NWOKORA BONIFACE I.
PG/M.ED.07/48016
ASSESSMENT OF THE IMPLEMENTATION OF GOVERNMENT
MEASURES FOR CONTROLLING EXAMINATION
MALPRACTICES IN EBONYI STATE SECONDARYSCHOOLS.
A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(EDUCATIONAL ADMINISTRATION AND PLANNING UNIT)
UNIVERSITY OF NIGERIA, NSUKKA
JULY 2010
Webmaster
Digitally Signed by Webmaster’s Name
DN : CN = Webmaster’s name O= University of Nigeria, Nsukka
OU = Innovation Centre
ii
ASSESSMENT OF THE IMPLEMENTATION OF
GOVERNMENT MEASURES FOR CONTROLLING
EXAMINATION MALPRACTICES IN EBONYI
STATE SECONDARYSCHOOLS.
BY
NWOKORA BONIFACE I.
PG/M.ED.07/48016
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(EDUCATIONAL ADMINISTRATION AND PLANNING UNIT)
UNIVERSITY OF NIGERIA, NSUKKA
JULY 2010
i1
ASSESSMENT OF THE IMPLEMENTATION OF
GOVERNMENT MEASURES FOR CONTROLLING
EXAMINATION MALPRACTICES IN EBONYI
STATE SECONDARYSCHOOLS.
BY
NWOKORA BONIFACE I.
PG/M.ED.07/48016
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(EDUCATIONAL ADMINISTRATION AND PLANNING UNIT)
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: DR.G.T.U CHIAHA
JULY 2010
ii2
APPROVAL PAGE
This project has been read and approved for the department of
Educational Foundations University of Nigeria, Nsukka.
BY
Dr. G.T.U Chiaha
Dr. J.C. Omeje
_____________
Supervisor
_______________
Internal Examiner
Prof G.C Unachukwu
Prof. Iyke Ifelumni
_________________
External Examiner
__________________
Head of Department
Prof. S.A. Ezeudu
_____________________
Dean, Faculty of Education
3iii
DEDICATION
This study is dedicated to Almighty God for His divine grace and to
my dear wife and children for their sacrifices, throughout the period.
4iv
ACKNOWLEDGEMENTS
The researcher is immensely indebted to God Almighty, who made
it possible for him to initiate and accomplish this work.
He particularly wants to appreciate with special thanks, the roles of
his supervisor Dr. G.T.U Chiaha. Her input at the planning and execution
stages, gave direction to the work, her academic, moral and leadership
qualities was a propelling force and so were her constructive criticisms.
His special thanks also go to his dear wife and children for their
sacrifices as well as bearing with him throughout the period of this study.
He equally appreciates the contributions of Dr. J.C Omeje, Dr. Onwurah,
Prof. N Ogbonnaya, Dr. J.C. Chukwu, Dr. C.U Nkokelonye his parents
and siblings for ensuring the completion of the work.
He loves them dearly, May God remember them, in His love and
mercy.
5v
CERTIFICATION
Nwokora, Boniface I. is a postgraduate student in the Department of
Educational Foundations with registration No. PG/M.ED.07/48016 has
satisfactorily completed the requirement for course and research work
for the award of degree of M.ED in Educational Administration and
Planning. The work embodied in this project is original and has not been
submitted in part or full or any other diploma or degree of this or any
other university.
Nwokora, Boniface I.
Dr. G.T.U Chiaha
_____________
Candidate
______________
Supervisor
6 vi
ABSTRACT
The study was carried out to investigate assessment of the implementation of
government measures for controlling examination malpractices in Ebonyi
State secondary schools. The study made use of a descriptive survey
research design. The population comprised principals and teachers in Ebonyi
State public secondary schools. The sample size for the study was 600
respondents, comprising of the entire population of the principals and 396
teachers selected using simple random sampling technique. A researcherdeveloped questionnaire was the instrument for data collection. Three experts
validated the instrument while cronbach alpha reliability method was
employed to obtain the internal consistency estimate of the instrument. Four
research questions and four hypotheses, tested at 0.05 level of significant
guided the study. Mean and standard deviation were used to provide answer
to the research questions while t-test statistic was adopted to test the four
hypotheses. A review of literature and empirical studies was conducted to
provide the researcher with the theoretical base for the study. A-25 item
questionnaire on the assessment of the implementation of government
measures for controlling examination malpractices was used to get
information from the respondents. The items were rated on four point scale.
The following findings were made. That court trials of officials caught aiding
malpractices, principals and teachers to loose their jobs, ten years ban for
schools and universities to reject students blacklisted for examination
malpractices are to a great extent effective measures for controlling
examination malpractices. Recruitment of job seekers to be based on
knowledge and experience, forfeiting of retirement benefits by officials
involved in malpractices and with holding as well as cancellation of candidates
papers are also important measures by the government for controlling
examination malpractices in the schools. That giving prizes to students who
performed excellently in examination by the school authority will to a very
great extent reduce the incidence of examination malpractices in the schools.
Inculcation of reading culture, recognition of parents and guardians whose
children exhibited outstanding discipline are effective motivational measures
for controlling malpractices by the government. Other motivational measures
include recognition and rewarding of officials and security agents that put up
outstanding services and public orientation by school administrators to
candidates on the effects of adequate preparation for examinations as well as
ensuring good examination environment and proper conduct during
examinations. Appointment of seasoned and experienced staff as
supervisors, proper spacing in the hall as well as controlling the movement of
both candidates and officials in the examination halls are adequate
supervisory measures for controlling malpractices. Other supervisory
measures are providing conveniences, netting examination hall windows and
subject teachers not being allowed to supervise their subjects are also
effective. The finding also identified handing over schools to the missions as a
very effective religious measure for controlling examination malpractices
among others.
