Examination Malpractices among Secondary Schools Students in Ondo State, Nigeria: Perceived Causes and Possible Solutions

American-Eurasian Journal of Scientific Research 5 (1): 67-75, 2010 ISSN 1818-6785 IDOSI Publications, 2010 Examination Malpractices among Secondary Schools Students in Ondo State, Nigeria: Perceived Causes and Possible Solutions T.O. Adeyemi Department of Educational Foundations and Management, University of Ado-Ekiti, P.M.B. 5363, Ado-Ekiti, Nigeria Abstract: This paper investigated teachers perception of examination malpractices among secondary schools students in Ondo State, Nigeria. As a descriptive research, e study population comprised all e 481 secondary schools in Ondo State, Nigeria. This was made up of 281 public and 200 private schools as well as 210 urban and 272 rural schools. The sample consisted of 245 schools made up of 142 public and 103 private schools. Out of e 142 public schools, 62 were urban while 80 were rural schools. Out of e 103 private schools, 47 were urban while 56 were rural schools. Out of e 4250 teachers in e schools, 960 teachers were selected. The meods of selection were also by multi-stage and stratified random sampling techniques. The instrument used to collect data was a questionnaire while e data collected were analyzed using percentages, Person r Product Moment correlation and e t-test. The findings revealed at one major cause of examination malpractices in e schools was indiscipline among students at made many of em to be involved in examination malpractices. Oer important causes include e non-implementation of e examination malpractices decree and e lack of effective supervision of students during examinations. It was recommended at concerted efforts should be made at improving e level of discipline among students rough counselling services in e schools. There should be e full implementation of e examination malpractices decree. There should be increased efforts at effective supervision of students during examinations. The termination of appointment of examination officials and teachers involved in perpetrating examination malpractices should be in force to serve as a deterrent to oers. Key words: Examination Malpractices Schools Perceived Causes Solutions INTRODUCTION oer hand, are examinations at are conducted in e public interest by recognized examining bodies at were Examinations in Nigerian schools dated back not involved in organizing instruction or preparing to e advent of formal education in e country students for e examinations [4-6]. Notwistanding in e 1800s and it was patterned after e British e importance of examinations in e educational system. As such, e 1987 Ordinance made system of e State, e instances of malpractices during provision for examinations in schools at have examinations have been identified [7, 8]. These attained e requisite percentage of proficiency [1, 2]. malpractices include misrepresentation of identity or Towards is end, all secondary schools in e country impersonation, cheating, eft of oer students work, are expected to teach eir subjects to meet e tampering wi e works of oers, bringing prepared requirements of examination bodies for e senior answers to examination halls, uneical use of academic secondary school certificate organized by e West resources, fabrication of results and showing disregard to African Examinations Council and e National academic regulations [9, 10]. These vices have been Examinations Commission [3]. regarded as academic misbehaviour capable of truncating In Ondo State, Nigeria, examinations are eier an educational system [11, 12]. They have also been internal or public. Internal examinations are e regarded by researchers [13, 14]. as dishonesty in examinations set by teachers in e form of class tests examinations perpetrated by a person or a group of and end of term examinations. Public examinations on e persons. Corresponding Auor: T.O. Adeyemi, Department of Educational Foundations and Management, University of Ado-Ekiti, P.M. B 5363, Ado-Ekiti, Nigeria 67

Common observations in e State show at e 929,294 pupils who sat for e examinations in year examination malpractices occur in bo public and private secondary schools. Alough some researchers argued at examination malpractices occur at a high rate in public schools [15, 16], oer researchers [17, 18] were of e view at examination malpractices occur at a high rate in private schools. None of is researcher has been able to identify wheer or not examination malpractices was at a higher rate in public schools an in private schools. The argument erefore is, are public secondary schools more involved in examination malpractices an private schools in e State? In e past two decades, common observation in e school system showed at public 2003, 111,969 of em were involved in examination malpractices. Supporting ese findings, Onyechere [28] reported at e National Examination Malpractices Index for Nigeria increased from 10.5 in 2002 to 12.1 in 2003 indicating at of every 100 pupils who wrote WAEC senior secondary certificate