were selected using simple random sampling from the different departments in school of sciences. <br></p>