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Secondary Schools Student's Perception of Examination Malpractices and Examination Ethics
Abstract
Secondary school students' perceptions of examination malpractices and examination ethics were assessed. The participants were drawn from Secondary Schools in the Benin Metropolis of Nigeria. The study revealed that majority of the students believed that their indulgence in examination malpractice was a common occurrence, which will be difficult to eradicate. Parents, teachers and school principals were found to encourage cheating in examinations. The study also revealed that majority of the students had a very wrong notion about examination ethics; believing that examination ethics entail among others sitting next to someone in order to copy from his/her paper in the examination hall. In all, counselling intervention strategies such as, school counsellors partnering with the school authorities and students to set up examination ethics clubs that will teach the virtues of hardwork; school counsellors partnering with parents/ teachers association and other significant others on strategies that would help to inculcate in them the virtues of "responsibility" were advocated.
... It is anything that is done wrongly before, during and even after the examination. [4]. It occurs both in internal and external examinations. ...
... In short, it has become a plague, an epidemic and a great problem in national examination system [23 and 24] which needs prompt attention even though it is believed that it will be difficult to get it eradicated [4]. ...
... The methods proposed here are as a consequence to the wrong belief of students reported by Alutu and Aluede [4] that examination ethics entail, among others, sitting next to someone in order to copy from his or her paper in the examination hall. Thus, sitting arrangement during examination can influence or aid examination malpractice; and so to disorganize any formation that could lead to examination malpractice, this paper therefore proposes some methods visa-vice re-arrangement of questions or options of questions. ...
... The Examination Malpractice Act (1999) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued. Oluyeba and Daramola (cited in Alutu & Aluede, 2006) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing the conduct of such examination. ...
... (Vanguard, 2005;Weekend Pointer, 2005;Daily Independent, 2004Nigerian Tribune, 2009. Parents go to the extent of bribing their way through to ensure that their wards get unearned grades while teachers encourage examination malpractice because they lack the zeal to work but want to be praised for job not done (Alutu & Aluede, 2006). According to Omoluabi and Uzoka (cited in Alutu & Aluede, 2006), the value system in Nigeria has broken down completely and so adults and youths alike act without moral scruples. ...
... Parents go to the extent of bribing their way through to ensure that their wards get unearned grades while teachers encourage examination malpractice because they lack the zeal to work but want to be praised for job not done (Alutu & Aluede, 2006). According to Omoluabi and Uzoka (cited in Alutu & Aluede, 2006), the value system in Nigeria has broken down completely and so adults and youths alike act without moral scruples. This is the reason why examination malpractice still thrives despite its grave consequences on the social political and economic structures of the nation. ...
In Nigeria, the last two decades have witnessed an alarming rate of increase in incidents of examination misconduct especially at secondary school level. Evidences abound of increasing incidents of examination malpractice by students, teachers and parents. Examination malpractice has become so widespread that there is virtually no examination anywhere at all levels and even outside the formal school system that there is no one form of sharp practice or the other. Every examination season witnesses the emergence of new and ingenious ways of cheating. This paper addresses the problem of examination malpractice in secondary schools in Nigeria, what sustains it, the consequences of examination malpractice and the ways through which examination malpractice could be curbed in order to give credibility to the examination process in the country.
... The Examination Malpractice Act (1999) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued. Oluyeba and Daramola (cited in Alutu & Aluede, 2016) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing the conduct of such examination. ...
... It has been widely reported that parents and teachers aid and abet examination malpractice directly or indirectly. Parents go to the extent of bribing their way through to ensure that their wards get unearned grades while teachers encourage examination malpractice because they lack the zeal to work but want to be praised for job not done (Alutu & Aluede, 2016). According to Aluede, (2016), the value system in Nigeria has broken down completely and so adults and youths alike act without moral scruples. ...
This study examined causes and consequences of examination malpractice among secondary schools in Kwara State. This study adopted descriptive survey type. The population of this study comprised all public senior secondary school students in Kwara State. Simple random sampling technique was used to select 10 public senior secondary schools in the state. Simple random sampling technique were used to select 20 students from each public senior secondary schools, making 200 public senior secondary school II students as respondents (sample) for the study. Examination Malpractice Scale by Ongong (2018) was used to collect necessary data. Descriptive statistic of frequency count and percentage was used to answer the demographic data of respondents, the research questions were answered by mean and ranking order while the research hypotheses were tested by t-test of inferential statistics at 0.05 level of significance. Findings revealed the causes and consequences of examination malpractice among secondary schools. It was also established that there was no significant difference in the causes and consequences of examination malpractice among secondary schools in Kwara State based on gender. Part of the recommendations stated that sound educational policy should be put in place to emphasise the supremacy of skills and professional competence over certificate. Religious and community leaders should be used to intervene on parents who insist on their children getting the best result without genuine efforts for it. School teachers should be motivated and remunerated adequately and learning environment made friendly so that they can do their work satisfactorily and cover the syllabus before examinations.
... The Nigerian Tribune (2009) on its part reported that there have been several instances where parents and teachers have collaborated to cheat. On the part of parents, they get involved by paying bribes to help their wards earn good grades while the teachers for good name, and praise create the conducive atmosphere for students to engage in such nefarious acts (Alutu and Aluede, 2006). The issue has assumed a proportional height due to the shameful involvement of parents, teachers and school authorities, and all and sundry who in one way or the other take part in the examination process. ...
