Thesis Abstract

Abstract
Examination malpractice and examination anxiety are two significant challenges facing the education sector globally. This research project aims to investigate the role of counseling as a strong tool for addressing these issues. The study will explore the various forms of examination malpractice prevalent in educational institutions and examine the psychological factors contributing to examination anxiety among students. Through a comprehensive literature review, the research will highlight the detrimental effects of examination malpractice on academic integrity and the negative impact of examination anxiety on students' academic performance. The research will focus on the potential of counseling as an effective intervention strategy for preventing and addressing examination malpractice. By providing students with the necessary support and guidance, counseling can help in promoting ethical behavior and integrity in examinations. Additionally, counseling can play a crucial role in helping students cope with examination anxiety by providing them with coping mechanisms and stress management techniques. The study will explore the different counseling approaches and techniques that can be employed to address examination malpractice and anxiety effectively. Furthermore, the research will investigate the perceptions and attitudes of students towards counseling as a tool for combating examination malpractice and anxiety. By conducting surveys and interviews with students, the study aims to gain insights into the effectiveness of counseling interventions in addressing these issues. The findings of the research will contribute to the existing body of knowledge on the role of counseling in promoting academic integrity and mental well-being among students. In conclusion, this research project seeks to highlight the importance of counseling as a strong tool for checking examination malpractice and coping with examination anxiety. By addressing these challenges through counseling interventions, educational institutions can create a conducive environment for learning and academic success. The findings of the study will provide valuable insights for educators, counselors, and policymakers in developing effective strategies to promote ethical conduct in examinations and support students in managing examination-related stress and anxiety.

Thesis Overview

Secondary school students³ perceptions of examination malpractices and examination ethics were assessed. The participants were drawn from Secondary Schools in the Benin Metropolis of Nigeria. The study revealed that majority of the students believed that their indulgence in examination mal- practice was a common occurrence, which will be difficult to eradicate. Parents, teachers and school

principals were found to encourage cheating in examinations. The study also revealed that majority of the students had a very wrong notion about examination ethics; believing that examination ethics entail among others sitting next to someone in order to copy

from his/her paper in the examination hall. In all, counselling intervention strategies such as: school counsellors partnering with the school authorities and students to set up examination ethics clubs that will teach the virtues of hard work; school counsellors partnering with parents/ teachers associations and other significant others on strategies that would help to inculcate in them the virtues of ±responsi- bility² were advocated.

Evidence abound of increasing incidents of examination malpractices by students at

schools and colleges; which conflict with the core purpose of education ´ the training of the

mind and character for the acquisition of practical and theoretical skills, knowledge and

functional ideas for development; and the search for truth and knowledge and the creation

and communication of ideas (Nanna, 1997; Peterson, 1988, as cited in Aaron, 1992).

In Nigeria, the first publicly reported case of examination malpractice occurred in 1914

when there was a leakage of question papers in the senior Cambridge local Examination.

Ever since, there have been cases of irregularities reported on a yearly basis. But, the outs-

tanding years were 1963, 1967, 1970, 1973, 1977, 1977, 1979, 1981, 1985, 1987,

1991,1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003 (West African Examina-

tion Council, 2004).Examination Anxiety

The major forms of examination malpractice reported are: Impersonation; bringing in foreign materials (books, calculator); substituting worked scripts, stealing,

converting, misappropriating scripts; collusion in the examination hall (copying); massorganized cheating involving assistance from teachers and outsiders; and insultassault on supervisorsinvigilators (Oluyeba & Daramola, 1992). Examination Anxiety This trend in examination malpractices is inimical to academic development and advancement and needs to be drastically addressed. Examination malpractice is an illegal or unethical behaviour by somebody in the process of testing an examinee³s ability or knowledge by means of questions (Ikupa, 1997).Examination Anxiety Oluyeba and Daramola (1992) remarked that examination malpractices include the follo-wing: examination malpractice is any irregular behaviour exhibited by a candidate or any-body charged with the conduct of examination before, during or after the examination The role of counselling in dealig eith examination.Examination Anxiety.