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International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 3, Issue 1, page 51 - 72

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Zambrut.com. Publication date: April 11, 2019.

Kolawole, O. P. 2019. The Causes and Effects of Examination Malpractices on Educational ............ 51

The Causes and Effects of

Examination Malpractices on

Educational Standard (A Case Study of Selected Secondary Schools in Oyun Local Goverment Area of Kwara State)

KOLAWOLE Oladotun Paul

KOLAWOLE Oladotun Paul

M.A Religious Studies in View

Olabisis Onabanjo University, Ago-Iwoye

Nigeria

1. Introduction

Education is very important in every society. Education has the power to enlighten and transform

students or pupils. The moral aspect of education particularly makes it indispensable in any community.

Education at all levels is examination centered. In the majority of the examinations, the emphasis is on

assessment of information/ knowledge. In other words, emphasis is on the memorization of facts.

According to Manoharam, “the overall purpose of assessment is to provide valid information about the

student for decision-making.1 Since teachers, students, parents, the public and governmental agencies

make many types of decisions, assessment need to be design for a variety of purposes”2 Assessment

1 P. K. Manoharam, Higher Education (New Delhi: A.P.H. Publishing corporation, 2009), 140.

2 An evaluation process of testing or judging an examinee by a standard norm is known as examination. It

may take a written form, oral form or the form of a practical work. Manoharam further states that “the system of

Abstract: Examination malpractice is a serious problem in Nigerian educational institutions and

especially in secondary schools. Examination malpractice is a notable reality in Nigeria but with

many negative consequences. The presence of examination malpractice is a threat to the stability

of educational institutions and the society at large. Many students, parents, teachers and

guardians who partake in it have not realized the long-term consequences of examination

malpractice. Carrying out a research work on the causes and effects of this menace, especially on

the standard of education is necessary. This work employed analytical and descriptive methods

with the use of questionnaires to carry out the research. The questionnaires were administered to

four selected secondary schools in Oyun Local Government Area of Kwara State.

Keywords: Examination, Malpractice, Institutions, Student, Teachers and Government.

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procedures and examinations are institutionally created mechanism that serves as a medium to shape the

learning process among students.

In the Nigerian school system, various forms of examinations are noticed. These are the entrance

examinations, the terminal and promotion examinations, the senior school examinations and the degree or

diploma examinations. Students are required to pass any kind of examinations they partake in. But these

day’s students now find various means of achieving success in these examinations and of such ways is by

cheating in examinations through leakages in examination papers, impersonation, external assistance,

coping, smuggling of foreign materials, substitution of script and improper assignment. Examination

malpractice remains a thorny issue in Nigerian educational debate. T.U. Umar affirms that, “students were

initiated into the conduct of cheating right from primary schools”3. He explained further that it came up

especially during the common entrance examinations where heads of schools conspire with the teachers to

give answers to the pupils.4 The research asserts that traces of the vice can be seen in educational levels in

across Nigeria. In view of this, this work is designed to make efforts in eradicating examination

malpractice from our institutions. Since many of the efforts put in place to reduce examination malpractice

have not been able to bring a lasting solution, this work approaches the problem of examination

malpractice from an analytical and ethical perspective.

1.1 Statement of the Problem

Examination malpractice is a serious threat which defeats the purpose of education. Instead of

students reading very hard to be enlightened, they depend on examination malpractice to succeed. Instead

of exhibiting moral quality in the society, they embrace immoral acts being perpetrated during examination

malpractice and beyond. Examination malpractice has reduced the quality of education and the students in

Nigeria, and this has spread right from the primary schools up to the tertiary institutions but the problem is

more prevalent in the secondary schools. The reduction in the quality of education and students being

produced in most secondary schools in Nigeria is a serious academic and ethical dilemma that this research

work addresses.

Examination malpractice is very common in many secondary schools and many secondary school

students have been caught in the web of examination malpractice most of the time. This is seen practically

when students sit for West African Examination Council (WAEC), National Examination Council

(NECO), and Joint Admission and Matriculation Board (JAMB). Examination malpractice does not stop

with the various examination bodies mentioned above, it continued even into the higher institutions of

learning. Many students who have been involved in such acts in their secondary school days use different

means to push their ways through higher institutions. Such means include cultism, female sexual

harassment, bribery, etc. Examination malpractice has invariably affected the quality of education and

student in Nigeria. The whole academic disposition in Nigeria is becoming a mockery of reality within and

outside Nigeria and if the problem is not radically and objectively addressed, dangers loom for both the

educational institutions and the students in them. The labour market is already suffering and the high level

of immorality in the society and educational institutions particularly can be directly or indirectly traced to

examination malpractice. This problem demands sincere response and this provides the justification for

this study. Consequently, one can ask: what are the major causes for examination malpractice? Why is so

much examination malpractice regardless of the campaign against it? What are the effects of examination

malpractice on education and the society at large? How can it be solved? These issues are related to the

problem raised above and they should be radically discussed in other to reduce examination malpractice to

the barest minimum.

formal written examination dates back to the second century BC. It was started in china to select candidates for the Chinese imperial service. it gradually spread to the other part of the word in the nineteenth century.

3 T.U. Umar, “The proliferation of Examination malpractice,” vanguard online edition, 13

th May, 2004, 32.

4 Ibid.,


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1.2 Purpose of the Study

This study seeks to find out the causes and effects of examination malpractice in selected secondary

schools in Oyun Local Government Area of Kwara State, as a case study to illustrate this national problem.

Since examination malpractice is having serious negative effects on the student and the educational

integrity of Nigeria, this work is out to echo and open the eyes of the people to the dangers of examination

malpractice in various levels of education especially secondary schools. There is no gainsaying that many

people are actually ignorant of the long-term consequences of this horrible act knowing well that ignorance

is a serious problem in every society. Consequently, this work desires to inform student, parents, teachers,

and the society at large to the dangers of examination malpractice.

1.3 Research Questions

The act of examination malpractices gets increased year after year in secondary schools, especially

during the writing of the final year examinations commonly called WAEC/SSCE, NECO, NABTEB.

Therefore the following research questions will guide this work;

a. What are types of examination malpractice prevalent in Oyun Local Government Area of Kwara

State?

b. Why do students engage in examination malpractice?

c. What are the effects of examination malpractice on students, educational standard/ development and

the development of the Nigerian nation?

d. What are the possible lasting solutions to the menace of examination malpractice?

1.4 Scope of the Study

The study is limited to act of examination malpractice in the selected secondary schools in Oyun

Local Government Area of Kwara State. The research is to examine the causes and effects of examination

malpractice an educational standard of the school the roles played by students, school administration,

teachers, and the non-academic staff such as typist, clerks and messengers are examined. The serious

effects of examination malpractice in the secondary schools will be highlighted while ways of reducing it

or totally eradicating it are suggested.

1.5 Significance of the Study

The significance of this study is to reveal the depth to which examination malpractice or

misconduct have eaten deep into the fabric of our secondary schools (most especially in Kwara State), to

discover the forms, causes, effects and permanent cure or solution to the problem of its causes and effects.