... Supporting this assertion with facts and figures declared 90% of staff as a matter of fact will ignore laid down regulations and indulge in sharp practices at an agreed fee, 10% he discovered will not be interested in naming a price, but rather trade with students for sex. Alutu and Aluede (2006) looking at the issue from a different angle suggested that most schools do not have the capacity to churn out students with excellent results, in the same vain these instructors have their upgrading and promotion linked to the performance of their students. Expatiating further, the writers gave several instances where institutional heads have been blamed for the poor performance of their students. ...
The study sought to examine thoroughly students' perception of the inclining factors towards examination malpractice among Polytechnic students in Takoradi. The study employed the descriptive survey design. A total of 200 students from the School of Applied Arts were surveyed. A customized questionnaire on the inclining factors towards examination malpractice (IFTEMQ) was developed by the researchers to collect data. Three research questions were raised to guide the study. The study discovered that students who are the key players, alongside lecturers were the major causal elements in the incidence of sharp practices during examination. Gender and age were found to have a correlation with cheating in exams.
... Haines, Diekhoff, LaBeff, and Clark (1986) consider cheating to be so prevalent, it can be viewed as an epidemic. Reports on incidents of cheating have been numerous (e.g., Alutu & Aluede, 2006;Davis, 1993;Jones et al., 2013;McCabe et al., 2006;Perianto, 2015;Sheard & Dick, 2003). Cheating is of concern that despite the negativity cheating casts on education, society has come to tolerate cheating due to its prevalence (Alutu & Aluede, 2006;Morrisette, 2001;Perianto, 2015). ...
... Reports on incidents of cheating have been numerous (e.g., Alutu & Aluede, 2006;Davis, 1993;Jones et al., 2013;McCabe et al., 2006;Perianto, 2015;Sheard & Dick, 2003). Cheating is of concern that despite the negativity cheating casts on education, society has come to tolerate cheating due to its prevalence (Alutu & Aluede, 2006;Morrisette, 2001;Perianto, 2015). A perception is that cheating is "harmless," although such views ignore cheating benefits cheaters while harming others (Whitley & Keith-Spiegel, 2001). ...
... Haines, Diekhoff, LaBeff, and Clark (1986) consider cheating to be so prevalent, it can be viewed as an epidemic. Reports on incidents of cheating have been numerous (e.g., Alutu & Aluede, 2006;Davis, 1993;Jones et al., 2013;McCabe et al., 2006;Perianto, 2015;Sheard & Dick, 2003). Cheating is of concern that despite the negativity cheating casts on education, society has come to tolerate cheating due to its prevalence (Alutu & Aluede, 2006;Morrisette, 2001;Perianto, 2015). ...
... Reports on incidents of cheating have been numerous (e.g., Alutu & Aluede, 2006;Davis, 1993;Jones et al., 2013;McCabe et al., 2006;Perianto, 2015;Sheard & Dick, 2003). Cheating is of concern that despite the negativity cheating casts on education, society has come to tolerate cheating due to its prevalence (Alutu & Aluede, 2006;Morrisette, 2001;Perianto, 2015). A perception is that cheating is "harmless," although such views ignore cheating benefits cheaters while harming others (Whitley & Keith-Spiegel, 2001). ...
Cheating has been a significant issue over the years throughout the world, including in Indonesian Higher Education. In this study, we aimed to explore students’ perceptions of cheating, the practices they engage in when they cheat, the factors influencing their behavior, and possible solutions to stop cheating in the context of Islamic Higher Education. This mixed methods research involved 43 undergraduate students in the Department of English Language Education of two Islamic Higher Education institutions: The University of Muhammadiyah Aceh and Universitas Islam Negeri (UIN) Ar-Raniry Darussalam, Banda Aceh - Indonesia. A questionnaire comprising demographic and cheating related questions was emailed to students taking the subject, Ilmu Akidah (Theology). This subject is a third-semester optional subject offered to students at both universities. The subject covers issues about ethics, morals, good Muslim citizenship, and other universal Islamic values. Eight students were interviewed to seek their opinions about cheating in the context of Islamic education and to suggest ways to stop cheating at their university. Survey findings indicated the prevalence of cheating among these Islamic university students during their studies reached 84%, with the most common cheating practices including requesting/exchanging answers with friends during exams, duplicating texts from the internet/books and then submitting them, and cooperating with friends in doing individual assignments. The underlying issues involved external factors (i.e., exam difficulty, overloaded assignments, inadequate time for finishing assignments, and assisting friends) and internal factors (i.e., fear of low grades and failure in exams, and motivation for gaining high scores). Sixteen percent of the students claiming that they never cheated because of their religious/moral awareness, a sense of accomplishment in their own ability, and fear of academic sanctions suggestions for preventing cheating are shared along with a discussion of cheating within Islamic higher education. An important finding from the interviews was many students believed cheating was sinful and those who cheat must repent. The paper concludes with a discussion of the benefits and drawbacks of conducting mixed methods research to answer these questions and adding a set of interviews to the survey instrument.
... For instance, Owuamanam (2005) observed that examination malpractice may be in forms such as misrepresentation of identity or impersonation, cheating, theft of other students' work, tampering with the works of others, bringing prepared answers to examination halls, unethical use of academic resources, fabrication of results and showing disregard to academic regulations. Similarly, Alutu and Aluede (2006) noted that some forms of examination malpractice include examination leakage, impersonation, cheating, collusion, swapping of scripts, smuggling of answer scripts in examination halls, result/certificate forgery, verbal or physical assault on examination administrators. Moreover, common observation shows that female students sometimes trade their bodies in exchange for higher grades. ...
