Investigating the Influence of Students Attitudinal Behaviour Towards Examination Malpractice on Their Academic Performance.
CHAPTER ONE
PURPOSE OF THE STUDY
The purpose of this study is to investigate the influence of students attitudinal. behaviours towards examination malpractice on their academic performance.
1.4 RESEARCH QUESTIONS
The following research questions were posed to guide the conduct of this study.
- To what extent can the problem of examination malpractice be solved?
- How can we identify the culprits of examination malpractice?
- How do we determine the extent of damages examination malpractices has done to our educational system?
- To what extent does examination malpractice affect the academic performance of students?
- Who do we blame for examination malpractice?
CHAPTER TWO
LITERATURE REVIEW
PREAMBLE
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 outstanding years were 1963, 1967,1970, 1973, 1977, 1979, 1981, 1985, 1987, 1991,1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001,2002,2003 (West African Examination Council, 2004).
However, examination malpractice is a worldwide issue. There is element of examination malpractice in all schools. It is only the degree at which they exist that differs. Therefore, the quest to stop the practice is a global issue. The Nigeria case, especially Lagos State Secondary School is reaching an alarming situation. In view of this, several seminars have been held, several books have been written, and countless campaigns have also been made. All of these are in an effort to stop examination malpractice.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
The research methodology for this study is discussed in this chapter.
This includes: Research design; Sample; Sampling instrumentation and Data analysis.
RESEARCH DESIGN
The research design and survey used ex-post facto design, to assess the influence of students attitudinal behaviour towards examination malpractice on their academic performance.
SAMPLE
The researcher used a purposive sampling technique to pick Surulere Local Government Area. Thereafter, Four (4) schools were randomly selected from the clusters of schools in the local government area. In addition, twenty-five (25) students were randomly selected from each school.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
INTRODUCTION
A total number of one hundred (100) questionnaire was administered to students of the selected schools in oshodi/Isolo Local Government Education Authority of Lagos State. The questionnaire were completed and collected which represented 100% of the total respondents. Thus, each questionnaire contains a total of thirty five (35) questions, and the options given to the respondents were five (5) which are; strongly agreed (SA), Agreed (A), Strongly disagreed (SD), Disagreed (D) and Undecided (UD)
However, in this research work, the various options were summarized into two (2). That is, Agreed (A) and Disagreed (D). thus, SA and A are summed up to mean A while SD and D are equally summed up to mean D. in addition, the option U is apportioned equally between the present A and D. Therefore, the observed data are represented here below by mean of simple frequency tables and percentages.
CHAPTER FIVE
SUMMARY OF FINDINS, CONCLUSION AND RECOMMENDATION
SUMMARY OF FINDINGS
The following are the major findings made after the data have been collected, presented and analyzed.
It was shown in table 4.3.1that, 78% agreed that there is no significant difference in student behavior while in examination hall and when they are taught in the classroom as against 22% that proved otherwise. This was proved by the use of simple table and percentage of testing hypotheses. Thus, students attitude while in the classroom and in the examination hall comprises of talking or chatting with fellow students instead of facing their studies, playing all the time; giving flimsy excuses to go out of the classroom/examination hall and indulge in other unprofitable ventures; looking at other peoples scripts during test, frequent lateness to school thereby missing some lessons, meeting teachers for assistance, etc. all these therefore, shows that the same attitude portrayed by students while in the classroom is the same shown in examination hall.
In table 4.3.2, it was equally shown with 80% as against 20% that; inadequate preparation of students can lead to examination malpractices. This was proved by the use of simple table and percentage of testing hypotheses. To buttress further, the inability of students to prepare very hard by learning and reading their books can easily lead to examination malpractice. Take for instance, at the end of a day work, a good student who is expected to take his book home and revise all what has been taught in the school, dropped the books and play away his/her time on unprofitable things like watching films on television and on the internet. How will such a student behave when he/she hears about the commencement of examination/ of course, such student will result into cheating because they would want to excel by all means?
In table 4.3.3, it was depicted that 80.5% as against 19.5% that; there is significant relationship between Authorities and secondary School students towards examination malpractices. This was equally proved by the use of simple table and percentage of testing hypotheses. From the analysis, it was deduced that school authorities and teachers influence the occurrence of malpractice in examination. This is noticed when teachers seldom come to the class to teach their subjects, they bring articles to school for sale and lost concentration instead of imbibing the teaching/learning process of educating the students. Other ways by which teachers influence examination malpractice are: delay in starting examinations; obtainment of cheap popularity by schools, teachers being allowed to keep records of academic scores, female harassment, poor salary and poor welfare packages etc.