Also students being enlightened will then preserve the norms and values of the society and the ethics of

examination.

Also, it will be of great importance to note that at the completion of this research work, various

secondary schools, communities, towns, state and the nation Nigeria at large will find the result of this

research work to be beneficial to a great extent; this research work will play an essential role in the

standard of education and in the task of economic growth and development. The result from this research

work will also provide an ample opportunity for parents to be aware of the role they should play in order to

prevent their children from being engaged in examination malpractice.

This work is also significant in that it has narrowed its study of examination malpractice in Nigeria

to selected secondary schools in Oyun Local Government Area of Kwara state. There is no doubt that

many works have been written on examination malpractice in Nigeria, but as far as the researcher is

concerned, this is one of the few works to be written with major consideration on selected secondary

schools in Oyun Local Government Area of Kwara State. This work is very significant in this regard and

there is no doubt that the data provided and interpreted in this work is original and can be used as a

template for further researches on examination malpractice in Nigeria.


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2. CONCEPT OF EXAMINATION MALPRACTICE

Many problems confront Nigeria educational system and institutions prominent among them are

the issue of examination malpractice.5 Some institutions of higher learning can no longer boldly claim to

be the citadel of excellence they have hitherto been noted for in Nigeria. The sanctity of examination

process has been trivialized by a lot of malpractices. Some recent researches have shown that majority of

students who gained admissions into tertiary institutions in Nigeria are products of examination

malpractice6.

Examination malpractice is a reality in Nigerian educational settings today. To an extent where J.I.

Ayeni observes that, “One of the greatest crises which the Nigerian educational system is passing through

today is examination malpractice. Apart from cultism, no other problem has generated more serious

concern and discussion among the Nigerian populace in recent times than examination malpractice.”7

Examination malpractice has been seen and defined differently by many scholars. S.O. Oyedokun defines

examination malpractice as deliberate act of indiscipline adopted by students or their privileged

accomplices to secure facile success and advantage before, during and after the administration of the test or

examination.8 J.O. Adeniyi defines it as an improper or dishonest act associated with examination with a

view to obtaining any unmerited advantage.9 E.O. Agubuabem sees examination malpractice “as any

dishonest or deceitful act by candidate or any other person to contravene existing rules and regulations in

order to obtain undue reward for oneself and others, or to disfavor anyone or others in any form of

assessment or examination in educational system”10

In the thinking of Stan, “examination malpractice refers to all unethical practice carried out to

influence or enhance the performance of a candidate in an examination, giving the candidate an undue

advantage over the other examinees.”11

According to N.O. Olanipekun, “examination malpractice is failure

to carry out proper and honest conditions specified by the Examination body (school authority for

example) for the evaluation of students in a programme of studies or any student who before, at, during, or

in anticipation of any examination or test goes against the rules and regulations guiding the conduct of an

examination is said to have committed examination malpractice or misconduct.”12

From the above definitions, one can see that examination malpractice is not an act that is ethically

appealing. Examination malpractice is a cankerworm in Nigerian educational institutions. Examination

5 Examination malpractice is a conduct that violates the acceptable laid down rules and regulations of

Nigeria’s education system.

6 Emaikwu, S.O. &Eba, E. (2007). Examination malpractices in tertiary institutions: Implications and the way

forward. In Akubue, A.U. &Enyi, D. (Ed.)(389-400) Crises and Challenges in Higher Education in Developing Countries. A Publication of the Department of Educational Foundations, University of Nigeria, Nsukka.

7 J.I Ayeni, “Curbing Examination Malpractice: A Panacea for Quality in Nigerian Educational System,”

Confluence Journal of Education CJE 6 (April, 2011): 251. 8S.O. Oyedokun, “Trends and Challenges of Examination in Higher Educational Institutions in Nigeria,”

Problems and Concern on Higher Education in Nigeria, Ondo Schools of Education.Adeyemi College of Education, eds. A.O. Olagbaji and F.O. Afolabi, 1976, 28-35.

9 J.O. Adeniyi, “Forms and Incidence of Examination Malpractice among Students of Oyo State College: The

College Review,” Journal of Osun State College of Education, Vol. II (December, 2004): 187.

10E.O. Agubuam, “Examination Malpractices and Cultism in Nigerian School.”Orbit Educational Journal, Vol.

1 (1999): 53. 11

STAN, “Combating the Menace of Examination Malpractice in Nigeria,” The Sixth Paper Positionof the Science Teachers Association of Nigeria, 2008, 23.

12

N.O. Olanipekun, Examination Malpractice in Nigeria Schools an in-depth Analysis (Offa: Royal Prestige Venyures, 2003), 14.


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malpractice poses grave dangers to the Nigerian nation. However, one can say vividly that examination

malpractice is seen and defined from the educational perspective majorly, although STAN considers

examination malpractice as an unethical behaviour, it does not dig very deep into the ethical implications

and consequences of examination malpractice.

Examination malpractice has made many people in educational sector to be worried. One should

justifiably be worried about the future of the nation when over 80% of people are merely passing through

education to obtain just the certificate to append their names.13

In other words, people go to school

nowadays to pass and obtain certificates and not to acquire knowledge that will enable them to discharge

their professional responsibilities in the society.

2.1 Forms of Examination Malpractice

Different forms of examination malpractice have been reported in many parts of Nigeria to include

common forms such as, bringing in of unauthorized materials, writing on current notes and identity cards,

spying of other candidates’ scripts, substitution of answer sheets, and changing of examination scores and

grades are common. N.O. Olanipekun says that, “form of examination malpractice includes bringing in

unauthorized materials, which are relevant to the particular examination, e.g. textbooks, prepared answer,

lecture notes and similar materials.”14

The world is changing and there are different ways of doing things

among different kinds of people as well as students when it comes to the issue of examination malpractice.

The followings are notable different ways of partaking in examination malpractice.

2.2 The Use of Information Communication Technology (ICT) The availability of information technology has been employed by many students to cheat today.

There are cases of students going into examination halls with iPad, sophisticated phones that can browse

and laptops. Information is freely stored on these gadgets are freely or secretly used during the writing of

examinations. Students even browse for examination answers from the internet and these answers are

copied and written down. Some students even employ mercenaries to text answers to them. There are even

cases where the mercenaries freely roam examination halls to write exams for some candidates.

2.3 Usage of Foreign Materials Another form of examination malpractice includes jotting points on mathematical sets, razor

blades, rulers, handkerchiefs and the likes of referencing during examination. “Giraffing15

” is another

notable way of carrying out examination malpractice. This is an age-long type of stretching ones neck to

copy other students’ work.S. Jacob and T.D. Lar included impersonation, leakage of questions to students

before examination (life wire), communing with supervisors and school authority to cheat and body

writing or tattoo in which female students particularly write on the sensitive parts of their bodies.16

The

“laptop” method is another form of examination malpractice according to Olanipekun. It is mostly

practiced by female students. They write on their laps, undershirts, underwear etc. where it will be difficult

for invigilators to check closely.

13

J.I. Ayeni, “Curbing Examination Malpractice a Panacea for Quality in Nigerian Educational System,” Confluence Journal of Education, 251.