7vii
TABLE OF CONTENTS
Title Page
i
Approval Page
ii
Dedication
iii
Acknowledgement
iv
Certification
v
Abstract
vi
Table of Content
vii
CHAPTER ONE: INTRODUCTION
Background of the study
1
Statement of the problem
12
Purpose of the study
13
Significance of the study
14
Scope of the study
15
Research question
15
Hypotheses
15
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
17
The concept of Examination
17
Concept and Causes of Examination Malpractices
20
Concept of Assessment
24
Concept of Administration
25
Administrative Measures
26
Concept of Measures
28
THERORETICAL FRAME WORK
The Human Relation Theory
31
System Theory
33
Operant Conditioning Theory
34
viii
8
Instrumental Conditioning Theory
35
Hierarchy of Need Theory
38
Review of Empirical Studies
39
Summary of Literature Review
43
CHAPTER THREE: RESEARCH METHOD
Research Design
45
Area of the Study
45
Population of the study
46
Sample and sampling technique
46
Instrument for data collection
47
Validation of the instrument
47
Reliability of the instrument
48
Method of data collection
48
Method of data analysis
48
CHAPTER FOUR
Data Analysis and Presentation of Results
49
Summary of Findings
60
CHAPTER FIVE
Discussion of Results
63
Extent Disciplinary Measures Control Examination Malpractices
63
Extent Motivational Measures Control Examination Malpractices
64
Extent Government Supervisory Measures Control
Examination Malpractices
65
The Extent Religious measure control examination malpractices
66
Educational Implications of the Study
69
Summary of the Study
71
Recommendation
73
Suggestion for the Study
74
ix9
References
76
Appendix I: Letter of introduction to respondents
79
Appendix II: Questionnaire
80
Appendix III: Some of the Secondary Schools in Ebonyi State
84
10
CHAPTER ONE
INTRODUCTION
Background of the Study.
The West African Examination Council (WAEC) came into
existence in 1952 to conduct public examinations and award certificates
of comparable international standard (Aderson, 2008). Examination as
defined by Okoye (2001) is an organized assessment technique which
presents individuals with a series of questions or tasks geared towards
ascertaining the individual acquired skills and knowledge. This is the
type referred to in this study especially as it concerned secondary school
students. In other wards examination according to this study include
continuous assessment test (CA) and end of terms evaluation which
include final school evaluation for junior secondary school (JSS) and
senior secondary school (SSS) systems.
Examination malpractice as defined by West African Examination
Council WAEC (2003) as any irregular behaviour exhibited by a
candidate or anybody charged with the responsibility of conducting
examination in or outside examination halls, before, during or after such
examination. This study agrees with this definition and adopts it as the
operational definition of examination malpractices in this study. The
study therefore intends to assess government measures for controlling
irregular behaviours of all sorts in the examination hall. Many of these
11
irregular behaviours or misconducts are observed in the conduct of
examinations in Ebonyi State and have reached an alarming rate within
the last decade. Examination malpractice is considered as an act of
wrongdoing or neglect that is capable of contravening the rules,
standards, norms and can distort the accuracy of assessment.
Although examinations are not the only parameters for assessing
and evaluating knowledge, it has emerged as the major established
yardstick and the most practical way of academic evaluation in Nigeria
and has been the yardstick for measuring academic achievement and
certification in Nigeria. The over dependence on certificates
and
success in examinations as the key criterion for qualification for
employment and further education has led to a crazy rush to acquire
certificates by most people either legitimately or illegitimately, especially
through different types of examination malpractices including forging of
certificates.
In recent times, examination malpractice have assumed an
alarming trend in Nigeria, probably due to candidate‟s fear of failure, lack
of confidence, laziness, and inadequate preparations and most often,
their inability to study effectively. Examination malpractice has become a
major challenge to examination and supervisory bodies, especially the
government of Ebonyi State, school administrators and parents alike.
12
The hues and cries about examination malpractices at all level of
the Nigerian educational system is nothing but a reflection of the society.
This is probably why there seems to be usual celebration of mediocrity
by the Nigerian society. Okoli (2006), opined that in actual fact,
examination malpractice is a variation of corruption in the society. This is
to say that examination malpractice is one of the ills of the society
planted by corruption. Just as the politicians employ rigging at elections
and enjoy enviable political office, students cheat at primary, secondary
and tertiary institutions. All sorts of misconducts take place in and
outside examination venues by cheats for the purpose of achieving
success and obtaining certificates. To make matters worse, it is not only
students that are involved, parents, teachers, school authorities and
examination officials, all collude with students to perpetrate the
misconduct. The worst is that the society celebrates successes without
caring how it is obtained or frowning at those that are fraudulent.
The Federal Government of Nigeria recognized the worth of West
African Examination Council (WAEC) and directed that award of final
secondary leaving certificates should be based on a National
Examination conducted by that body. (FRN 2004). This decision of the
Federal Government was in the realization of the fact that public
examinations, not only provide adequate basis for contemporaries, but
also exercised control over the attainment of the curricular across
13
schools. External secondary school examination also aim at assessing
student‟s requisite knowledge and acquisition of skills which will enable
them contribute effectively to national development. Public examination
is essential because, usually judgment is based on educational
outcomes, and the performance of candidates. This is because it has
wider competition and national coverage.
Examination malpractice has since graduated from the normal
peeping at others work, or bringing foreign items, materials or notes as
well as text books into examination halls, to a more organized system of
buying question papers from the examination bodies or corrupt bank
officials entrusted with the safe-keeping of examination question papers.
These syndicates have made it very easy for cheats to acquire a senior
school certificate without necessarily entering the examination hall as
mercenaries are abound to impersonate the candidates and write
examination for them. This trend has, sadly, crept into foreign organized
examinations like the British and American sponsored examination (City
and Guilds, SAT TOEFL, etc.) organized in Nigeria, (Harrison, 2006).