... The aphorism "dignity for labour" is becoming a thing of the past in the contemporary Nigerian society. It is on this note, that Alutu and Aluede (2006) bewailed that the general emphasis in our society today is on materialism, bribery, corruption, cultism, sexual promiscuity, fraud, violence, certificate racketeering and a host of other social vices. All these could pose severe threat to the peace and tranquillity of the general society. ...
This study investigated the effect of group counselling in reducing
examination malpractice tendency among secondary school students in
Imo state, Nigeria. Two research questions were answered and two null
hypotheses tested at 0.05 level of significance guided the study. The
pre-test post-test control group quasi-experimental design was adopted
for the study. The target population of the study was 2326 (1096male
and 1230female) SS2 students that had examination malpractice
tendency in all public secondary schools in Ngor-Opkala Local
Government Area of Imo State as identified through their pre-test
scores. The sample of this study consisted of eighty-four (84) students
from two co-educational secondary schools selected through purposive
sampling technique.Students Examination Malpractice Tendency
Questionnaire (SEMTQ) was the instrument used for data collection.
Data collected from the study were analysed using mean and
ANCOVA. Results obtained from the study revealed that group
counselling was significantly effective in reducing examination
malpractice tendency among the participants. The results also indicated
that group counselling was more effective in reducing examination
malpractice tendency among female students than their male
counterpart. The researchers recommended among others, that
Guidance Counsellors should adopt group counselling as an effective
intervention strategy in fighting the menace of examination malpractice
in secondary schools, and that the government should provide school
counsellors with proper in-service training programmes to enable them
acquire adequate group counselling kills in other to discharge their
duties more effectively.
... For instance, Owuamanam (2005) observed that examination malpractice may be in forms such as misrepresentation of identity or impersonation, cheating, theft of other students' work, tampering with the works of others, bringing prepared answers to examination halls, unethical use of academic resources, fabrication of results and showing disregard to academic regulations. Similarly, Alutu and Aluede (2006) noted that some forms of examination malpractice include examination leakage, impersonation, cheating, collusion, swapping of scripts, smuggling of answer scripts in examination halls, result/certificate forgery, verbal or physical assault on examination administrators. Moreover, common observation shows that female students sometimes trade their bodies in exchange for higher grades. ...
... The aphorism "dignity for labour" is becoming a thing of the past in the contemporary Nigerian society. It is on this note, that Alutu and Aluede (2006) bewailed that the general emphasis in our society today is on materialism, bribery, corruption, cultism, sexual promiscuity, fraud, violence, certificate racketeering and a host of other social vices. All these could pose severe threat to the peace and tranquillity of the general society. ...
... Similarly, Kibler (1988, as cited in Kibler, 1993 defined examination malpractices as forms of cheating and plagiarism that involve students giving and receiving unauthorized assistance in an academic exercise or receiving credit for work that is not their own. The Examination (Alutu & Aluede, 2006) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued. Oluyeba andDaramola 1992 (cited in Alutu &Aluede, 2006) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing the conduct of such examination. ...
... The Examination (Alutu & Aluede, 2006) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued. Oluyeba andDaramola 1992 (cited in Alutu &Aluede, 2006) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing the conduct of such examination. ...
An 8-week growth study was conducted to estimate the optimal feeding rate and feeding frequency for Juvenile Clarias gariepinus 25.58±0.02g. 15 fishes were randomly distributed in 27 tanks in replicate and placed on a Netherland commercial catfish diet - Coppens. They were fed at 2%, 6% and 10% rates of their body weights, and at frequency of 5, 3, and 1 time(s) daily. Results obtained indicated significant difference (p< 0.05) in the growth parameters. Treatment 1 with feeding rate of 2% and feeding frequency of 5 times daily gave best growth performance in terms of mean weight gain (3.10g), specific growth rate (1.58 %/Day) as well as feed conversion ratio (2.19). However, there was no significant difference (P>0.05) in the mean weight gain values of treatments II, IV, VII, and IX. While treatment with feeding regime of 6% body weight and once daily feeding frequency gave the poorest growth rate with mean weight gain 1.21g, feed conversion ratio (9.31), specific growth rate (0.96 %/Day). Therefore, for better growth rate, Clarias gariepinus juvenile should be fed 2% body weight given 5 times daily
... It has been widely reported that parents and teachers aid and abet examination malpractice directly or indirectly (Nigerian Tribune, 2009). Parents go to the extent of bribing their way through to ensure that their wards get unearned grades while teachers encourage examination malpractice because they lack the zeal to work but want to be praised for job not done (Alutu and Aluede, 2006). ...
... This has compelled teachers to aid their students to cheat in order to earn promotion and escape being sanctioned by their proprietors. In the same vein, "lazy teachers who have not taught would at all cost want their students to pass examinations since it is seen as a measure of good teaching" (Alutu and Aluede, 2006). ...
This study investigates the factors that predisposed secondary school teachers to examination malpractice in Edo State and how they rate these factors. The study participants were 988 teachers selected from 9885 teachers in public and private secondary schools in the State. The descriptive (survey) design was used in the study because it is a self-report research that would enable the researchers to collect data from teachers in order to determine their predisposition to examination malpractice. A questionnaire developed by the researchers was used to collect the needed data. The data collected was analyzed using percentages, mean and standard deviation. The findings of the study revealed that anomie was a major significant variable that predisposed teachers to examination malpractice. Other variables, though not significant, were societal/parental factor, teaching/learning environment, teacher factor and student factor. Based on the findings, the researchers recommended, among others, that teacher training programmes should be re-designed with more emphasis on civic and value education and that government should improve on its funding in the education sector.