14

N.O. Olanipekun, Examination Malpractice in Nigeria Schools an in-depth Analysis, 56. 15

This is a coined English word commonly used in Nigeria for students who involve in exam malpractice. The word is derived from an animal; Giraffe, which is characterized with a long neck. In view of this, people commonly referred to the act of malpractice as “Girraffing”.

16

S. Jacob and T.D. Lar, “Forms and Reasons for Examination Malpractices and their Implications for National Development,” Proceedings of the 16

th Annual Congress of Nigeria Academy of Education (Jos: The

Nigerian Academy of Education, 2001), 336.


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2.4 Impersonation

Impersonation is another unique way of perpetrating examination malpractice. This is done through

a student impersonating another student with an intention to write an examination for him/her either on

contract or on other terms.17

There is also a case where surveillance plays significant roles in examination

malpractice. Surveillance in this context involves loitering around the examination halls to read the

answers from the textbook to students seating near the windows in the examination halls.

2.5 Diabolical Means

S.O. Baba noted another way of carrying out examination malpractice in some rural areas and

perhaps in some cities too. His emphasis, however, is on the students in schools in rural areas. There are

cases of students in rural schools using spiritual powers to prevent the invigilators from seeing any foreign

materials brought into the examination hall. In the same way, they make use of the same power to make

the invigilator become a living robot till after the examination.18

This is a new dimension in methods of

examination malpractice.

2.6 Assistance from Educational Stakeholders

Examination stakeholders include parents, teachers, lecturers, security agents, printers, and staff of

examination bodies. Some parents go to any length in buying question papers for their children while some

others even buy certificates for their children. Supervisors are often found colluding with teachers, school

principals or students by allowing teachers to come around to teach the students during examination

period, lecturers or teachers releasing question papers or giving underserved marks or allowing students to

illegally re-take examination papers. Security agents, printers and staff of examination bodies also sell

question papers. The forms of examination malpractice as seen above could actually be more than these

mentioned. It all depends on new methods and innovation devised by candidates.

2.7 Reasons for Indulging in Examination Malpractice Examination malpractice in many schools and among many students can be traced to many factors.

Without mincing words, there are many factors that are responsible for examination malpractice.

Identifying the causes of examination malpractice is very crucial if adequate solutions will be proffered. It

is often said a problem identified is half solved. The factors that have been identified as promoting

examination malpractice in Nigerian educational institutions and particularly in secondary schools are:

2.8 Economic Factors

Because of the shift in societal value from moral uprightness to wealth by whatever means, and

added to this is the continued dwindling of the economic fortunes of teachers, most teachers in bid to meet

with societal standards expected of them and make ends meet, involve themselves in examination

malpractice for gain. This, in the debate on examination malpractice is known as “settlement” or “sorting”.

Teachers see their job as least rewarding in the society. This makes them easily tempted by the giving of

gifts, money and promise of better jobs/contract by students, candidates or their relations.

It is an open secret that invigilation of public examination is now a money-spinning business for

teachers who use the opportunity to extort money from candidates as to allow them to cheat during

examination. It is noteworthy to say teachers in most cases pay bribe to be listed as

invigilators/supervisors, hence they have to recover the money so invested. As observed, some good

candidates come from poor homes and to make ends meet, they accept money from richer but less

17

S.O Baba, “Examination Malpractice in Nigeria Educational : A Spiritual Solution” Biblical Studies in African Christian Scholarship Archives, (May 2008), 13

18

Ibid.


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intelligent students/candidates to assist them in examination. Also, the willingness of mercenaries to accept

to write examination for their clients purely for monetary gains promotes examination malpractice.

2.9 Poor Academic Performance This is another factor causing examination malpractice. The only option left for students who are

not well-prepared for their examination is resorting to cheating. The poor performance of many students,

especially in public schools, can be traced to many factors. Many teachers are lazy and will not cover the

expected syllabus while teaching their students.

There are even cases of teachers not coming to class to teach at all. Many of them spend more time

on their farms and businesses than the teaching work for which they are paid every month. It has been

observed that teachers’ commitment towards the profession of teaching is no longer what it used to be in

the past – they lack dedication. This paves way for students to look elsewhere to pass their examination

and the so-called “Miracle Centers” becoming their last resort.

Poor performance can also be traced to instability of education policies, industrial actions and lack

of motivation among both teachers and students. Many schools are also poorly staffed. There are cases of

students not having teachers to teach some compulsory subjects. Students who are exposed to these

challenges are usually poorly equipped to face educational challenges and problems. As a result of this,

such students take advantage of the situation to look for how examination malpractice will be carried out in

order to pass their examination at all cost.

2.10 Over-Reliance on Certificate

The excessive over-reliance on certificate is yet another cause of examination malpractice. This is

an emphasis on paper qualification. This is what R. Dore referred to as “The Diploma Disease.”19

The

Diploma Disease as Dore identified has increased examination malpractice in Nigeria. In fact, if the

researcher has her she would say the Diploma Disease has grown to now become the Degree Disease. The

emphasis placed on certificate purposely to be admitted or employed as made many students to crave for

success in their examinations without regards for moral or examination norms. Because of the too much

emphasis on certificate in the society and the labour market, many students have seen examination

malpractice as a tool to help them forge ahead academically.

This situation has given room for mad rush for certificate by all and sundry even when it is clear

that certain students are not suitable or academically endowed. This phenomenon (the general madness for

certificate) that Robert Okah called “Credentialism and Certificate Racketeering” is only encouraging

cheating in examination. The school system in Nigeria seems to be structured towards passing of

examination. Therefore, disproportionate emphasis on examination is embraced at the expense of moral

issues, attitudes and depth based knowledge.20

2.11 Laziness and Fear of Failure

It is pathetic today that many students have little or no time for their studies. They spend their time

attending parties and forming gangs. Many students have prioritized entertainment and pleasure at the

expense of their studies. It is very alarming to hear that nowadays students no longer prepare to write

exams but rather prepare to see already solved questions posted on social networking sites such as

Facebook, twitter etc. some hours before the examination commences. Students are becoming increasingly

lazy. They spend more time on the social media where they learn things that cannot positively benefit their

minds. Students spend more time watching home videos and movies. They can narrate a movie episode

19

R. Dore, The Diploma Disease (George Atlens: Union Educational, 1978), 47. 20

Robert Okah, “Contemporary Disciplinary Problems in Nigerian Secondary Schools, Cultism and Examination Malpractice as a Case Study,” Nigerian Journal of Educational Studies and Research(NJSER) (June 2005), 129.


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from beginning to end but have no serious time for their studies. With the advent and popularity of soccer,

many students now spend their time watching European leagues.

The lazy attitude of many students has led to the fear of failure that encourages examination

malpractice. There is fear all around and fear is natural for all living things. Fear is, however, increased

when one is not well prepared to face the challenge ahead. Since many students are lazy and not serious

with their studies, most are usually seized with fear when they are to write examination. Since no one will

desire to fail naturally, these students resort to examination malpractice to safe their face and skin.