examinations in 2003, 12 were involved in examination scandal. In anoer study on 4,500 high school students from 25 US high schools, [29] reported at 72% of e students admitted to seriously cheating in examinations. This finding tends to support e findings of oer researchers [30, 31]. [30] for instance found in a survey of schools were engaged in examination malpractices at a top scholastic high school achievers in e USA at high rate while private schools were model schools [8, 19]. four out of every five students admitted to cheating in These days, it is common to find students who failed e examinations. Josephson [31] found in anoer study senior secondary certificate examination in public schools involving 20,829 middle and high school students at going to retake e examination in private schools and at 70% of e students claimed at ey cheated in e same time passing e examination wi credits and examinations. distinctions in such schools. It seems at e need to In view of e foregoing instances of examination have good results in public examinations and advertise malpractices, e purpose of is study was to examine e eir schools to prospective students in e wake of perceived causes of examination malpractices among money making appears to have led many private schools students in secondary schools in Ondo State, Nigeria and to be involved in examination malpractices. proffer useful suggestions on e way out of e problem. Divergent views have also been made about e rate of examination malpractices in urban and rural secondary Statement of e Problem: The persistent occurrence of schools in e country. Some researchers [20, 21] were of examination malpractices has been a major concern to e opinion at examination malpractices were high in educationists [19, 32]. Despite e high premium placed urban schools, oer researchers [22, 23] had e on examinations by e National Policy on Education [3], viewpoint at examination malpractices were a common it seems at examination malpractices have not been feature of rural schools. They argued at it is common to properly addressed in Ondo State, Nigeria. Common find students who failed e senior secondary certificate observations have shown at ere is mass cheating in examinations in an urban school going to a remote rural public examinations in e State. Noing concrete has school to retake e examinations. At e end, such candidates tend to obtain good results wi credits and been done to reduce e problem except e cancellation distinctions in e rural schools. Some of e reasons of results for a particular centre or e wiholding of given for is include e lack of effective supervision and results in certain subjects. The problem of e study was monitoring of public examinations in rural schools [24-26]. at finding a lasting solution to e issue of examinations Hence, students seem to be left to massive cheating in malpractices among secondary school students in Ondo such examinations. State, Nigeria. In addressing is problem, e following On e national setting, Olugbile, [27] conducted a research questions were raised: study on examination malpractices in secondary schools in Nigeria and found at malpractices in senior secondary certificate examinations were at a high. He reported at Ondo State took e 15 position among all e 36 States in Nigeria in examination malpractices as determined by e examination malpractice index (EMI). He furermore found at out of e 909,888 pupils who sat for e senior secondary certificate examinations in year 2002, 95,519 of em were involved in examination fraud. while out of What are e perceived causes of examination malpractices in public examinations in secondary schools in Ondo State, Nigeria? What are e identified devises used in examination malpractices in secondary schools in e State? Is ere any significant difference in teachers perception of examination malpractices in public and private secondary schools in Ondo State, Nigeria? 68

Is ere any significant difference in teachers were differences in e occurrence of examination perception of examination malpractices in urban and malpractices in urban and rural schools. Section E rural secondary schools in e State? requested information on what measures are currently What measures are currently taken to discourage, taken to discourage, prevent, or oerwise address prevent, or oerwise address cheating in public cheating in public examinations in e schools while examinations in secondary schools in e State? section F required information on what oer measures What measures should be taken to discourage, should be taken to discourage, prevent, or oerwise prevent, or oerwise address cheating in public address cheating in public examinations in e schools. examinations to e schools? The content validity of e instrument was determined by experts in Test and Measurement who MATERIALS AND METHODS matched all e items of e questionnaire wi e research questions to ascertain wheer or not e This study adopted a descriptive research design of instrument actually measured what it was supposed to e survey