... Exam malpractices (Alutu and Aluede 2006), unfortunately, are regular features of certificate and qualifying exams administration in Nigeria. In fact, it has become a hydra-headed problem in which people of different calibres participate. ...
... Lack of confidence in English language use is most critical when learners have to sit for their O'level English exams and is evident in exam-takers employing unorthodox methods to circumvent poor performance. Exam malpractices have become so rampant that many prospective exam-takers do not frown at them or see them as wrongdoings (Alutu and Aluede 2006). ...
Language assessment serves many purposes in society, such as a means for achieving national language policy goals. It is a tool in language teaching; can motivate learning; and supports the connections between language learning, literacy development and cognitive development. In Nigeria, poor exam performance and low level English proficiency indicate that language teaching and assessment have not sufficiently engendered effective language use. Summative language assessment is practised in ways that hold learners responsible for not learning what is not taught or is improperly taught. Thus, since local languages play little or no role in personal advancement, the society is unable to utilize potential manpower sidelined by poor achievement in English language tests. It is therefore now imperative that the examining bodies and curricula designers appraise their philosophies and practice with a view to aligning language teaching and assessment with national development goals and international best practice.
... Nigerian researchers Alutu and Aluede (2006) investigated how secondary school pupils viewed ethical issues and cheating during exams. In the study, 200 students from two public schools were randomly chosen and given two questionnaires. ...
In the study entitled Perception of the secondary level students regarding the examination ethics in Nepal, the Grade XII students expressed their opinions on examination ethics. The Grade XII students from a school in the Kathmandu district were randomly chosen to participate in the survey. The study found that the students were aware of exam ethics. They agreed that sustaining examination ethics in Nepal is complicated. 51.7% of the students favored implementing rules to follow examination ethics. 89.7% of the students decided on a fair examination.40.5% said their parents, teachers, and stakeholders favored cheating, whereas 59.5% followed the examination ethics. However, maintaining the ethics includes being aware of impersonation and cheating. Most students perceived the examination as complex, so keeping ethics was hard. According to the study’s conclusions, the government and educational institutions must act to address these issues and advance examination ethics.
... Skill Deficiency: Dependence on cheating rather than genuine learning leads to a deficiency in critical thinking and problem-solving skills [19]. ...
... It relies on -something that makes personal identification and therefore can inherently differentiate between an authorized person and a fraudulent imposter. Biometrics can be used to achieve a positive identification with a very high level of confidence, such as an error rate of 0.001% (Alutu & Aluede, 2016). ...
The study investigated electronic invigilation inclusion in curbing examination malpractices among postgraduate students in selected public tertiary institutions in Rivers State. The study adopted the descriptive survey research design. Three research questions and three hypotheses guided the study. The population of the study consisted of all 9,510 postgraduate students of three academic sessions of three tertiary institutions. Taro Yamane Formula was used for the sample size. The multi-stage sampling techniques were adopted in selecting the sample size of 400. A structured questionnaire titled electronic invigilation inclusion in curbing examination malpractice questionnaire (EIICEMQ) was used as an instrument for data collection. Three experts validated the instrument and Cronbach Alpha Method was used to obtain an average reliability coefficient of 0.83. 400 copies of the questionnaire were administered to the respondents but only 365 were retrieved and used for the study. The items were rated on a four (4) point rating scale; mean and standard deviation were used to answer the research questions while z-test was used in testing the formulated hypotheses. The findings reviewed that there is a high extent of close-circuit television (CCTV) camera, biometric system and signal jamming devices inclusion in curbing examination malpractices among postgraduate students in selected public tertiary institutions in Rivers State. The researcher recommended that tertiary institutions should adopt the use of CCTV camera for surveillance and the recording of examination offenses because the mere presence of CCTV cameras alone is capable of scaring potential malpractice candidates, since they are well aware of being watched, with the possibilities of recorded clips being filed as evidence of malpractice endeavors, tertiary institutions should adopt the use of biometric system in registering admitted students and use same process in identifying the registered students during examinations and tertiary institutions should also deploy signal jamming devices in order to temporarily stop the functionality of cell phones and its usage for unnecessary communications during examinations.
... It is not a gainsaying that examination malpractice has becomes 'a demon with more than a thousand faces' in Nigeria. Awe (2004) Nanna (1997); Azuka, Alutu and Aluede (2006); Awe (2004); Adelusi (1998) however linked teachers with cases of examination malpractices in Nigeria. According to Adelusi (1998), the poor condition of service of teachers coupled with the unstable economic situation in Nigeria, has made teachers to renounce the saying that 'their reward is in heaven'. ...
That educational system in Nigeria is plagued by crises cannot be doubted. The system has often been criticized for its glaring failure, particularly in ensuring the turnaround of the country which has been the basis for the commitment of financial, human, and material resources to it by government and private sector in the society. It is pertinent to note that many among the educational crises centre round teachers. Many are even arguing that removing teacher related factors from educational crises in Nigeria, the crises are half-solved. In this paper, issues of inadequacy of teachers; low quality teachers; and other aspects of educational crises that relate to teachers were examined. In view of the negative effects of the crises on the educational system, tackling them and moving education forward in the country are imperative in this 21 st century. Achieving this feat however calls for the recruitment of additional qualified teachers, motivation, training, re-training, proper monitoring, as well as effective discipline of teachers, among others, as recommended in the latter part of the paper.