2.12 Parental Influence

Many parents will not want their children to repeat any class no matter the level of their

performance. Thus, they pressure school authority to give their children automatic promotion even when

they fail their examination. Parents are also involved in hiring mercenaries to write examination for their

children. They thus agree with principals to issue fake but favourable examination results for their

children. Some of the ways parents serve as a strong force behind the acts of examination malpractice are

listed by Olanipekun as follows:

a. Procurement of real question papers for their children and wards.

b. Parents and guardians recruit impersonators tagged mercenaries to write examination for their

children and wards.

c. Employment of Global System for Mobile communication (GSM) for their children and wards.

d. Parents do not have enough time for their children; they are more interested in worldly things. Many

leave home in the morning and return late in the night or never even returned till the next day

(economic reasons may have contributed to this).

e. Parents are known to shamelessly involve in examination malpractice by bribing the office of

examination board and school management in their bid to falsify results and change scores for their

children.

f. Some parents force their wards to do subject of their (parents’) own choice against the wish of such

children. Consequently, such children (students) would not have interest to perform up to the

expected standard.

g. j. The failure of many parents to provide basic and essential moral training in the upbringing of

children is also a factor.21

All the above mentioned factors reveal that the educational system in Nigeria is in deep trouble.

2.13 Effects of Examination Malpractice

According to Ija’iya, examination malpractice indicates a declining quality of education. This

implies that the quality of education in Nigeria is low, since involvement in it spreads across the country.

This will affect national development adversely. Moreover, those who engage in cheating at a lower level

age are likely to continue at higher level of education. When they graduate into the society, their previous

attitudes can easily lead them into corrupt practices.22

The following are notable effects of examination

malpractice on students, schools, educational development, and national development.

2.14 Laziness and Lack of Commitment When a student cheats from primary school to university and eventually sails through, it should be

no surprise ifhe eventually defrauds his nation, or embezzle the entire resources of the nation or the

organization he works with. Because he learnt the act all the way from kindergarten up to university level

21

N.O. Olanipekun, Examination Malpractices in Nigeria Schools an In-depth Analysis, 57. 22

Y. Ijaiya, From quality control to quality assurance: A panacea for quality Education in Nigerian schools. (2001).


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and having graduated, he only needs to put into practice what he has theorized over the years.23

No wonder

many political and chief executive organization leaders are managing the affairs of their office with the

view of enriching their personal and selfish goals without sense of accountability and consideration to the

people they are leading.

This is a serious problem in Nigeria today. There are many students and teachers who are

performing below the standard simply because their heads are empty. They have accumulated certificate

through dubious means and as a result, the labour market is bearing the brunt of their laziness. There have

been cases of NCE students posted to schools to teach and the so-called teachers cannot read correctly and

fluently. Under such condition, what will such teachers teach? This can result into a great problem for both

the teachers and the students.

2.15 It Discredits Certificates

Examination malpracticeno doubt discredits certificates acquired by those involved it. It makes

students to be half-baked academically. It is a notable fact that employers of labour require certain skills

from their employees based on the certificate they hold. These employers are disappointed when the

employees perform grossly below expectation. Many certificates today are valueless in the nation.

Examination malpractice gives room for incompetence students to earn certificates and grades they do not

deserve.

2.16 It gives Undue Privileges to Unqualified Individuals

Examination malpractice also denies innocent and honest students from gaining admission.

According to S.O. Baba:

Many good students have been denied admission by the corrupt ones who through

examination malpractice have better scores and grades. The best brains that could help in

research and development are likely to be thrown out or frustrated while seeking admission,

the corrupt ones admitted continue in their behaviours that won them admission and

eventually wangle their way through the programme.24

The pains and disappointment of hardworking students whose results are withheld in error or by

coincidence of being in the same centres with offenders have terrible psychological effects on such

students. Uncompromising parents and teachers share in this too. Examination malpractice has led to the

cancellation of examination results of many schools by examination bodies in which innocent candidates

suffer.

2.17 It Destroys the Credibility of Examination Bodies

Another effect of examination malpractice is in the area of confidence. The confidence is lost on

the validity and reliability of examinations by examination bodies in Nigeria. This leads to total erosion of

confidence in the examining bodiesin Nigeria. Since it is not the students per se that are measured and

evaluated. Examination malpractice gives unreliable characteristics or properties that are measured and

thereby send a wrong signal to the examining body in measuring educational standard. Wale Sokinbi said

that “it is right to say that the entire examination leakage affair is sordid development. It is regrettable not

only because it has once again questioned the integrity of WAEC as a credible examination body.”25

But

also undermines the quality certificate that students carry about.

23

L. Woiwode, “Television the Cyclops that eats Books from IMPRIMIS” The Journal of Hillsdal College, Vol. 21 (2002), 34.

24

S.O. Baba, “Examination Malpractice in Nigerian Educational Sector: A Spiritual Solution,” Biblical Studies in African Christian Scholarship Archives (May 2008). 7.

25Wale Sokinbi. “Has WAEC Exams Leaked Again?” Daily Sun, Wednesday May 14, 2008, 9.


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2.18 Future Repercussions

Apart from the fact examination malpractice many reduce the value and quality of certificates

issued in academic institutions locally and internationally, another plain truth is that the society will suffer

the consequences of examination malpractice even the more tomorrow. The society might be the victim of

the seed it is planting today and in fact the society is bearing the brunt already. Because the society helps to

produce incompetent doctors, many of them are making costly mistakes every day and that is leading to

loss precious lives every day. Many patients are dying prematurely because doctors are incompetent. The

same thing is applicable to other fields of life. Many teachers and lecturers cannot impact sound

knowledge toothier student because they are empty themselves. They can easily spell doom for the society

tomorrow if the issue of examination malpractice is not well addressed and confronted.

2.19 Efforts at Curbing Examination Malpractice

There are different approaches adopted by different examination bodies, federal, state and local

government, non-governmental organizations (NGOs) and concerned individuals. A good example is the

head count in Oyo State where the commissioner for education called a team to schools to ascertain the

number of students in each school in Oyo state in a bid to forestall examination malpractices.26

WAEC

also has embarked on public campaign on the effects of examination malpractices and the punishments

attached to each offence using handbills, posters, jingles, seminars and workshops. NECO also conducted

workshops, seminars and public enlightenment campaign and NGO known as exam ethics project has

worked tirelessly on curbing examination malpractices. Concerned individuals like Jegede have made

effort to check these vices.27

The federal government in the bid to curb examination malpractice enacted

laws prohibiting examination malpractice. The most recent one is the computer based examination

conducted by JAMB.

The best way to ensure a reduction or possible eradication of examination malpractice is to

maintain quality control assurance. Quality assurance in education deals with proactive means of ensuring

quality of inputs, teaching, learning, process academic achievement of pupils and school environment

before things get out of hands.28

Thus, an education of high quality should have high quality students,

teachers, faculties, school curriculum and government policies as inputs. All these if adhered to helped in

greatly reducing chances for examination malpractice. This work discussed the inputs that can forestall the

educational malady ravaging the educational system in Nigeria - examination malpractice.