From table 4.3.4 it was discovered with 69% as against 31% that there is significant relationship between peer group and peer group influence and examination malpractices. Though, there is nothing wrong with forming peer groups- for a good course. It is only when the course of the group formed is detrimental to humanity, then it could be said to be bad. For instance, secrete cult group. This group of course, everyone knows that they don’t do things in the open but in secret. Thus they fight, get both innocent people and themselves injured and also indulge in examination malpractice. So what is the benefit of joining this peer group?
From table 4.3.5, it was equally discovered with 71% as against 29% that, there is significant role played by parents towards examination malpractice by students.
Thus all parents want their children to always excel and move to the next level. But, in a situation where instead of success coming forth, failure shows signals.
Hence, Parents adjust and desperately want their children into the next level; therefore, examination malpractices results by conniving with school Authorities including teachers into that illicit act. Besides this, other ways by which parents contribute to examination malpractice is by – Not buying the relevant textbooks for their wards; not organizing extra-moral classes for them; not scolding them when they perform badly at school; failure to visit school to know about their children’s performances; involving them excessively in domestic work than in academics and so on.
CONCLUSION
The results of this study indicated that majority of the students believe that examination malpractice is a common feature in the Nigerian school system. And their indulgence in it has the support of some parents, teachers and school principals. This is not surprising because most times lazy teachers who have not taught would at all cost want their student to pass examination since it is seen as a measure of good teaching.
On the part of school principals, they arrange corporate cheating for their schools believing that when their students do very well in any given external examination, it will attract other students who may not believe in working hard for their grades to come over to earn good grade through indulgence in examination malpractices. All these may not be far from the total breakdown in our value system.
In the past, success was achieved through hard work. But today the reverse is the case—Success is measured by how much you can acquire certificates and good grades at school without bothering about the process. This finding is in support of Nanna’s (1997) position that parents and school teachers aid and abet examination malpractices to enable them get undeserved grades.
In the same vein, one can conclude that the inference drawn from the findings have provided the much needed answer to the research questions. In the instance; the factors influencing examination malpractice have been confirmed by the large majority of the respondents whose opinions on the research topic were sought to also be responsible for the attitude of students towards cheating in examination; all in a bid to find a way of passing the examination.
To the amazement of the researcher, the factors influencing examination malpractices were multi-dimensional in view of the relations, drastic measures have to be taken or fashioned out to checkmate the growing menace of examination malpractices. The more expedient the eradication of examination malpractices, in its totality or at least to the bearest minimum, the better for the development of education in the state in particular and Nigeria in general.
RECOMMENDATION
Uzoigwe (2000) opines that no one can claim to have all the solutions to the eradication of examination malpractice. The following recommendations are proffer to help in curbing the ugly trend that is plaguing our nation educational foundation:
OFFICIAL REMUNERATION – An attractive remuneration to examination officials and centre supervisors will motivate them to discharge their duties creditably well. The current allowance payable to a centre supervisor for a period of one month that the examination will last is currently below six digits, plus other expenses (transportation to and fro Custodian Point and to and fro assigned examination centers and feeding is less than N40,00.00) is too meager and thus creates rooms for corrupt practices by officials. The amount should be reviewed upward.
TRANSPORTATION – The idea of allowing the centre supervisors and other examination officials to foot their transportation bills throughout the days of the examination makes room for compromise. Cost of transportation and feeding should be worked out and made available to centre supervisors and other examination officials on daily basis to forestall undue influence and compromise.
DISCONTINUATION OF EVERY SCHOOL AS CENTERS –The idea of using every school as examination centre has to a large extent hampered effective monitoring of external examinations by the appointed monitoring teams/staff of the examination bodies. Some local government areas have over 25 public secondary schools outside privately owned. Therefore, monitoring teams spent less than 15 minutes in a centre in order to cover many schools within the time allocated to such subject, thereafter their illegal business continues. Centers should be created randomly in local government areas and the bodies prepared schedules schools to be covered by each centers within the local government with daily monitoring team posted to such centers.
RESTRICTED WEBSITE – The examination bodies should ensure that they have a restricted website inaccessible to the public to avoid examination paper leakages as access to their website during examinations.
RE-ORIENTATION– There should be re-orientation of the teachers towards the set objectives of the educational sector as well as parents on their roles in the education of their children by organizing seminars, workshop, etc.
CONDUCIVE LEARNING ENVIRONMENT– The study environment should be improved through the provision of social amenities which will invariably make it conducive for studying opportunities.
INDISCIPLINE- Indiscipline among teachers which engage in private business by hawking various articles of trade in school should be put to a stop, such engagement divert their concentration from their official duties hence, affect productivity which consequently lead to poor performance of the students in examination. Parents and communities should endeavor to train-up their children to imbibe the tradition values of honesty, hard work, fairness, uprightness at home and be made available for the conduct of examinations.
POLICY ENFORCEMENT– Government should implement policies measures to punish those who indulge in examination malpractices.
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