... It is also a means of determining one's degree of performance and achievement. Examination malpractice is described as any anomalous behaviour demonstrated by a candidate or anybody assigned with administering an examination before, during, or after the examination that breaches the norms and standards governing such administration (Oluyeba & Daramola cited in Alutu and Aluede (2006)). Examination malpractice is defined in this research as any anomalous behaviour by examinees, examiners, or anybody else connected with an examination, whether before, during, or after it, that provides an unfair advantage to certain persons. ...
The purpose of the study was to examine the perception of teachers and students towards the efficiency of the techniques implemented to reduce examination malpractices in the Sekondi-Takoradi Metropolis. The design for the study was a descriptive survey. The study was guided by six research questions. The study employs the use of multi-stage sampling technique. The sample of the study comprised 280 invigilation teachers and 370 students from 10 public senior high schools in Sekondi-Takoradi. A 4-point rating scale questionnaire named “Stakeholders Perceptions of the Effectiveness of the Strategies for Curbing Examination Malpractice Questionnaire (SPESCEMQ)”, was adopted. Means, standard deviation was used for analysing data. The results of the study revealed that the strategies adopted for curbing pre-examination were effective, but post-examination malpractices were slightly effective in the Sekondi-Takoradi metropolis. Students and teachers also agreed that banning schools involved in examination malpractices from writing external examinations and imprisonment of supervisors for aiding and abetting examination malpractice are not effective. In conclusion, it appears that both teachers and students have adopted new strategies in making post-examination to be ineffective. Per the conclusions of the investigation, West African Examination Council (WAEC) is encouraged to intensify the use of electronic means in checking students since students also adopt new methods of cheating before, during and after examination.
... Scholars have therefore dissipated a lot of efforts and energy to ascertain the causes of academic dishonesty. These scholars such as Alutu and Aluede,(2006), Nwadiani (2005) Olatunbosun (2009) have identified several reasons for the involvement of students in academic dishonesty. ...
This study was carried out to analyze the perceptions of academic dishonesty and participation by students of Kogi State University, Anyigba-Nigeria. Data for the study were collected through the application of self administered structured questionnaire. The study has shown that many of the students had engaged in academic dishonesty and/or witnessed their colleagues engage in the practice. The study has also shown that most of the students perceived cheating in examinations by copying their colleagues' work, sharing of answers for assignments and the exchange of money for marks as less serious offences. This perception of academic dishonesty is due to the non distribution of institutional guidelines to the students and the lack of orientation programmes about academic dishonest behaviour. It is therefore recommended that concerted efforts should be made to address academic dishonesty in all institutions of higher learning in Nigeria. Managers of higher institutions of learning should pay particular attention to this to avoid the transfer of these practices to the workplace. Universities particularly should ensure that institutional rules on academic dishonesty are distributed to the students at the time of registration. Orientation programmes should be periodically carried out to acquaint the students and reawaken their understanding of the consequences of academic dishonest behaviours. School administrators should be more innovative in designing the orientation programmes to avoid dishonest behaviours. It is when this is done that the Nigerian public will begin to develop confidence in the quality of our graduates and even in our academic institutions as being capable of raising future leaders with integrity.
... They are reviewed in brief in the following paragraphs. Alutu and Aluede (2006) from Nigeria studied the perception of secondary school students' perception of examination malpractices and ethics. In the study, they administered two sets of questionnaires to 200 students from two public schools selected randomly and found that majority of the students had a wrong nation about examination ethics and believed that their involvement in examination malpractices was a common occurrence and it was difficult to eradicate. ...
Tribhuvan University (TU), the oldest university in the country, was founded in 1959. It administered the first examinations in 1961. Since then it has come a long way and it has been conducting several examinations under both semester and annual systems. Nevertheless the standards of the examinations have raised questions among the stakeholders. Therefore, this article makes an attempt to find out what students and teachers have to say about the examinations conducted by TU. For this, a questionnaire based on the Likert Scale was used. The tool consisted of altogether 39 statements grouped under ten different constructs related to the standards of TU examinations. The tool was administered to 40 students and 10 teachers selected based on nonrandom sampling from the two campuses of TU located in Kathmandu. On the analysis of the responses, it was found that both students and teachers felt that there were shortcomings in TU examinations and that improvement were required in line with the internationally practiced standards of examinations.
... This finding do not concur with that of Ukpor (2005) who reported that student with negative self-concept doubts themselves and such student gets involved in examination malpractice. Alutu and Aluede (2006) also points to the fact that the majority of students have a wrong perception about examination ethics. ...
... The Examination Malpractice Act (1999) described examination malpractice "as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secures any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued". Oluyeba and Daramola (1992) in Alutu and Aluede (2006) remarked that examination malpractice is any irregular behaviour that goes against examination rules and regulations exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination. Therefore, examination malpractices are described as actions and indications that show that students engage in or carry out the "Don'ts" and refusal to abide by the "Dos' laid down by the school authority or examination body. ...