2.20 The Parts of the Students

Students constitute a vital input to the education system without them; all other inputs cannot

achieve educational objectives.At the entry point of the educational system, the students are expected to be

of high quality. That is, they should meet the expected standard of level of class in which they are to be

enrolled. Incidentally, students of poor ability have been admitted or promoted into higher classes in our

educational institutions. At the long run this serves as a seed for examination malpractice, because a

student of poor ability who happens to be in a higher class will attempt to find means to make ends meet so

he/she will not have to fail.

26

Okpe Gabriel and Philip Lar,“Causes and Effects of Examination Malpractice and Possible Solutions:A Case Study of Five Selected Secondary Schools in Bauchi Metropolis” Department of General Studies, Federal Polytechnic, Bauchi, 4.

27

O. T. Jegede, Checkmating the Unabated Crisis of Examination Malpractice in Nigerian Educational System, (2003), 15.

28

Okpe Gabriel and Philip Lar, “Causes and Effects of Examination Malpractice and Possible Solutions, 6.


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2.21 Competent Teachers

No educational system will rise above the quality of its teachers. Incidentally many teachers are

lacking in good quality which can enhance meaningful teaching. As at 2004/2005 session, 25.65% of

teachers in Nigerian secondary schools were not professionally qualified (Teacher’s Registration Council

of Nigeria Estimate as at June 2006). Quality of teaching to be given by this category of teachers is likely

to be low, and this will have adverse effects on the learners. Conversely, teachers of high quality could

impact right skills, knowledge and attitude.29

Teachers as inputs, therefore, constitute a major factor of

quality assurance.

2.22 Facilities

Facilities are material resources in the schools; they are physical and spatial enablers ofteaching

and learning which will increase the production of results.30

They include building structures, equipment,

water, electricity textbooks, furniture and recreational facilities, among others. They constitute vital inputs

which are capable of achieving good results when combined with other resources in adequate quality and

quantity. However, poor supply and poor maintenance of facilities are regular features in many primary

and secondary schools. This type of environment inhibits learning and assimilation for students. Eventually

this factor will encourage indulging in examination malpractice. To curb examination malpractice issues

such as this should be adequately taken care of.

2.23 Full Implementation of the Criminal Law on Examination Malpractice

In the past, the government evolved many education policies which were meant for execution in

order to achieve national objectives. However, some of the policies were characterized by an “on the

implementation planning.” That is, implementation had stated before proper planning. For example, the

Universal Primary Education (UPE) of 1976 was pronounced by the federal government in 1974 in

Sokoto; and the implementation started without a prior discussion of its logistics. Similarly the UPE of

1979 embarked upon by state government in the south western Nigeria, had no long term planning.

Meanwhile, implementation had already started in 1999. An education policy embarked upon

without adequate planning will not have good quality and sufficient teacher and other resources. This can

in no way truly help students who will have no choice than to resort to examination malpractice. The

situation of examination malpractice is so embarrassing to the Nigerian nation that the Federal Military

government in 1984 promulgated Decree 20 to deal with it. Part of the decree reads thus:

Any person who fraudulently or with intent to cheat or secure any unfair advantages to

himself/herself or any other person or in abuse of his office, produces, sells or buys or

otherwise deals with any question paper intended for the examination of persons at any

examination or commits any of the offences specified in the section 3, 27(c) of this decree,

shall be guilty of an offence and on conviction be sentenced to 21 years imprisonment.31

However, Examination Malpractice Act 33 of 1999 revised the above decree but now stipulates

punishment ranging from a fine of #50,000 to #100,000 and imprisonment for a term of 3-4 years with or

without option of fine. This new development is due to the inability of the appropriate authorities to

enforce the old Decree 20 0f 1984. Despite all these laws, examination malpractice has been on the

increase and this may be due to the non-implementation of the law. Therefore, government and its agencies

should hence forth stop handling cases of examination malpractices with kid gloves. The law should be

implemented without fear or favour. Anyone caught cheating should be made to face the full wrath of the

law to serve as deterrent.

29

Ibid. 30

Ibid., 7. 31

A. Fagbemi, “Assessment and Educational Malpractice,” Proceedings of the 16th Annual Conference of

Nigerian Academy of Education (Jos: University of Jose, 1998), 17.


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To make the fight against examination malpractice very effective, all the agents of civilization and

socialization must participate actively in orienting Nigeria children to work and study harder, making it

known that hard work pays and cheating ruins. If we fail to do all these, the ugly trend would continue to a

greater proportion, and in no time, our education section will totally collapse, rendering the workforce

completely incompetent and unproductive. Certificates issued by the nation’s institutions will also become

useless, losing recognition both locally and internationally.

3. RESEARCH METHODOLOGY

This chapter deals with the methodology used in this research with contents such as, Research

design, population sampling, research instrument etc.

3.1 Research Design The research employed a survey study which enables the researcher gather relevant information on

the subject matter among selected secondary schools in Oyun local government area of Kwara state.

Questionnaires were used to gather information data on the topic of the causes and effects of examination

malpractices on educational standard of selected schools in Oyun local government area of Kwara state.

The questionnaires was designed in such a way that respondents could make their views known by

responding in on of the following; Agree, Disagree, or Undecided.

3.2 Population and Sampling Technique Out of all the secondary schools in Oyun local government area, four were selected for this study. They

are;

1. Ansardeen Islamic High School, Ijagbo, Kwara State

2. Irra Grammar School, Irra, Kwara State

3. Oyun Baptist High School, Ijagbo, Kwara State

4. Government Secondary School, Ipee, Kwara State.

The non-probability sampling method is used in the selection of these schools. This is a method in

which the interviewer will decide the choice of sampling unit based on their convenience. Therefore, the

convenience sampling was the method used to execute this research. The schools selected were the

convenient ones easily accessible to the researcher.

3.3 Research Instrument The researcher used designed questionnaires to collect information from the respondents. Sixteen

(16) different statements were contained in the questionnaire drawn from the four research questions stated

in chapter one of this work. Each statement was to elicit honest responses from respondents. The sameset

of questions were administered in all the four (4) selected secondary schools in Oyun local government

area of Kwara State.

3.4 Procedure for Data Collection The researcher visited the four selected secondary schools in Oyun local government area in order

to know how many students are in each school and also to select samples from these schools. In addition

the exercise lasted for one week, in which the researcher took a day to go to each school to familiarize,

administer and collect the questionnaires.

3.5 Data Analysis Techniques In analyzing the data collected for this study, simple percentage was used. The main purpose of

percentage is to reduce different sets of comparable sets of number to a common base. It is agreed further

that any set of frequency can be transferred to percentage in order to facilitate statistical manipulation and

interpretation. The data collected for this study was manually computed since the number of subjects

involved was a manageable one and it could be manually calculated by the researcher.


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4. PRESENTATION AND DISCUSSION OF RESULTS This chapter dealt with the presentation of data, analysis and discussions on the research findings.

This is designated to find out the causes and effects of examination malpractices on educational standard

of selected secondary schools in Oyun Local Government area of Kwara state.