These
syndicates
have
also
devised
mind-boggling
means
of
impersonating and cheating during the examinations. However Nigerian
senior secondary certificate examinations (SSCE) are worst hit by this
menace.
14
It is common in Ebonyi State, Ikwo local government in particular
where many students refuse to take their SSCE in the school they
attend; instead they prefer to become external candidates in another
school where they pay exorbitant fees in order to perpetuate
examination malpractices, thus many schools tag fees charged to
candidates for examination malpractice “Co-operation fees”.
The mass scale of examination malpractice and the involvement of
people who, ordinarily, should have been relied upon to transmit basic
ethical values to the students have serious social, political and economic
consequences. This is probably why Nigeria is accused of turning out a
good percentage of unemployable graduates whose fake certificates
could be traceable to successful examination malpractices. The entire
economy can be severely affected as these school graduates would be
misfits and mere certificate carriers.
Ever since, examination malpractices have dominated the lives of
students, teachers, school administrators and even parents, authorities
in tertiary, secondary and primary schools at one time or the other made
serious attempts aimed at stamping out examination malpractices and
certificates racketeering without success. Tallyho (2006) reported that in
early seventies, at the University of Lagos, many students were
dismissed because of certificate scandal. The Government of General
Yakubu Gowon in 1974 as asserted by Ofoegbu (2002) witnessed
15
massive employment of civil servants with or without genuine
certificates. These incidents aggravated the seriousness with which
students who gained admission into higher institutions were and are still
being screened.
In spite of many efforts made by various governments and
educational establishments in Nigeria and security measures adopted by
the West African Examination Council which include punishments meted
to students who indulge in examination malpractices, there are still wide
spread of examinational malpractices which according to Nweke (2003)
is found to have become a problem that has come to stay. Nwankwo
2001, observed that in 1999 the Enugu State Government passed a bill
which spelt out life jail for any school principals aiding and abating
examination malpractices. Prior to this the Federal Military Government
of Nigeria on July 24th, 1984, promulgated Decree 48, making leakages
and cheating in examinations an offence with a penalty of a minimum of
twenty one years imprisonment. (FMG 1984 Official Gazzete) Even with
this Decree and more sanctions indicated, students have continued to
cheat in examinations aided and abated by school authorities and
examiners. Abdulsalami (2001), gathered that some students from
Government Commercial Colleges, Zaria on the 19th of November 1990,
were each jailed for five years by the Kaduna zone of the Special Military
Tribunal on Miscellaneous Offences. The above explains the level of
16
efforts to control examination malpractices in the country. Ikeh
Onyechere, (2002) Chairman on examination ethics project, Lagos,
reported that 81,065 (12%) of the total 376,000 results, are usually
cancelled by JAMB annually due to examination leakages and other
associated offences.
Mass cheating is another dimension assured by examination
malpractices. Nowadays, examination frauds have become more
sophisticated with the advent of electronic assisted materials, calculators
hand phone (GSM) and others are used in examination halls unnoticed.
Small-sized compact discs, mobile phones, though not allowed in
examination halls are sneaked in for text and receiving massages in the
halls and preparing text scripts cabs stored in the phones.
In Lagos state for example, students took to the streets and
jubilated on May, 17th 2007, immediately after sitting for that years
WAEC Examinations. The live geography paper that leaked a few days
to the examination, were sold for five thousand Naira, (5000.00) each.
Interestingly, hawkers of these impeccable examination papers could be
found among the street urchins, popularly known “as area boys”. Such
fate befell core subjects like English language, Mathematics and all the
science subjects as they were put up for sale under fly-over and bridges
at Ikeja, Oshodi and other rendezvous in Lagos metropolis. A student of
a popular secondary school who was writing her 2005 school certificate
17
examination recounted her blessings in a prophetess‟ house at Sabon
Gari area of Oturukpo, Benue State as reported by Newswatch
magazine edition of June 20th, 2005. She stepped out gingerly and
began to count her blessings, “I want to thank God for seeing me
through the papers I have taken so far. Do you know I did not read
anything but the Lord was just bringing “Expo” to me. Most members of
the congregation jubilated except a few moralists who were saddened
that such fraud could be celebrated at the hallowed gathering. Noyo
(2003) opined that with the introduction of photo-embossed certificates
by West African Examination Council, effective from 1999, the case of
impersonation at examination halls has drastically reduced. All the
perpetrators need to do was to deploy someone often referred to as
“Mercenary” to impersonate in the examinations. However, any
successful imposter must be academically sound, otherwise, he loses
the annual patronages.
Examination frauds have been known to exist and have continued
to increase in sophistication because of the patronage by various
individuals or agents in Ebonyi State. The most pathetic in the exercise
is the involvement of teachers and principals of schools who are role
models and who are to teach moral values in schools. The involvement
of invigilators, security officials, supervisors and examination officials
who were employed to guide and conduct examinations like WAEC,
18
NECO and UME but instead they betray the trust reposed in them due to
greed for money and desire for quick wealth. Many schools are not
equipped with adequate materials and human resources and the same
government still expects the ill-equipped rural schools to perform
creditably well in examinations.
Other factors include peer group influence, environment, home or
family, inheritance, validity and reliability of the test and others. However,
teachers, under this assessment and new order are bound to aid,
examination fraud sorely to be promoted. The evil impact of examination
malpractices cannot be over emphasized. Creativity and resourcefulness
are hampered. It wrecks great havoc on the social, religious, economic
and political lives of Ebonyians and Nigeria‟s as a whole. Employees are
engaged in jobs they cannot claim to have mastery of since the
certificates they claim to possess were not obtained by merit.
Examination malpractices have turned the nation into a certificate
conscious state, where much regard is paid to certificates rather than
skills. Madueme, (2003) complained that the practices of cheating
remain unabated in our schools, its results have far reaching effects on
individuals, and the nation which amount to wastage of our economy and
human resources, frustrations on the part of those favoured individuals
who through examination cheatings, have the certificates but find it
difficult to handle tasks commensurate to the qualifications they claim.