Assessment forms part of educational process. An examination is an assessment tool. It seems many students are consciously or unconsciously caught up in the web of examination malpractices. This study investigated test anxiety and peer influence on secondary school students' involvement in examination malpractices. The study was carried out in Lagos Metropolis. The population for the study consists of secondary school students in Education District II in Lagos state. The study adopted ex-post-facto design and made use of a sample of 250 students randomly selected from five senior secondary schools in the area of study. Research instrument titled "Test anxiety and Peer Influence on Secondary School Students' Involvement in Examination Malpractices Questionnaire (TAPISSIEMQ)" was used for data collection. Three hypotheses were tested at 0.05 level of significance. Data collected were analyzed using one and two-way analysis of variance statistics. The study's findings revealed that high test anxiety and high peer influence resulted in high involvement in examination malpractices among secondary school students. It was also found that test anxiety and peer influence jointly determine involvement in examination malpractices among the students. It was recommended that students should invest sufficient time to their studies and engage in group discussion for effective learning and multiple streams of ideas. Students should avoid keeping bad and unprofitable association so that they will not be lured into examination malpractices. They should associate with people of integrity who will positively influence their value systems and behaviours.
... Behrman, Parker, Todd, and Wolpin (2015) reported extensive student cheating when monetary rewards were promised if their mathematics scores were improved during the test. This side effect is likely to be serious in develop- ing countries whose educational system is long known to be plagued by various forms of cheating and corruption (Alutu & Aluede, 2006;Heyneman, 2004;Heyneman, Anderson, & Nuraliyeva, 2007;Kobiowu & Alao, 2009;Osipian, 2009;Vlaardingerbroek, Shehab, & Alameh, 2011). Indian parents scaling the school wall to help their children cheat on the important secondary school exit exam in 2015 is just one recent example (Dearden, 2015). ...
Pay-for-grade programs were adopted in many schools within the past two decades. Despite doubts over its effectiveness in improving students performances , educators worry that monetary incentive could skew student learning motivation and lead to academic cheating. Due to data limitation, there has been scant empirical study on this issue. Using a randomized control trial in Chinese migrant primary schools, we studied the effects of pay-for-grades programs on academic cheating. We provide new insights into the feasibility of such policy to improve learning outcomes, show concerning levels of cheating in Chinese migrant schools, and discuss its policy implications.
... Some schools, parents/guardians and their wards go to the extent of manipulating circumstances in order to force high academic achievement of their children (Alutu and Aluede, 2006). This is manifested in examination malpractices, bribery, and cramming the learners. ...
A host of factors often determines academic attitudes among learners. This quantitative study using cross-sectional survey design was conducted to establish the prediction effect of locus of control on academic attitudes among secondary school science teacher trainees at a public university in Uganda. Data were collected from a census of 203 students using structured questionnaires comprising a biodata section, Locus of Control Scale and Academic Attitudes Scale. Analysis was done using SPSS, and information was presented in tables and later described. Results showed that the trainees used mainly external locus of control and had generally moderately negative academic attitudes. Locus of control significantly predicted academic attitudes (t =-2.595, p = .010). Further analysis revealed that there was a statistically significant difference in academic attitudes between students originating from rural areas and those from urban areas. It was concluded that the use of external locus of control shifted responsibility of academic issues from the students to other external causes which likely resulted in counterproductive view the science and hence negative academic attitudes among the students.It is recommended that trainees need to be educated before and during pre-service training to appreciate teaching as a noble profession, and that trainees with the right disposition should be selected at entry to preservice training so as to foster the needed changes in science and technology education for national socioeconomic transformation.
... This is raging from the examination bodies, to law enforcement agency, to anxiety laddened parents, to the school and students in internal and external examinations. Alutu and Aluede (2006) carried out a study on secondary school students' perception of examination malpractice and examination ethics. The study revealed that: 1) Majority of the students believed that the indulgence in examination practice was a common occurrence which will be difficult to eradicate. ...
The study examined the relationship between parental motivation, self-efficacy and students’ examination dishonesty. The outcomes of responses of 1000 respondents showed parental motivation and self-efficacy highly predicted students’ examination dishonesty. The study suggested that school counselors in secondary schools should organize training programmes, workshops, seminars, and orientations for parents and students from time to time. It also suggested parental and students involvement in formulation of educational policies, curriculum development and implementation in Nigerian educational system. The government should deemphasized the importance of certificate and reduce the stress of admission into tertiary institutions. The government should assist the teachers to update their knowledge and skills through organization of on the job training, conferences, seminars, workshops, etc. This will enable them to prepare the children to face the challenges of examinations.
... Cheating in an examination may be considered normal irrespective of a participant's inclination to other delinquent behaviour. A study of the perception of cheating behaviour among secondary school students in Southern Nigeria concurs with this as it showed that cheating was perceived to be common and encouraged by parents and school authorities (Alutu and Aluede, 2006). Evidence from an educational review showed that widespread cheating in Nigerian secondary schools had evolved to a coordinated system that involved parents, teachers and examination invigilators reflecting a collapse of societal values relating to honesty and integrity (Jimoh et al., 2009). ...
Background: Cannabis is the most widely used illicit substance in Nigeria and is the first illicit substance young people are likely to use. There is evidence to show that cannabis use causes health and social problems that are more severe among young people. Cannabis use is criminalised in Nigeria and the context of use relating to motivation, risk factors and situations in which it is used is poorly understood.
Aim: This research aimed to explore the context and factors that are associated with cannabis initiation and continued use among young people in Nigeria with a view to making evidence based recommendations for health promotion.
Methods: Two studies were conducted in Lagos state among young people aged 16-21 years utilising the Theory of Triadic Influence as a framework. A quantitative study entailed the use of questionnaires to evaluate risk factors for the initiation and use of cannabis among 909 secondary school students in Lagos state. Binary logistic regression and multinomial logistic regression utilising latent class models were the analytical strategies used. A qualitative study utilising interviews and focus groups among 39 young people explored motivations, meanings and the context of cannabis use. Interviews were analysed using thematic analysis. Results: Findings showed that initiation was influenced by subcultural issues and individual factors influenced continued use. There was a tendency for continuation after initiation that was possibly linked to its use as a coping strategy for social inequalities, failed aspirations, family conflicts and the criminal identity. Cannabis users were more likely to be older, higher sensation seekers and were associated with family members or peers who used cannabis.