type. Thus involved e collection of measure. Their comments serve as a guide in making information from a large population for e purpose of necessary corrections on e instruments. The reliability analysing e relationships between variables [33]. of e instrument was determined using e test-retest The study population comprised all e 482 secondary reliability technique [34]. In doing is, e instruments schools in Ondo State, Nigeria. This was made up of were administered to 30 respondents drawn from 10 281 public and 201 private schools as well as 210 urban schools outside e study area. After a period of two and 272 rural schools. The sample for e study consisted weeks, e instruments were re-administered to e same of 245 schools made up of 142 public and 103 private respondents. The data collected on e two tests were schools. Out of e 142 public schools, 62 were urban correlated using e Pearson Product Moment Correlation schools while 80 were rural schools. Out of e 103 private analysis. A correlation coefficient of 0.81 was obtained schools, 47 were urban schools while 56 were rural indicating at e instrument was reliable for e study. schools. The meods of selection were by multi-stage In administering e instrument, research assistants and stratified random sampling techniques. Out of e were used. Returns were received from 962 respondents. 4250 teachers in e schools, 960 teachers were selected Out of is figure, returns from 42 respondents were badly (540 from public and 420 from private schools). Out of e filled and were discarded. Returns from e remaining 540 teachers selected from public schools, 230 were from 920 respondents at were duly completed were used for urban schools while 310 were from rural schools. Out of e study. These were made up of 518 teachers from e 420 teachers selected from private schools, 212 public schools and 402 from private schools. Out of ese, teachers were from urban schools while 208 were from 412 teachers were from urban schools while 508 were from rural schools. The meods of selection were also by rural schools. The data collected was analyzed using multi-stage and stratified random sampling techniques. percentages, Pearson Product Moment Correlation and The data collected were from e perspective of e e t-test while e hypoeses were tested for teachers as ey were e respondents in e study. significance at 0.05 alpha level. The instrument used to collect data for is study was a questionnaire titled secondary schools examination Data Analysis malpractices questionnaire. It consisted of two parts A Question 1: What are e perceived causes of and B. Part A sought information on e name of e examination malpractices in public examinations in school, its ownership wheer public or private and its secondary schools in Ondo State, Nigeria? location wheer urban or rural. Part B consisted of six In addressing is question, data on e causes of sections. Section A elicited information on e perceived examination malpractices in secondary schools in Ondo causes of examination malpractices in public examinations State, Nigeria as perceived by e teachers were collected in e schools. Section B sought information on e from e responses to e questionnaire and analyzed identified devises usually employed in examination using percentages. The findings are shown in Table 1. malpractices in e schools. Section C elicited information In Table 1, e opinion of e respondents varied on on wheer or not ere were differences in e occurrence e causes of examination malpractices in secondary of examination malpractices in public and private schools. schools in e State. One major cause of examination Section D sought information on wheer or not ere malpractices given by 895 of e respondents (97.3%) was 69

Table 1: Causes of Examination Malpractices in Secondary Schools in Ondo State, Nigeria Responses N Agree % Disagree % General indiscipline among students in e schools 920 895 97.3 25 2.7 Non-implementation of e examination malpractices decree which 920 884 96.1 36 3.9 provides for e imprisonment of culprits to 21 years jail term. Lack of effective supervision of students during examinations 920 871 94.7 49 5.3 Insufficient preparation for e examinations among many students 920 823 89.5 97 10.5 Desire among many students to pass e examinations at all cost 920 758 82.4 162 17.6 Leakages of question papers by examination officials 920 595 64.7 325 35.3 Leakages by e school auorities 920 510 55.4 410 44.6 Average Total 920 762 82.8 158 17.2 Table 2: Devices employed in accomplishing examination malpractices in e schools Responses N Agree % Disagree % Bringing prepared answers to examination halls 920 867 94.2 53 5.8 Copying oer students work during examinations 920 834 90.7 86 9.3 School auorities colluding wi examination officials and invigilators to assist students 920 783 85.1 137 14.9 Invigilators conniving wi students to cheat in examination halls 920 751 81.6 169 18.4 Sending of prepared answers by teachers to students during examinations 920 730 79.3 190 20.7 Copying answers directly from modules or textbooks during examinations 920 725 78.8 195 21.2 Hiring oer people to write e examinations rough impersonation 920 717 77.9 203 22.1 Writing e examinations in special centres noted for examination malpractices 920 682 74.1 238 25.9 Average Total 920 761 82.7 159 17.3 e general indiscipline among students in e schools. malpractices in secondary schools in e State. 