19
Graduate teachers often give flimsy excuses of not being able to handle
the subjects they specialized in. Nigerian certificates are therefore
generally looked upon with suspicion.
One may consider the whole system as disturbing since national
development is already facing threat of collapse. A nation is said to be
developing when human resources are developing both in quality and
quantity anchored on hard work and sincerity. Nwali (2000) in his opinion
viewed examination malpractices as economic waste, since cancelled
papers will involve extra papers, security, time, money and logistics to
repeat. Responsible parents and society as a whole feel disappointed
when their children trained to be good leaders and professionals come
back empty only to become misfits and touts. Ebonyi state Government
in
2005
instituted
disciplinary
measures
to
curb
examination
malpractices. The principals of all schools in Ebonyi State were given
two years to improve in the delivery of instructions in their schools or
face the music. This was as a result of Dan Nwogah‟s Committee‟s
report 2004 on Poor Educational Development in Ebonyi State. The
committee reported that many students have been found academically
weak which were traceable to the faulty foundations in their education.
Currently Ebonyians especially stake holders are worried that those
principals who were expected to improve instructional delivery in their
schools, have turned to be agents of successful cheatings in
20
examinations. Some of these principals were retired while others were
queried or sanctioned by the state Education Authority. This implies that
Ebonyi State has been enforcing discipline among the school authorities
in the state with regard to classroom instruction so as to curb
examination malpractices. This study intends to investigate the extent to
which these disciplinary measures helped in controlling examination
malpractices in the state.
The free and compulsory education that commenced in 1999
increased school population at un-imaginable rate. Ijaiya (2004)
complained of large population of many schools. The state Government
therefore, ordered various educational departments to provide enough
classrooms and examination halls to ensure proper spacing between
students during examinations. It enforced a teacher student ratio of 1:50.
Other measures included government polices to moderate
admissions to private schools, sanctions for examination cheats, such as
blacklisting schools
and the
principals,
suspension,
expulsions,
withdrawal of certificates, cancellation of results of the schools among
others. Also some motivational measures include improved conditions of
services of the teachers, reduction of unemployment among graduates
to reduce the effects of mercenaries and impersonations during
examinations. The setting up of special committee to hand over schools
to voluntary agencies and organization of seminars, workshops, for
21
teachers and students, on the implications of examination malpractice.
This study is therefore interested to investigate the extent to which these
supervisory measures have worked in the state secondary schools.
Statement of the Problem
Examination malpractices have been a serious menace to the
Nigerian educational system and to Ebonyi state in particular. Many
people still argue and emphasize that the escalating causes of
examination malpractices in Ebonyi State is as a result of undue
emphasis on paper qualifications. Apparently examination malpractices,
seem to become the most available instrument to secure jobs and
admissions to catch up with other educationally advantaged states. This
is one of the challenges faced by the state government which currently
tried to take the bull by the horn by instituting various measures to
control examination malpractices in the state secondary schools.
The government observed that reading cultures had declined very
much in Ebonyi state secondary schools. It was also noted that
syllabuses in many subjects such as physics, chemistry, and biology
were usually not covered before external examination in the state.
Students seem not worried because corrupt invigilators and supervisors
were willing to help at the least price. The parents who eventually raised
examination registration fees either by borrowing with high interest or
saved thriftily for years were prepared to deploy any means to assist
22
their wards to pass these examinations to avoid paying for another
registration. From the above it could be concluded that the state
government had put in a lot of material resources in their fight against
examination malpractice. The problem of this study put in a question
form is: to what extent is the success of the assessment of the
implementation of government measures for controlling examination
malpractice in Ebonyi State?
Purpose of the Study
The main purpose of this study is to investigate the extent to which
measures put in place by the state government in controlling
examination malpractices in secondary schools have succeeded.
Specifically the study will identify the extent to which:
1.
Disciplinary measures have succeeded in controlling examination
malpractices in the state secondary schools.
2.
Motivational
measures
of
government
have
controlled
examinational malpractices in the state secondary schools.
3.
Supervisory measures by the government have controlled
examination malpractices in the state.
4.
Religious measures by government have controlled examination
malpractices in secondary schools in Ebonyi State.
23
The main propose of this study is to investigate the extent to which
the measures put in place by Eboyi state government have succeeded in
controlling examination malpractices in the state secondary schools.
Significance of the Study
The findings from this study will be of immense benefits to the
following: Federal and State Ministries of Education, examining bodies
WAEC, NECO, JAMB, Parents and the society.
By this research, parents, governments and the entire society
would be aware that collapsed buildings, distressed banks, folded
companies, and others which are probably the manifestation of
examination
malpractices
which
have
defied
various
measures
especially in Ebonyi state.
This study on assessing the Examination Control Measures in
Ebonyi State will help various organizations like Anticorruption
crusaders, Examination Ethics council, religious organizations and
others to understand the issues, scopes, strengths, weaknesses of
examination control mechanism in the state and probably diversify their
control techniques.
The findings of the study will help the government of Ebonyi State
and the secondary school authorities to find out the result of their efforts
so far, so as to re-strategize and give a final blow to the hydra headed
monster examination malpractices in the secondary schools in the state.
24
Scope of the Study
The geographical scope of this work covers all the state secondary
schools in four education zones in Ebonyi state. It does not include
private secondary schools federal and state or unity schools in the state.
However it covers all forms of secondary schools including technical
school and vocational schools owned by the state government. The
content
scope
includes
environmental,
motivational,
supervisory,
disciplinary, religious and administrative measures for controlling
examination malpractices in public secondary schools in Ebonyi State.
Research Questions
The following research questions are posed to guide the study:1.
To what extent have disciplinary measures controlled examination
malpractices?
2.
To what extent has motivational measures succeeded in
controlling examination malpractices?
3.