Recommendation: These findings suggest that a non-judgemental participatory approach is needed to understand how the current cannabis policy affects young people. It is important to contextualise the needs of young people in programme planning.
... Since then, the incidence of examination malpractice has been on the increase and yearly reported. The conspicuous years reported include; 1963 , 1967 , 1970 , 1973 , 1977 , 1979 , 1981 , 1985 , 1987 , 1994 , 1995 , 1996 , 1998 , 1999 , 2000 , 2001 , 2002 , 2003 (Olaope, 1997 West African Examination Council, 2004; Aluede, 2006 and FAQ, 2006). The registrar of JAMB, Professor Bello Saliu (2002) stated that thirty-one out of one hundred and sixty-six examination towns were involved in cheating and malpractice while forty-five thousand four hundred and forty-eight candi-dates seeking university admission had their results cancelled in year 2002 because of examination malpractice. ...
The major purpose of this study was to find out the students perceived causes, effects and remedies to examination malpractice in the tertiary institutions in Delta State, Nigeria by applying the principles of sound moral values and development of right attitudes. To guide this study, five research questions were raised and answered. The instruments used include; one student questionnaire and an administrative staff questionnaire. The sample of study consists of 350 students drawn from 3 campuses of the State University, three State owned Colleges of Education and three State owned Polytechnics and 7 administrative staffs drawn from the institutions from where the students were sampled. The following are the major findings of the study: (i) the incidence of examination malpractices increased in all the institutions over years, (ii) students identified 8 main causes of examination malpractices with crave for paper qualification top in the list, (iii) students identified five main effects of examination malpractices with all the students agreeing that inability to defend certificates and reduction in quality and standard of education as the most serious ones; (iv) students recommended 8 remedies to examination malpractices and of the 8, 7 were hinged on the teachers calling them to be alive to their responsibilities, and (v) all the institutions studied have robust measures aimed at reducing the incidence of examination malpractices. It is mainly concluded that the incidence of examination malpractices in all the institutions is on the increase because of the ineffectiveness of the measures put in place and so the adoption of sound moral values in tackling the problem is therefore advocated.
... Thus, students do a lot of last minute cramming even when they did not actually work hard during the course. Another challenge is that of cheating or exam malpractice where students and sometimes even parents and supposed exam supervisors indulge in all forms of irregular and unorthodox practices to ensure that students pass by all means (Alutu & Aluede, 2006) and once they have passed, they are not bothered whether they forget all that they have learned or not. Some students, for certain reasons such as ill-health, emotional trauma, as in the loss of loved ones, a parent, lack of adequate preparation, etc may not do well in a test given at such a time. ...
The demand for literacy in a developing country like Nigeria has multiple results such as the expansion, by leaps and bounds, of the average Nigerian classroom. This paper highlights the reasons for large classes in Nigerian secondary schools, the educational and psychological dimensions of language testing in large classes, the challenges of such classes and how they affect achievement and in the long run, the standard of education. It also tasks the proficiency levels of English Language teachers especially in the area of testing and points out new paradigms in language testing, particularly in large classes from the two perspectives of human and infrastructural development, and teacher empowerment and initiatives. The study suggests methods of improving language testing in large classes through pragmatic techniques.
This study investigated the causes and consequences of examination malpractice among senior secondary school students in Eti-Osa Local Government Area of Lagos State, Nigeria. A descriptive survey research method was used for the study as was a simple random sampling technique to select 540 students from twenty selected secondary schools that supplied information to the questionnaire tagged Causes and Consequences of Examination Malpractice Questionnaire (CCEMQ). The instrument was validated by experts in the Department of Social Sciences Education of University of Ilorin. The reliability of the instrument was determined using test re-test method. A reliability coefficient of 0.74 was obtained. The instrument was analysed using percentages and t-test statistics were used to test the hypotheses at a 0.05 level of significance. The findings of the study revealed that the major cause of examination malpractice was sexual harassment by teachers and the main consequence of examination malpractice was that it deprived innocent students’ the opportunity for admission. Findings also revealed that there was no significant difference in the causes of examination malpractice based on gender and age. Based on the results, the researcher recommended that sound educational policy should be put in place with the de-emphasis on the supremacy of certificates over skills and professional competence. There should be improvement in the delivery of instruction especially from the foundational level to the secondary level. Also, stakeholders should stop leap services to examination malpractice.
The Journal examined the nature of examination malpractices in selected secondary schools in Zambia.
Pay-for-grades programs aim to incentivize families and students to engage in specified behaviors given financial remittance. In addition to doubts over its effectiveness, educators worry that monetary incentives could skew student learning motivation and lead to academic cheating. Using a randomized control trial in 11 Chinese primary schools, we studied the effects of pay-for-grades programs on academic cheating. We randomly assigned 82 classrooms into treatment or control conditions, and used a statistical algorithm to determine the occurrence of cheating. While our data indicates a concerning level of cheating overall, our experiment did not find any relationship between academic cheating and the pay-for-grades program. Finally, we discuss the feasibility of such policies in improving learning outcomes and its policy implications.