4.1 DATA ANALYSIS AND RESULTS

The researcher divides the presentation into two sections making it relevant to the nature of the

questionnaire distributed, and also to give a better and understandable analysis. Section A represents the

biographical data about respondents providing information about the number of questionnaires distributed

and the number returned based on each group, sex, age, status, duration spent at school. Section B unravels

the responses of the respondents to statements made under each questions raised in the research questions

in chapter one.

One hundred (100) questionnaires were produced and distributed to four (4) secondary schools in

Oyun Local Government area of Kwara state. Out of the one hundred questionnaires distributed only

ninety-six (96) were returned and properly filled.

Table 1 Gender of Respondents

Gender of Respondents Frequency Percentage

Male 47 49%

Female 49 51%

Total 96 100%

Source: Field Survey May-June

This table indicates the gender distribution of the respondents and that the copies of questionnaire

were distributed without bias. The female respondents were just a little above the male respondents. The

male respondents were 47 which constituted 49%. The female respondents on the other hand were 49

representing 51%. The equation is well balanced as it is obvious from the table that there is going to be a

balanced response since both males and females were given the opportunity to say their minds about

examination malpractice in Nigeria especially with reference to Oyun Local Government area of Kwara

state. This research is never sexist but rational since questionnaires were evenly distributed in order to get

a balanced and complementary report.

Table 2Age of Respondents

Age Frequency Percentage

12-20 56 58.3%

21-30 18 18.8%

31-40 14 14.6%

41-50 8 8.3%

51-60 0 0%

61 and Above 0 0%

Total 96 100%


The age of people contributing to a discussion is very important. This is particularly significant in

Africa. Consequently, the age of the participants in a discussion will determine the importance to be

attached to what is being said. This is also important in a field research. From the table above, one could

deduce that all respondents are above twelve years of age and that suggests they have all reached the age of

accountability. They can actually account and substantiate for what they have said. The respondents

between the age range of 12-20 years old were 56 constituting 58.3% of the population. This is so because


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the questionnaires were administered to secondary schools and the schools are generally populated with

students in this range. This age range is generally affected with incidences of examination malpractice.

Any age range above this belonged almost exclusively to teachers and workers except for few special

cases. Those respondents who were between 21-30 years old were 18 and constituted 18.8%. Because of

their age and maturity their opinion counts because they have a very clear understanding of what they are

addressing. The respondents whose age bracket falls between 31-40 were 14 and the represent the second

to the lowest percentage 14.6%. The respondents 41-50 represent the veterans of the teaching profession in

the sampled schools and their experience matters. They were 8 and constitute 8.3%.

Table 3 Status of Respondents

Status Frequency Percentage

Student 67 69.8%

Teacher 29 30.2%

Total 96 100%


The table above represents the set of people that were given the copies of the questionnaires to fill.

The status of the respondents like the age is very important because knowledge is power. People who

know some things about examination malpractice are the ones who responded to the question asked. The

number of students who responded was 67 representing 69.8%. This is important because examination

malpractice is a matter that basically concerned students. The teachers who were part of the respondents

were 29 and 30.2%. This group’s input is crucial because they know what happens in their various schools

and some of them are accomplices.

Table 4 Time Spent in School so Far

Time spent in school Frequency Percentage

2-3 years 29 30.2%

3-4 years 55 57.3%

5 years and above 12 12.5%

Total 96 100%


How much experience a respondent has is also very important in giving credibility to what he or

she says. The table above shows the duration of the respondents in the various schools they are. Those who

have been in school between 2-3 years are 29 and they stood at 30.2%. Many of them are students and they

might have practice or witnessed examination malpractice one way or the other. Those who have been in

school between 3-4 years were 55 representing 57.3%. Their views are also worthwhile because they must

have witnessed much either as a student or teacher. Those who have been in the school for 5 years and

above were 12 and they stood at 12.5%. To be candid, all the respondents are not novices. They have what

it takes to give information about the problem of examination malpractice and this to some degree provides

justification for the views and recommendations.


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Section B

Table 5 Frequency and Types of Examination Malpractices in the schools

S/No Statement Agree Disagree Undecided

Freq. % Freq. % Freq. %

1. A sizeable number of students in

your school frequently indulge

in one form or the other of


50 52.1 29 30.2 17 17.7

2.

The commonest type of

examination malpractice in your

school, Ijagbo is:

Leakages (examination

questions seen before exams).

60 62.5 26 27.1 10 10.4

3. Impersonation (someone else

writing for candidates)

46 47.9 32 33.3 18 18.8

4. Script swapping (exchange of

scripts in exams hall).

50 52.1 34 35.4 12 12.5

5. Bringing in foreign materials

(expo)

60 62.5 26 27.1 10 10.4

6. Altering of marks and grades

(after exams).

46 47.9 38 39.6 12 12.5

7. Marking malpractice by teacher

(teachers being unfair in

marking).

70 72.9 15 15.6 11 11.5


Table 5 above portrays the frequency and commonest types of examination malpractice in the

selected schools in Oyun Local Government area of Kwara state. The table shows examination malpractice

is a reality in the secondary schools, as 50 respondents agree representing 52.1%. This percentage without

doubt shows that there is an urgent need to address this issue of examination malpractice as the study is not

dealing with incidental cases. 29 respondents with 30.2% disagreed while as many as 17 respondents

constituting 17.7% are undecided on the frequency. The also portrays the commonest type of examination

malpractice in the schools surveyed. It was discovered that the commonest form of examination

malpractice according to respondents was marking malpractice by teachers i.e. teachers being unfair while

marking and grading their students. This has agreed 70 which is 72.9% and disagree is 15 which 15.6%

while undecided correspondents stood at 11 constituting 11.5%. The second form of examination

malpractice next to this has two forms with the same number of frequency. One is leakages of examination

questions i.e. examination questions seen before the scheduled exams and this has 60 respondents agreeing

to this which represent 62.5% and disagree was 26 which is 27.1% and undecided respondents were 10

which is 10.4%. The next within the bracket of second commonest form of examination malpractice is the

bringing in of foreign materials known as “expo” among students. This has agree at 60 which 62.5% and

disagree at 26 which 27.1% and undecided at 10 which is 10.4%. The third most common form of

examination malpractice is scripts swapping i.e. the exchange of scripts in the examination hall. 50

respondents making a total of 52.1% agree to this while 34 disagreed constituting 35.4% and undecided

respondents were 12 which is 12.5%. The fourth commonest form of examination malpractice is also a

bracket of two forms and they are impersonation i.e. is when someone else wrote an exam for a candidate

and the other one is altering marks and grades after examination has been concluded. The former has 46

respondents agreeing which is 47.9% while 32 respondents disagreed making 33.3% and undecided


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respondents were 18 which stood at 18.8%. The latter form has 46 respondents agreeing which is 47.9%

while 38 disagreed representing 39.6% and 12 respondents were undecided making 12.5%.

Table 6 Reasons for Engaging in Examination Malpractices



1. Over emphasis on paper

qualification puts pressure on

candidates to cheat in

examination.

62 64.6 18 18.8 16 16.6

2. Laziness on the part of students

resulting into lack of

preparation is also a major

cause of examination

malpractice

70 72.9 15 15.6 11 11.5

3. Parental influence plays a major

role in contributing to


50 52.1 28 29.1 18 18.8

4. The moral decadence in the

society is also responsible for the

increase of examination

malpractice.