To what extent do supervisory measures control examination
malpractices in the state?
4.
To what extent do religious measures control examination
malpractices?
Hypotheses
The following null hypotheses were formulated to guide the study.
Each was tested at 0.05 level of significant.
25
Ho1: There is no significant difference in the mean ratings of principals
and teachers with regard to the extent to which disciplinary measures
control examination malpractices.
Ho2: There is no significant difference in the mean ratings of principals
and teachers with regard to the extent to which motivational measures
control examination malpractices.
Ho3: There is no significant difference in the mean ratings of principals
and teachers with regard to the extent to which supervisory measures
control examination malpractices in Ebonyi State secondary schools.
Ho4: there is no significant differences in the mean ratings of principals
and teachers with regard to the extent to which religious measures
control examination malpractices.
26
CHAPTER TWO
LITERATURE REVIEW
The literature review of the study is presented under the following
sub-headings: conceptual framework, theoretical framework, review of
empirical studies and summary of the review.
Conceptual Framework
 Concept of examination and examination malpractices
 Causes of examination malpractices
 Concept of assessment
 Concept of administration and administrative measures for
controlling examination malpractices
 Concept of measures
Theoretical Framework
Human Relations Theory
Behavioural Science Theory
System Theory
Operant conditioning Theory by Glasser
Review of empirical studies
Summary of review
The Concept of Examination
According to Oluyeba and Baramola in Adeyegbe (2002),
examination malpractice is an irregular behaviour or act committed by a
27
candidate or anybody entrusted with the responsibility of conducting
examinations in or outside examination halls. Interestingly Okafor
(2004), perceived examination malpractice as a deviation from the
modalities of examination such that results obtained are unfair
assessment of the abilities and knowledge or skills acquired by
individuals
concerned.
This
definition
underscores
the
damage
examination malpractice can do to individuals and society. Nwogo
(1987), referred to examination malpractice as a departure of staff or
students from the laid down examination regulations.
A fair discussion of examination malpractice and measures to
eradicate it cannot be effectively done without a cursory view of the
Federal Government National policy on education (FRN, 2004). The
Policy and curriculum were designed to provide a guide that would
enhance and facilitate the acquisition of knowledge and skills. Having
provided the facilities for teaching and learning processes, adequate
arrangements were also made through educational evaluations, to
determine whether or not, desirable changes had taken place in the
learner.
Therefore, examination is a formal test of knowledge of a person,
his skill or ability in a particular subject at a given time. The assessment
can be informal, formal, or related practical exercises. Examination is
also an instrument for assessing, evaluating and accrediting students for
28
the purposes of selection, placement, promotion and certification. The
term examination is an inevitable measure of abilities in literate and
illiterate environment. As such, a credible examination must possess key
elements as validity and reliability. These elements could be achieved if
the examination is free and fair, devoid of cheating, pranks and all sorts
of malpractices. Lodeji (2005) in Okoye (1986) maintained that
examination is a system applied by teachers to assess if what was
taught had been leant or the evaluation of their methods and to make
decisions and modifications if necessary. In this regard, teachers use
examination as an instrument for evaluating learning process and in
making vital decisions.
Other experts regarded examination as an organized assessment
technique, which present individuals with series of questions geared
towards ascertaining the individuals acquired skills, abilities and
knowledge to utilize them effectively. This is probably why Okoye (1986)
perceived examination as the test of acquired potentials. In an academic
or professional context, examinations are tests, which aim at determining
the ability of a student or a prospective learner.
Examinations are usually written tests, although some may be
practical or have practical components, and vary greatly in structures,
contents and difficulties depending on the subject and the age of the
tested persons and the profession. Fagbemi (2002) considered
29
examination as oral, practical or written exercises administered on
learners to ascertain existing skills and competencies. It provides vital
pieces of information on the state of the overall educational attainment of
the examinee. This is in reference to the Wheeler‟s Curriculum Model,
which recognized as part of teaching and learning processes in any
educational industry.
Concept and Causes of Examination Malpractices
So many observers have advanced several reasons for the
upsurge of examination malpractices in schools. Maduka, (2001)
enunciated the gross societal indiscipline, the morbid craze to get rich
over night and the current emphasis on paper qualifications rather than
the abilities to perform on the jobs, as major reasons for adolescents
involvement in examination malpractices. In some cases, parents and
guardians compel their children and wards to go into programmes for
which they lack capacity and interest to perform. Therefore, they have to
meet parents taste and demands through all forms of cheating and
pranks. These graduates cannot define nor defend their disciplines as
observed by Louis (2001). Minister of Education in Gambia, Dr. Zolumu
complained in his Annual Examination Report (2007) that the failure of
West African Examination Council (WAEC) to checkmate examination
malpractices has exposed the nation to international ridicule and
opprobrium.
30
It was reported that students know in advance, all the officials
concerned with the examination despite the secrecy maintained by West
African Examination Council. Chuta (2000) adds that school heads with
students representatives pay those officials including security agents so
that all their arranged plans and services should be rendered without any
hitch. These supervisors who must have been settled finically will see to
it that all mercenaries finish on time to beat external supervisors prompt
visits. Any examination taken in this form and manner become worthless
so far it has failed to reflect the candidate‟s academic efforts.
Weak and poor examination system is the examination that cannot
measure what it is expected to measure. According to Izogu, (2001), a
situation that can render examination unreliable and invalid is, precisely
called examination malpractice. An assessment may be considered
worthless when the obtained score of a candidate deviates from the true
score. This is why Afigbo in Onyechere, (1991) opined that examination
malpractice is a stain to performance and competencies of any leaner.
The act, according to Afigbo gives an undue advantage to one‟s self or
another by deceit or frauds, before, during or after the examination.
