Exam Malpractice
Abstract
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This study considers the remote causes of examination malpractice in the Nigerian education system with a view to suggest new ways of combating the problem. Three research hypotheses were formulated to guide the study. Using the multistage stratified sampling technique, 200 students were selected for the study from 20 secondary schools in Akwa Ibom State. An Examination Malpractice Questionnaire (EMQUE) was used for data collection. The three research hypotheses were tested statistically using the Chi square statistical technique. The results indicate that poor study habits, paucity of educational facilities, and inability of schools to cover prescribed syllabuses are significant remote causes of examination malpractice in the country. Based on these findings, methods of tackling the menace are proffered and counselling implications are suggested.
Introduction
The issue of examination malpractice is a national emergency situation. Before the advent of western type education, traditional Nigerian education was based mainly on experience and practice. Its mode of instruction was simple as knowledge was passed on orally and through practical tests. Students then only had to commit to memory, learn by rote, or through observation (Ibia, 2006). Because traditional Nigerian education placed little or no emphasis on certification, students had the proper view of education, seeing it as a means to an end not an end in itself. Besides, the Nigerian culture then frowned at dishonesty and would not hesitate to sanction offenders (Agogo, 2006).
According to Ejiogu (2001), general moral decadence and the high premium placed on achievement and certificates by Nigerians has in recent times spawned examination fraud. The general overdependence on educational certificates as a measure of one’s knowledge and competence has led to a mad rush by most people for educational certificates (Sofola, 2004). In a bid to acquire such certificates, many have resorted to
Show/Hide
This study considers the remote causes of examination malpractice in the Nigerian education system with a view to suggest new ways of combating the problem. Three research hypotheses were formulated to guide the study. Using the multistage stratified sampling technique, 200 students were selected for the study from 20 secondary schools in Akwa Ibom State. An Examination Malpractice Questionnaire (EMQUE) was used for data collection. The three research hypotheses were tested statistically using the Chi square statistical technique. The results indicate that poor study habits, paucity of educational facilities, and inability of schools to cover prescribed syllabuses are significant remote causes of examination malpractice in the country. Based on these findings, methods of tackling the menace are proffered and counselling implications are suggested.
Introduction
The issue of examination malpractice is a national emergency situation. Before the advent of western type education, traditional Nigerian education was based mainly on experience and practice. Its mode of instruction was simple as knowledge was passed on orally and through practical tests. Students then only had to commit to memory, learn by rote, or through observation (Ibia, 2006). Because traditional Nigerian education placed little or no emphasis on certification, students had the proper view of education, seeing it as a means to an end not an end in itself. Besides, the Nigerian culture then frowned at dishonesty and would not hesitate to sanction offenders (Agogo, 2006).
According to Ejiogu (2001), general moral decadence and the high premium placed on achievement and certificates by Nigerians has in recent times spawned examination fraud. The general overdependence on educational certificates as a measure of one’s knowledge and competence has led to a mad rush by most people for educational certificates (Sofola, 2004). In a bid to acquire such certificates, many have resorted to