75 78.1 11 11.5 10 10.4

5. The failure of many teachers to

teach to the expected standard is

promoting malpractice.

75 78.1 11 11.5 10 10.4


Table 6 revealed the causes of examination malpractice and respondents opinion about it. There

were five probable causes suggested from the questionnaire distributed that is responsible for examination

malpractice. The first which is over emphasis on paper qualifications as a cause of examination

malpractice has 62 of the 96 respondents agreeing to this which is 64.6% and 18 respondents disagreed

which represents 18.8%, while the undecided respondents were 16 which is 16.6%. This shows that this is

a genuine cause for examination malpractice. The second suggested cause was laziness on the part of

students resulting to lack of preparation for examination. This has 70 respondents agreeing which is 72.9%

and 15 respondents disagreed which is 15.6% while undecided 11 representing 11.5%. This shows that this

is a credible cause for examination malpractice. The third suggested cause for examination malpractice

was parental influence i.e. parents encouraging and facilitating examination malpractice for their children.

On this, 50 respondents agreed which is 52.1% and 28 disagreed which represents 29.1% while

undecided was pegged at 18 which is 18.8%. The fourth probable cause suggested was the moral

decadence in the society in general being a contributing factor. To this, 75 respondents agree which is

78.1% and disagree stood at 11 which is 11.5 while undecided was 10 representing 10.4%. The fifth

probable cause of examination malpractice in the questionnaire was examination malpractice attributed to

failure of teachers to teach up to expected standard. This surprising has the same frequency of data as the

fourth cause. 75 of the respondents believed failure of teachers to teach to expected standard is a major

cause of examination malpractice, this represents 78.1%. 11 respondents disagreed which is 11.5% while

10 respondents chose to sit on the fence representing 10.4%. If the causes of examination malpractice were

to be arranged in the order of importance according to this survey one will have them in this order:

1. Moral decadence in society as a cause of examination malpractice.

2. Failure on the side of many teachers to teach students to the expected standard is a major factor


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3. Laziness on the part of the students resulting to lack of preparation came third as a cause of examination

malpractice according to the survey carried out.

4. Over emphasis on paper qualification came fourth as a cause of examination malpractice.

5. Lastly, is parental influence as a cause of examination malpractice.

Table 7 Effects of Examination Malpractices



1. Examination malpractice creates

a lack of confidence in our

educational system and the

certificates issued.

70 72.9 15 15.6 11 11.5

2. Examination malpractice is

responsible for the breeding of a

generation of fraudsters.

60 62.5 23 24 13 13.5

3. Examination malpractice comes

back to haunt the society and the

future through production of

quacks and half-baked

graduates. The inefficiency in

the labour market is largely as a

result of examination

malpractice.

75 78.1 11 11.5 10 10.4

4. Examination malpractice

reduces the credibility of the

Examination Bodies and the

validity and reliability of the

measurement process.

50 52.1 28 29.2 18 18.7

5. The falling standard of

education in Nigeria can be

traced directly to the effects of


70 72.9 26 27.1 0 0

Source: Field Survey May-July

Table 7 above is the report on the effects of examination malpractice on the students, the

educational standard/development and the Nigerian nation. Five probable effects were presented and

considered in the questionnaire. These will be discussed in the order of importance attributed to them by

the respondents. The first effect with the highest number of frequency is that examination malpractice

comes back to haunt the society and the future through the production of quacks and half-backed graduates

which eventually leads to inefficiency in the labour market. This has 78.1% agreeing to this while 11.5%

disagreed and 10.4% were undecided. The second important effect was that examination malpractice

creates lack of confidence in our educational system and the certificate issued. 72.9% agreed to this while

11.6% disagreed and 11.5% were undecided. The third major effect was found out to be that examination

malpractice is directly responsible for the failing standard of education in Nigeria. To this, 72.9% of the

respondents acquiesced while 27.1% disagreed and no respondents sat on the fence on this matter. The

fourth effect in the order of importance according to the respondents was that examination malpractice

breeds a generation of people with fraudulent behaviours. 62.5% agreed to this while 24% disagreed and

13.5% were undecided. The least important effect according to respondents is that examination malpractice

reduces the credibility of the examination boards and the validity and reliability of the measurement


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process. 52.1% agreed that this is always the case while 29.2% disagreed and 18.7% were neutral in their

response.

Table 8 Possible Solutions to the Menace of Examination Malpractices



1. A joint effort by all members of

the society to inculcate moral

values and instructions in youths

will drastically reduce instances

of examination malpractice.

70 72.9 26 27.1 0 0

2. A change in the criteria used for

employment and promotions

from paper qualification to

quality of work done will

significantly reduce examination

malpractice.

65 67.7 18 18.7 13 13.6

3. No educational system will rise

above the quality of its teachers.

Therefore, the availability of

highly qualified and dedicated

teachers with integrity will

almost eradicate examination

malpractice.

75 78.1 21 21.9 0 0

4. The strict implementation of

promulgated examination

malpractice decrees will push

examination malpractice to the

brink of extinction.

70 72.9 15 15.6 11 11.5


Table 8 presents collected data on the viable solutions to the menace of examination malpractice. In

the table the first was that a joint effort by all members of the society to inculcate moral instructions in

youths will help reduce the incidences of examination malpractice. To this, 72.9% agreed while 27.1%

disagreed without undecided respondents. The second suggested solution on the table is that there is a need

to change the criteria used for employment and promotion from paper qualification to a viable, qualitative

method. 67.7% of the respondents agreed to this while 18.7% disagreed and undecided respondents were

13.6%. The third solution on the table is that since no educational system will rise above the quality of its

teachers, therefore, the availability of highly qualified and teachers with integrity will almost eradicate

examination malpractice. 78.1% of the respondents agreed to this while 21.9% disagreed. The last

suggested solution to the problem of examination malpractice is that there should be a strict

implementation of promulgated examination malpractice decrees as this will push incidences of

examination malpractice to the brink of extinction. 72.9% agreed with this proposition while 15.6%

disagreed with this and 11.5% of the respondents were undecided.

5. SUMMARY OF MAJOR FINDINGS

In chapter one the research raises four questions representing the major tables for discussion from

these major findings were deduced.


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5.1 Frequency and Types of Examination Malpractices It is evident that examination malpractice is a reality and a serious problem in secondary schools in

Oyun LGA of Kwara state. This is established because 52% of the consulted population attested to this

fact. The research also found out that the commonest form of examination malpractice according to the

field survey carried out in secondary school in Oyun LGA is what is referred to as marking malpractice by

teachers i.e. teachers being unfair in their markings. This finding implicates the teachers teaching the

students. This could actually be true since it is easy to be sentimental either in increasing marks for certain

students with partiality or reducing the marks unjustifiably for others.