Examination malpractice also referred to in this study as
examination stealing is not basically limited to awarding marks or aiding
candidates to earn undesirable marks, it also involves a situation when
an examiner deliberately defrauds the candidate by awarding him or her
31
grade lower than what the student should have objectively earned. This
practice, though not common, is sometimes possible. Examination
malpractices by the report of Exam Ethics of Nigeria (2007) have led to
occasional cancellation of results, which is not only agonizing but also
unjust to innocent students and parents. It is a situation that has
encouraged student‟s loss of confidence in themselves. Consequently,
some students who, under normal circumstances can pass examinations
on their personal efforts still pester around their teachers for marks.
Examination malpractices have rubbished the values of schools system
such that our certificates are no longer measures of acquired knowledge
and skills. Former Minister of Education, Dr. Sam Egwu in his address to
principals of Unity Schools in Ibadan in 2009 decried that examination
frauds are social vices and that if not curtailed would render our
educational systems unproductive, unreliable and irresponsible. For Ali
(2003) teachers‟ failures to perform effectively leaves students with half
baked knowledge and wisdom to handled academic activities. They
therefore resort to cheating and stealing in examination halls.
Examination cheatings could pose a problem in the proper
evaluation of teacher‟s functions and school administrations as a whole.
There is, therefore, a considerable damage on the level of educational
standards of youths which daunts the country‟s image. Certificates
obtained are looked upon with suspicion. In fact, Obikwe (2001:22)
32
summarized it all when he stated that the consequences of examination
malpractices include:
Turning out educated illiterates who parade
Certificates that may worth nothing more than
papers with which they were printed. There is
reduced productivity in the economy when people
placed in positions of responsibilities based on their
paper qualifications cannot perform satisfactorily.
Generally, examination malpractices could break down the
progress of a country‟s educational systems and terminate national
development if not immediately checked. Nwankwo (2004) was worried
on the attitude and action of teachers, principals, head teachers,
invigilators and supervisors who are assumed to be role models to the
candidates. Cases abound where examination grades including live
question papers are exchanged for sex and peanuts. There is this
understanding that principals prove their popularity and influence to
students on the rate at which they can maneuver internal and external
supervisors. To illustrate this further, Shonekan, (1999) observed that
most principals formed the habit of levying their students in order to
achieve their motives. It is a common phenomenon in Nigeria today that
most examinations face different forms of frauds. The demon of
examination malpractices has not respected primary education either. A
case was reported by Fidel‟s (2008) that pupils of Obeagu, Enyibichiri of
33
Ebonyi state were openly assisted by their teachers to write common
entrance examinations.
Undue premium placed on certificate acquisition was condemned
to be the root of examination frauds. Ezeocha (2002) further lamented
that our examination questions are rather not well secured or monitored.
From the on going, every contributor or commentator should, with
exception attest the predominance of examination malpractices in the
school system. It is then worthwhile for this study to assess the extent at
which various measures so far used have succeeded to curb
examination malpractices in Ebonyi State Secondary Schools.
Concept of Assessment
Assessment involves the extent of achievement or otherwise
recorded by an individual or group in a given task or behaviour. It is a
systematic way of reviewing the performance of individuals or groups in
assigned tasks. Assessment is carried out on continuous basis to
ensure that the target objective is being pursued and in the right
direction Flippor, (1938) notes that the main purpose of assessment is to
measure and improve the actual performance of the individuals and
groups in a given task assignment.
As used in this study, assessment is seen as the various school
examinations given to students by the examination bodies like WAEC,
NECO and JAMB for the award of senior school certificate to them.
34
Hence they are the continuous assessment records of the students by
the teachers in the various school subjects. The students are awarded
certificates after the final or terminal assessment examination by the
various examination bodies.
Concept of Administration
Administration is seen by different people in different ways.
Ezeocha (1990) defines it as the process of directing and controlling life
in a social organization. Ogbonna (1995) defines administration as a
process which entails the utilization of human, financial and material
resources in maximizing the realization of goals and objectives. It means
the art of working with people and making use of materials and other
resources for the achievement of goals.
Accordingly, Peretomode (1996) defines it as a process that is
concerned with the performance of executive duties, the carrying out of
policies and decision to fulfill a purpose and the controlling of the day-today running of an organization. In this context, administration involves
working with people and making use of available resources to
accomplish school goals. Administration consists of the following basic
element-planning, organizing, directing, coordinating, reporting and
budgeting.
Planning involves taking decisions about actions in the future.
Organizing is the setting up of the structures and taking decisions on the
35
actual activities that will help to achieve the goals. Directing involves
making the school personnel to work. Reporting entails ensuring that
everything is done in accordance with the rules while budgeting involves
regular statements of expected income and expenditure. This is the
formal financial statement about resources for carrying out the specific
activities in a given period of time.
Administrative Measures
Some administrative measures in place by the government to
discourage examination fraud have failed to checkmate the scourge.
Examination Ethics Council of Ebonyi State was empowered by state
education authority in 2008 to organize examination orientation summit
in all the four zones of the state. In one of their workshops at Igbeagu
Izzi, the coordinator Idike Clement urged teachers to prepare adequately
and deliver lesions efficiently at all times. Tutors according to him should
build self confidence on learners and present themselves as an ideal
role model, be disciplined, carry out continuous assessment regularly
and use the scores adequately in the overall assessment of the
students. He further urged teachers to resist pressures and enticement
from students, prepare marking schemes before marking student‟s
scripts, and be objective in the award of marks by adhering strictly to
examination rules and regulations. Be it as it may, circulars were passed
36
to all schools to enforce the councils decisions. Some school
administrators and staff viewed it as a designed attack on their positions.
In the real sense, every society relies on parents, school
administrators, principals, and security agents, institutions to educate
and reinforce fundamental values. The government of Ebonyi State tried
to handle examination cheatings as one of the most dreaded
criminalities in the society. A teacher in examination malpractice has not
only denied the student student talents but deprived the nation the
human resources and responsible personalities.