867 of Anoer important response given by 884 of e e respondents (94.2%) claimed at examination respondents (96.1%) was e non-implementation of e malpractices are perpetrated by students rough e examination malpractices decree which provides for e bringing prepared answers to examination halls. Oer imprisonment of culprits to 21 years jail term Oer devises given by e respondents include copying oer responses include e lack of effective supervision during students work during examinations (90.7%), school public examinations (94.7%), Insufficient preparation for auorities colluding wi examination officials and e examinations among many students (89.5%) and e invigilators to assist students (85.1%), invigilators desire among many students to pass e examinations at conniving wi students to cheat in examination halls all cost (82.4%). Oers include e leakages of question (81.6%) and sending of prepared answers by teachers to papers by examination officials (63.7%) and leakages by students during examinations (79.3%). Oers are copying e school auorities (55.4%). On e average, 762 of e answers directly from modules or textbooks during respondents (82.8%) claimed at all e items listed in examinations (78.8%), hiring oer people to write e Table 1 were causes of examination malpractices in examinations rough impersonation (77.9%) and writing secondary schools in e State. e examinations in special centres noted for examination malpractices (74.1%). On e average, 761of e Question 2: What are e identified devices used in respondents (82.7%) claimed at all e devices were examination malpractices in secondary schools in e employed in perpetrating examination malpractices in e State? schools. Responding to is question, data on teachers perception of e devises employed in accomplishing Question 3: Is ere any significant difference in examination malpractices in e schools were collected teachers perception of examination malpractices in from e responses to e questionnaire. The data were public and private secondary schools in Ondo State, analyzed using percentages. Table 2 shows e findings. Nigeria? Table 2 shows e divergent views of e In addressing is problem, e question was respondents on e devices used in examination transformed into e following hypoeses. 70

Table 3: Teachers perception of examination malpractices in public and private schools Variables N Mean SD df t calculated t table Public secondary schools 518 37.5 21.3 158 5.34 1.96 Private secondary schools 402 68.1 34.1 p < 0.05 Table 4: Teachers perception of examination malpractices in urban and rural schools Variables N Mean SD df t calculated t table Urban secondary schools 412 24.7 12.2 158 4.21 1.96 Rural secondary schools 508 56.1 18.5 p < 0.05 Ho: There is no significant difference in teachers In Table 4, e t-calculated (4.21) was greater perception of examination malpractices in public and an e t-table (1.96) at 0.05 level of significance. private secondary schools in Ondo State, Nigeria Hence, e hypoesis was rejected. This shows at In testing e hypoesis, data on teachers ere was a significant difference in e perception of perception of examination malpractices in public and teachers of examination malpractices in urban and rural private secondary schools in e State were collected secondary schools in e State. Rural schools had a rough e responses to e questionnaire. The data higher mean value (56.1) an urban schools (24.7). were analyzed using e t-test statistic. Table 3 shows This indicates at examination malpractices was in a e findings greater dimension in rural schools an in urban schools In Table 3, e t calculated (5.34) was greater an in e State. e t table (1.96) at 0.05 level of significance. Hence, e null hypoesis was rejected. This shows at ere Question 5: What measures are currently taken to was a significant difference in teachers perception of discourage, prevent, or oerwise address cheating in examination malpractices in public and private secondary public examinations in secondary schools in e State? schools in e State. The teachers were of e perception Answering is question, data on e measures at examination malpractices were more prevalent in currently taken to prevent cheating among students of private schools an in public schools. This could be seen secondary schools in public examinations in e State inn e higher mean value (68.1) for private schools as were collected from e responses to e questionnaire. against e lower mean value (21.3) in foe public schools. The data collected were analyzed using percentages. The findings suggest at private schools are more Table 5 shows e findings. vulnerable to examination malpractices an public In Table 5, e respondents views varied on e schools. measures currently taken to discourage or prevent cheating in examinations. 