5.2 Causes of Examination Malpractices All postulated causes of examination malpractice presented in the questionnaire are credible. But

the survey found out that the major causes of examination malpractice are dual in nature and they are the

overflow of moral decadence from the larger society and also the failure of many of the teachers to teach

the students to the expected standards. This first cause mentioned is not disturbing but expected since the

school is an arm/offshoot of the society. So as goes the society so also will the school go. But the second is

disturbing because it further implicates teachers. This raises questions such as what could have made

teachers forsake/abandon their primary and paid responsibility? How many of our teachers are involved in

this? The researcher believed that the Nigerian system might have contributed to this attitude of teachers. It

must be part of the Nigerian syndrome which prefers to earn or get paid for work not done. Also another

probable cause of this could be that we have many “half-baked” and unqualified teachers – teachers who

have not mastered courses they claimed to have majored in - teaching in our schools.

Students themselves too are not left out as most of the respondents puts them second after society

decadence and teachers refusal to teach up to the required standard. The nation Nigeria and particularly

Oyun LGA seem to have produced a crop of very lazy students, who wanted success without working for

it. This has to be urgently addressed.

Meanwhile, the government is not left out. The current system of the government with regards to

employment and promotion which till now is through paper qualification seems to promote examination

malpractice. This survey showed that 64.6% of respondents believed this encourages examination

malpractice, making it the third most probable cause for examination malpractice. The government is also

complicit in that the teacher who failed to teach to required standard were employed and supposedly

supervised by their employer – government. So the government failure and policies too constitutes a

serious contributing factor.

5.3 Effects of Examination Malpractices

On the short term and the long run, this study showed that the society suffers the brunt of

examination malpractice. 78.1% of the consulted population agreed that the inefficiency of the labour

market is largely as a result of examination malpractice. This shows that examination malpractice has the

capability to crumble the Nigerian economy and also kill as well as turn to semi-literates a major part of

the country’s population. This is pathetic and unfortunate! Examination malpractice has direct effect on the

posterity and future prosperity of the Nigerian nation though at the moment it may have gains and be

celebrated.

Two other effects came closely on the heels of the first discussed in the above paragraph. First of

these two is thatexamination malpractice has brought lack of confidence to Nigeria’s educational system

and the certificates issued. People (especially employers) can no longer trust or take grades that graduates

came out with from schools at face value. this has recently led to Post UTME examination for applicants

seeking admission into various tertiary institutions. This is a disgrace to our educational system as a nation.

The second of these two which is that examination malpractice is directly responsible for the falling

standard of education in Nigeria received an unequivocal response from respondents as there were no

undecided respondents on the matter. 72.9% of respondents totally agree while only 27.1% disagreed.


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According to the study, it is clear that examination malpractice has direct relationship to the

grooming and cultivating of fraudulent behaviours in the society. There is a high probability according to

this survey that anyone who partook in examination malpractice while in secondary school is likely to

continue to perpetrate other fraudulent acts in the future. So it could be concluded that the corruption in

Nigeria is attributed to behaviours/attitudes cultivated in the time of youth.

The effect of examination malpractice as to the diminishing of the credibility of the examination

bodies and the reliability of the measurement process has the lowest percentage of the respondents

agreeing to this, though those who agree were still more than those who disagreed. This shows that a

sizeable part of the population believed that it is not the direct fault of the examination bodies that

examination malpractice has become rampart. Though a large percentage believed this is not the case. It

shows that the examination bodies must prepare and be more creative in minimizing opportunities for


5.4 Possible Solutions to Examination Malpractice

It should be noted that the survey showed enthusiasm generally on the measures suggested by the

questionnaire as the way out of the menace of examination malpractice. The sampled population gave

overwhelming support to the suggested solution with not less than 65% support for each. In some cases it

showed unequivocally that there is no ambiguity as there were no undecided respondents in those cases.

The overwhelming support was in this order.

1. Since no educational system will rise above the quality of its teachers, therefore, the availability

of the highly qualified and dedicated teachers who has integrity will almost eradicate examination

malpractice.

2. There should be a strict implementation of promulgated examination malpractice decrees, as this

will almost bring examination malpractice to extinction.

3. Society must participate fully in the denouncing examination malpractice and make all available

efforts to inculcate moral values and instructions in youths.

4. Government should endeavour to change the criteria used for employment and promotion from

paper qualification to other veritable means or method.

Most of these respondents were optimistic that the above action plan will drastically reduce the

occurrence and incidences of examination malpractice if not eradicate it.

5.5 Conclusion and Recommendations

It is no gainsaying that examination malpractice is a serious problem in Nigerian educational

institution at all levels. Ayeni laments concerning examination malpractice that “the most disturbing aspect

of it is that the people who are supposed to be actively involved in the crusade against this evil are instead

adding and abetting it in one way or the other.”32

Obviously, one of the areas where educational reforms

should be directed is examination malpractice. Examination malpractice is an evil and immoral behaviour

and has become a cankerworm in the society. It has many negative consequences. For this reason, efforts

should be intensified to eradicate it. This is because the collapse of education is the collapse of the nation.

This research makes the following recommendations that will help to curb the vice in secondary

schools in Nigeria.

a. Students should be very serious and concentrate on their studies. They should believe in themselves

and make the necessary sacrifices that will enable them to be successful in their academic pursuits.

b. The government should subsidize the price of textbooks and other educational materials. This will

help students to have access to useful materials that will make their education easy. This will make

the students prepared for their examination and thus have no reason to cheat in examinations.

c. The various examination bodies need to set up and put in place the measure that will reduce the

incidence of examination malpractice to the barest minimum. Corrupt officials within the

32

Ibid, 252.


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examination bodies should be made to face the music. A situation where examination questions

leaked before the examination date does not speak well about the examination body.

d. Teachers should be available to their students and teach them to pass examination and be good

citizens. Apart from intellectual prowess, teachers should possess virtues such as love, patience,

endurance, diligence and honesty that should be imparted to students through modeling and

mentorship that will help them develop a right disposition to life.

e. The society should be ready to live by ethical codes. There should be justice in the society. As a

result, those students, mercenaries, teachers and examination invigilators who perpetrate

examination malpractice should be punished severely by the government and law enforcement

officers in other to eradicate examination malpractice from the society.

f. Subsequent researchers should investigate into the relationship of poverty of teachers to

examination malpractice as well as peer group pressure.

6. REFERENCES

Adeniyi, J.O. “Forms and Incidence of Examination Malpractice among Students of Oyo StateCollege:

The College Review,” Journal of Osun State College of Education, Vol. II. December, 2004.

Agubuam, E.O. “Examination Malpractices and Cultism in Nigerian School.”Orbit Educational Journal,

Vol. 1. 1999.

Ayeni, J.I. “Curbing Examination Malpractice: A Panacea for Quality in Nigerian Educational System,”

Confluence Journal of Education CJE 6. April, 2011.

Baba, S.O. “Examination Malpractice in Nigerian Educational Sector: A Spiritual Solution,” Biblical

Studies in African Christian Scholarship Archives. May 2008.

Dore, R. The Diploma Disease. George Atlens: Union Educational, 1978. Emaikwu,S.O. &Eba, E.

2007.

Examination malpractices in tertiary institutions: Implications and the way forward. In Akubue, A.U.

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