Another outstanding administrative measures deployed by the
state government was the 2007 improvement on the working condition of
teachers. This was to give the profession honour and desired reward.
The government promised to protect every teacher especially on student
and parental threat. She was the first state in Eastern Nigeria to set up
seven-man committee on January 2008, to assess teacher‟s claims on
housing, health, traveling and seminar allowances. These teachers
resort to malpractices of various kinds basically to sustain their families.
This seem to be an implementation of the view of Ogbonnaya (2006)
that if the government of Ebonyi State must come up with holistic
measures to curb examination malpractices, the welfare of teachers will
be given utmost consideration ranging from accommodation, health in
37
service training, frequent seminars, conferences and attractive pay
packages.
It was learnt that teachers and school administrators who see
examination malpractice as a routine job cannot forfeit it since
candidates continued to show their willingness to pay more for the
fraudulent act.
The adviser to the state governor on higher education professor
Mike Otuma, was mandated to ensure that there were special training of
security agents involved in prevention of examination malpractices
grounded in the use of security gadgets, computers, intricacies and
logistics of internal and external examinations.
The government of Ebonyi State intensified efforts to increase
employment opportunities for young graduates. Many of the graduates
who were involved in examination malpractices as touts, contractors or
impersonators were frustrated due to lack of employment as their main
reason. It is possible that reducing the level of unemployment will also
reduce the number of graduates involved in examination cheatings.
Concept of Measures
The concept measures implies reaching an expected standard or
limit. Measure as seen by Examination Ethics (2006) is the level of
quality to be attained in educational estimates and values. Examination
38
irregularities and malpractices have defied expected measures because
of their growth, especially in this technological era.
The expectation of learners, parents, schools, societies in the
educational system and the state is to have effective, competent and
disciplined student/graduate, employable and dependable citizens. But
examination frauds seem to have robbed the students of reading culture,
healthy
competitions,
morals,
justice
and
discipline.
Therefore,
malpractice threatens the very foundations of the existence of the
educational system. The very measure the educational system is
designed to achieve is, therefore thwarted and neglected because of
cheating,
Examination
malpractices
in
Ebonyi
State
have
attained
frightening proportions. It is just a little behind being institutionalized.
Efforts by governments at all levels and stakeholders in the sector to
curtail the ugly trends have not yielded much result. Stakeholders in the
educational sector attended a meeting in Abakiliki, Ebonyi State Capital
in 2005 at the instance of the National Consultative Committee on
Education (NCCE). At the meeting, the then Minister of Education,
Professor Fabian Osuji quoted the former Senate President Senator
Adolphus Wabara, to have stated that henceforth, schools involved in
examinations malpractice of any magnitude would be de-recognized and
barred from enrolling candidates for any public examination for three
39
years.
This
idea
was
welcomed
and
applauded
nationwide.
Unfortunately, however, the pronouncement by the former senate
president was not backed with action.
Many Nigerians reacted to the measures taken against this
cancellation Kenneth (2007) in his reaction to the fruitless measures
against examination malpractice blamed it all on the Federal
Government. He recalled that the Federal Government had given such
directives in the past without any effect, probably because of lack of
sincerity of purpose. In 2005 alone, the Committee on Education in the
House of Representative Sponsored a bill on life imprisonment for any
school principal caught assisting students to cheat in any school
examinations. The Senate Committee Chairman on Education, Senator
Joy Emodi in 2008 called upon WAEC to monitor their external
examiners when sent to schools during examinations. She maintained
that it was on their permission and guide that most schools commit
malpractices with pride. They simply blow hot and cold even as
defaulting schools get more recognition, smiling all the way to the banks
with the money gained from increased enrollments. No one has
sanctioned any school except those schools that refused to cooperate
with them.
Examination control and management in Ebonyi State is better
imagined than described. The rules guiding examinations were those
40
designed for successful malpractices. In Ikwo Girl‟s Secondary school,
the Commissioner for Education, Mbam Odu (2001), described
examination as note copying exercises. It is disheartening how
examination malpractice has reached such alarming proportions in
schools in Ebonyi State. The problem of how to device effective checks
lie in the peoples psyche. Therefore, it can only be tackled when people
are re-oriented.
THEORETICAL FRAME WORK
The Human Relations Theory
The foremost proponent of human Relation theory was Mary
Parker Folett (1868- 1933). This is based in the amount of respect,
regard and relationship within the system that the manager has with the
people that will enhance the success of the system. Individuals‟ social
and economic influence is taken into consideration.
The human relations school was developed in reaction to
traditional and classical management movements. To this group, the
fundamental problem in any organization is developing and maintaining
dynamic and harmonious relationship. The group believes on the thesis
that managing any organization involves getting things done through
people and, therefore, management should be centered on interpersonal
relations. The group also emphasized motivation in relation to leadership
and concluded that motivation is important for effective management.
41
Enyi in Mgbodile (2004) in relation to the human relations theory noted
that the school administrators should note that:
 Economic rewards are not the only motivators for workers. Teachers‟
motivations can be achieved through non-monetary incentives as
recognition of their personal values, encouraging their sense of
achievements,
thereby making teaching job challenging and
interesting.
 An important issue in school administration is building a dynamic
interpersonal relationship. This can be achieved through delegating
functions to teachers, and developing interest in teachers‟ welfare,
maintaining open policy with the staff and the students.
 The school organization is a complex social group and therefore
requires effective handling of its activities. The principal is in the most
advantageous position to provide the needed leadership. By
implication, it means that the school administrator should involve the
community in the decision making process.
This theory implied the need for interrelationship with the school
examination, stakeholder which this study intend to do by using
principals, teachers and students or participants to supply their opinions
of the extent of success/failure of the resources so far introduced. This
interaction will probably motivate them and help to carry them along in
devising other measures.