871 of e respondents (94.7%) Question 4: Is ere any significant difference in teachers claimed at hand checking of students pockets is done perception of examination malpractices in urban and rural to prevent students from bringing prepared answers to secondary schools in e State? e examination halls. 852 of e respondents (92.6%) In examining is problem, e question was reported at e cancellation of affected students results transformed to e following hypoeses. is done to discourage or prevent examination malpractices in e schools. However, 784 of e respondents (85.2%) Ho: There is no significant difference in teachers claimed at e cancellation of e affected school s perception of examination malpractices in urban and rural results is done to discourage or prevent cheating in secondary schools in e State. examination while 736 of e respondents (80.0%) reported at e blacklisting e affected examination centres.is Testing e hypoesis, data on teachers perception done to discourage cheating in examinations. On e of examination malpractices in urban and rural secondary average, 811 of e respondents (88.2%) were of e schools in e State were collected rough e responses opinion at e listed items in Tables 5 are measures to e questionnaire. The data were analyzed using e t- currently taken to discourage or prevent cheating in test statistic. Table 4 shows e findings. examinations in e schools. 71

Table 5: Measures currently taken to discourage or prevent cheating in examinations Responses N Agree % Disagree % Hand-checking of students pockets to prevent students 920 871 94.7 49 5.3 from bringing prepared answers to e examination halls Cancellation of affected students results 920 852 92.6 68 7.4 Cancellation of e affected school s results 920 784 85.2 136 14.8 Blacklisting of e affected examination centres. 920 736 80.0 184 20.0 Average Total 920 811 88.2 109 11.8 Table 6: Measures at should be taken to discourage or prevent cheating in examinations Responses N Agree % Disagree % Making concerted efforts in enhancing discipline among students rough counselling services in e schools in oer to prevent em from acts of indiscipline during examinations. 920 872 94.8 48 5.2 Full implementation of e examination malpractices decree which provides for e imprisonment of culprits to 21 years jail term. 920 853 92.7 67 7.3 Using electronic devices to check candidates pockets before allowing em into examination halls 920 841 91.4 79 8.6 Intensifying efforts in effective supervision of students during examinations 920 828 90.0 92 10.0 Increased emphasis on e use of continuous assessment by schools and examination boards in determining students success or failure in public examinations 920 805 87.5 115 12.5 Termination of appointment of officials of examination boards and teachers involved in perpetrating examination malpractices in schools. 920 786 85.4 134 14.6 Average Total 920 831 90.3 89 9.7 Question 6: What measures should be taken to (90.0%), increased emphasis on e use of continuous discourage, prevent, or oerwise address cheating in assessment by schools and examination boards in public examinations to e schools? determining students success or failure in public In response to is question, data on oer examinations (87.5%) and e termination of appointment measures at could be taken to discourage, prevent or of teachers who aid examination malpractices in e oerwise address cheating among students of secondary schools (85.4%). On e average, 831 of e respondents schools in public examinations in e State were collected (90.3%) claimed at e measures suggested in Table 6 from e responses to e questionnaire. The data should be taken to discourage, prevent or oerwise collected were analyzed using percentages. The findings address cheating in examinations in e schools. are presented in Table 6. Table 6 shows oer measures given by e DISCUSSION respondents at could discourage or prevent cheating in examinations in secondary schools in e State. Among The foregoing shows e analysis of data e measures, e need to make concerted efforts in collected for is study. As indicated in e findings, one enhancing discipline among students rough counselling important cause of examination malpractices in secondary services in e schools in oer to prevent em from acts schools in e State was e non-implementation of e of indiscipline during examinations had e largest number examination malpractices Act by government. This shows of respondents (94.8%) This was followed by e at since ere had been no penalty imposed on culprits respondents suggestion of e full implementation of in e past wi e non-implementation of e e examination malpractices decree which provides for examination malpractices act, many students continued to e imprisonment of culprits to 21 years jail term had. get involved in examination malpractices. It implies at (92.7%) and e use of electronic devices to check since ere is no punishment given to offenders to serve students pockets before entering e examination halls as a deterrent to oers, examination malpractices among (91,4%). Oer measures include intensifying efforts in students in e schools remained uncurbed. This finding effective supervision of students during examinations negated e findings of previous researchers [7, 16]. 72