The study was to investigate beneficiaries’ perception of the poverty alleviation programmes of the Federal Government of Nigeria with a focus on Akwa Ibom State. Though poverty is a worldwide phenomenon, Nigeria’s poverty case is pathetic and difficult to comprehend judging from the backdrop of Nigeria’s abundance in human and natural resources. Government’s concern and desire to alleviate poverty led to the introduction of the current Poverty Alleviation Programmes to improve living standards of beneficiaries. Three hypotheses were postulated to guide the study. A 20 item structured questionnaire was developed to elicit information from the beneficiaries. Two hundred and forty respondents expressed their views. The responses from the subjects were coded and analyzed using chisquare. Results showed that there is no significant effect of poverty alleviating programme on the economic empowerment of the beneficiaries in Akwa Ibom State. Recommendations based on the results were made so as to ensure effective exercise towards alleviating poverty in Nigeria.
The purpose of this study was to monitor the performances of science education students admitted through Post UME screening since its introduction in 2005/2006 session. The design employed for the study was expost facto. All the students admitted in 2005/2006 session for Biology Education, Chemistry Education, Mathematics Education and Physics Education and the equivalent number of students in similar programmes admitted through UME and now in 400 level formed the sample of the study of 214 students. Four research questions were raised and answered and two hypotheses stated and tested at 0.05 level of significance. Two instruments were used for data collection, which included: Departmental admission list and students past results data cards. The major findings of this study include a consistent decline in the number of students admitted for Science Education Programmes since the introduction of Post UME screening; performances pattern of the students admitted through Post UME screening were found to have followed the normal pattern, of distribution, with few students appearing very good and very poor while a large number of students appeared as average students; a non-significant difference in CGPA score was found between students admitted through Post UME screening and those admitted through UME scores; and a non-significant difference in CPGA score was found between male and female students admitted through Post UME screening in various Science Education Programmes. It was concluded that what universities need are tools for teaching and learning and conducive environment that will guarantee effective learning rather than Post UME screening.
The study investigated the perceived potential of motivational strategies operating in school to impact teacher effectiveness in public secondary schools in Ondo State, Nigeria. One research question was raised and two hypotheses formulated for the study. Descriptive-survey design was adopted. Main population consisted of 304 public secondary schools in the state while teachers in the 304 schools constituted the target population. Ten public secondary schools and 200 teachers were selected through multi-stage, stratified and simple-random sampling techniques and used for the study. Data were gathered using a questionnaire, validated by a professional and tested for reliability using test-retest approach, coefficient of reliability (r) being 0.80. Data were analysed using Statistical Package for Social Sciences (SPSS), frequency counts while hypotheses were tested using chi-square statistic. It was found that provision of instructional materials, improvement of school environment, assignment of additional responsibilities, among others, had impact on teacher effectiveness. No significant difference was found in the perception of male and female, highly experienced and less experienced teachers on the impacts of motivational strategies operating in school on teacher effectiveness. It was recommended among others that administrators of schools should provide befitting accommodation and office for teachers to provide minimum comfort for them.
This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
The pervasiveness of cheating on internal and external examinations among the Nigerian students led to this study. One hundred and forty-four students with hearing impairment purposively selected from Federal College of Education (Special), Oyo, Nigeria participated in the study. Five research questions were pose and tested for the study. A researcher-designed questionnaire titled 'Forms of Academic Cheating during Exam in Institutions of Learning' was used to generate data. Frequency count, percentage, rankorder and chi-square were employed to test the research questions. The findings of the study indicated that all the participants have cheated in the past exams with 53.44% having cheated twice. Signing the correct answers to mate was the topmost form of cheating while the least form of cheating were employing somebody to write exam and distracting the attention of the invigilators so that others might cheat. There was a significant difference on gender basis when all the forms of cheating were jointly considered while there was no significant difference when the most prevalent form of cheating was tested. The implications of these findings on counseling profession were examined.
The qualitative merit of examination or test-taking for diagnostic, placement and quality control is usually measured in terms of its appropriateness and the quality assurance of its outcomes. Consequently, it becomes inevitable that for any examination to be credible, it must possess key elements which are validity and reliability. These key elements can only be present if examination is free and fair, devoid of cheating and all sorts of malpractices. This presupposes that examination conduct must be guided by a set of rules and ethical standards. Considering the strategic importance of examinations in the society and the numerous unanswered questions of moral integrity bedevilling the conduct of public examinations in Nigeria, this paper articulated the ethical issues and challenges facing the correct conduct of public examinations in Nigeria. Suggestions and recommendations were proposed with a view to enhancing the qualitative merit and the integrity of the nation's educational enterprise.
This paper describes a study on examination room cheating during Lebanese Brevet and Baccalauréat examinations with a focus on ‘open cheating’ – malpractices which are aided and abetted by examination invigilators. Findings suggest that the problem is widespread and is largely attributable to the empathy invigilators feel with candidates. The collectivist ethos which has earlier been applied to collusion among cheating students appears to extend to invigilators during these high-stakes external examinations. It is suggested that behaviour modification strategies through organisational changes to the conduct of the examinations will be more effective than character development strategies in the short term.
The author reviews the current literature to support the position that academic dishonesty is best addressed from a student development perspective.
Surveyed student affairs officers (n=175) from four-year colleges and community colleges to determine extent to which institutions have developed programs to ensure academic integrity. Results indicated almost all institutions possessed printed codes of academic integrity and procedural guidelines. Four-year colleges were significantly more likely to possess a specific set of guidelines for violations than were community colleges. (ABL)
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