Anoer cause as perceived by e teachers was e malpractices in e schools. This was evident in e desire among e students to pass e examination at all findings which singled out indiscipline as a root cause of cost. This implies at e attitude towards achieving examination malpractices among students of secondary paper qualification at all cost has assumed a great schools in e State. The findings have led e researcher dimension in e State s educational system at e to conclude at private secondary schools are more expense of commitment to serious academic work. This prone to examination malpractices an public schools finding was in agreement wi e findings of previous while rural schools are more vulnerable to examination researchers [13, 26, 35]. The finding indicating at ere malpractices an urban schools. The findings have also was e insufficient preparation for e examinations led e researcher to conclude at effective supervision among many students implies at many students might of students during examinations is lacking in many not have been well groomed for e examinations and ey secondary schools while e measures currently taken to would want to pass by all means. This finding agreed wi discourage, prevent or oerwise address examination e findings made in previous studies [10, 36]. The act of malpractices among e students are insufficient as sending prepared answers by teachers to students during additional measures need to be taken. examinations as found in is study was in consonance wi e findings made by Igwe s [18] at ere could be RECOMMENDATIONS no examination malpractice wiout e connivance of teachers and students. This finding agreed wi e Based on e findings of is study, it was findings of oer researchers [2, 37, 38]. The finding which recommended at ere should be e full implementation highlighted indiscipline as a root cause of examination of e examination malpractices decree which provides for malpractices agreed wi e findings made in oer imprisonment of culprits to 21 years jail term. Hence, e studies [12, 21]. The finding suggests at examination arrest and prosecution of students caught in examination malpractice is a function of indiscipline in e school malpractices should always be done to serve as a lesson system. to oers. Concerted efforts should be made in enhancing The perception of teachers indicating at discipline among students rough e counselling examination malpractices were more prevalent in private services in schools in oer to prevent em from acts of schools an in public schools tends to buttress e indiscipline during examinations. Electronic devices finding at ere was a significant difference in teachers should be used to check students pockets before perception of examination malpractices in public and entering examination halls. There should be increased private secondary schools in e State. This finding was efforts by principals of schools and examination boards in consistent wi e findings of previous researchers enhancing e effective supervision of students during [17,39,40]. Likewise, e finding on teachers perception examinations. There should be increased emphasis on indicating a higher rate of examination malpractices in e use of continuous assessment by schools and rural schools an in urban schools was contrary to examination boards in determining students success or ose of some researchers [15,23,31,41]. The finding was failure in public examinations. The termination of however consistent wi e findings made in oer appointment of officials of examination boards and studies [25,42]. Noneeless, e fact at examination teachers involved in perpetrating examination malpractices were perceived to be higher in rural schools malpractices should be in force to serve as a deterrent an in urban schools is an indication at over-emphasis to oers. has been placed by e Nigerian government on paper qualifications rough e issuance of certificates which REFERENCES have perhaps made many students to be involved in examination malpractices. This suggests at examination 1. Adesina, S., 1990. Changing phenomenon in e malpractice in Nigerian schools is a function of academic Nigerian educational system. New perspectives in dishonesty. Nigerian education (ed) Kayode Ajayi and Taiwo CONCLUSION 2. Ajayi, Ibadan: Vantage Publishers, pp: 2-16. Bandele, S.O., 2005. Lecturing, examinations and legal issues in e university system. Paper presented at Considering e findings of is study, it was e One-day Seminar on Eics and Accreditation concluded at indiscipline among students is critical held at e University of Ado-Ekiti, Nigeria on variable in students involvement in examination Monday, 16 May, 4-6. 73

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