42
Systems Theory
David Baston (1938), proponent of system theory believes that
systems are open and close depending on their usage and applications
in a particular area. According to Baston, systems are a unit with
interrelated and interdependent parts, such that the interplay of any part
affects the whole. A system can, therefore, be regarded as a structure
with inter-dependent parts. The System theory is relevant to educational
administration because the entire educational setup is a system. The
school as a social systems do not exist in a vacuum. The operations in
the school are mutually dependent on its internal and external
environments. The systems theory is characterized by the following
properties. Which include: open nature, input, process, output, feedback,
ex ceteral within the educational system, all the various parts operate to
achieve the overall objectives of education. Hence, no matter how many
departments are established, each will function to achieve the various
schools‟ objectives.
The system Theory has practical applications to educational
administration. Most of the nation‟s educational problems today can be
resolved through system analysis. The system theory is highly relevant
to this study because all items in the school as an open system involves
data sourcing, processing and interpretation. Examination by itself
involves all those activities for effective management as well as control
43
for its success in our educational system. Based on the above this study
anchored on behavioural and systems theories respectively.
Operant Conditioning Theory
The theory of B.F. Skinner (1957) is based upon the idea that
learning is a function of change in overt behavior. Changes in behavior
are the result of an individual‟s response to events (stimuli) that occur in
the environment. A response produces a consequence such as defining
a word, hitting a ball, or solving a math problem. When a particular
Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual
is conditioned to respond. The distinctive characteristic of operant
conditioning relative to previous forms of behaviorism is that the
organism can emit responses instead of only eliciting response due to an
external stimulus.
Reinforcement is the key element in Skinner‟s S-R theory. A
reinforcer is anything that strengthens the desired response. It could be
verbal praise, a good grade or a feeling of increased accomplishment or
satisfaction. The theory also covers negative reinforcers – any stimulus
that results in the increased frequency of a response when it is
withdrawn (different from adverse stimuli – punishment – which result in
reduced responses). A great deal of attention was given to schedules of
reinforcement (e.g. interval versus ratio) and their effects on establishing
and maintaining behavior.
44
One of the distinctive aspects of Skinner‟s theory is that it
attempted to provide behavioral explanations for a broad range of
cognitive phenomena. For example, Skinner explained drive (motivation)
in terms of deprivation and reinforcement schedules. Skinner (1957)
tried to account for verbal learning and language within the operant
conditioning paradigm, although this effort was strongly rejected by
linguists and psycholinguists. Skinner (1971) deals with the issue of free
will and social control. This is related to the study since it involves
behaviour modification.
There are two varieties of reinforcement in Skinners model,
positive
reinforcement
and
negative
reinforcement.
Examination
malpractices will likely reduce if school Administrators in Ebonyi state will
place attractive rewards such as praise, prizes in every secondary
school examination to excellent students who achieved such through
obedience and hard work as reinforcement. In like manner, a negative
reinforcement increases the likelihood of the preceding response by its
removal. Examiners and security agents can device punishment as
cancellation, court trials and sack for anybody found cheating as
reinforcement that will produce the effect of non involvement.
Instrumental Conditioning Theory
Edward
L
Thorndike
(1949-1987)
theory
on
instrumental
conditioning will help to re-address the target of this research,
45
systematically. Edward Thorndike was the first to identify and study
operant conditioning. In fact, the prototype for all subsequent
instrumental conditioning research was his famous puzzle box
experiment. Thorndike put a hungry cat in a box that had a door with a
latch on the inside, and he placed food outside the cage. The hungry cat
meowed and scratched at the walls trying to escape until it accidentally
hit a treadle (a pedal) that operated the latch. The cat escaped and got
the food, thus solving the “puzzle”. Thorndike repeated this procedure a
number of times and discovered that the length of time it took the cat to
work the treadle decreased steadily. Thorndike suggested the law of
effect responses that produced satisfying consequences will be
repeated; Thorndike in 1913 formulated the following laws and principles
of learning.

The law of effect: Learning occurs if and only if the response has
some effect on the environment. Here bond or connection between
stimulus and response is strengthened by satisfaction derived by the
learner after learning exercise. The satisfaction is as a result of success,
reward (reinforcement) or encouragement. On the other hand, if
frustration or punishment is experienced by the learner, the bond of
connection between stimulus and response becomes weakened. This
study therefore, tends to identify why measures so far used by Ebonyi
state government to curb examination malpractices produced no effects.
46

The law of exercise: it involves the law of use and discuss. The
law of use asserts that all things being equal, the more frequently a
connection between a stimulus and a response is made, the stronger the
connection will be while the law of disuse claims that when a connection
between stimulus and response is not made over period of time, the
strength of that connection is weakened. Unsatisfying consequences will
not be repeated. Moreover, cats that had first been fed stayed in the box,
making no effort to solve the puzzle.
In this study, effects of hard work or efforts to pass any
examination should be a central focus of candidates. The urge and
desire to get certificates at all means will produce unsatisfying
consequences. Administrators, teachers and parents must provide
attractive
environment
to
students
preparing
examinations
as
instrumental to obtain certificate through approved rules and that
repeated efforts to solve academic problems increases experiences or
skills.
Therefore, the Ebonyi state government and all examination
bodies might probably think of alternative measures which if used can
repel examination malpractices.

The law of readiness: Readiness is dependant on both
maturation and experience of the learner. Apart from the principles
postulated by Thorndike (1913) the following measures may be applied
47
in a classroom and examination situations. The use of adequate
apparatus that blends with the objectives, content and method to teach
any particular subject for satisfaction in learning and achievement. The
classroom must be conducive with good ventilation and appropriate
seating space for effective teaching and learning.
Activities must be organized in increasing order of difficulty as well
as presented in varied ways that novelty is maintained and students‟
progress without fear. Guidance praise and encouragement that give
pleasures and satisfaction should be provided to keep students in the
right path, review and drills are necessary to motivate and strengthen the
connections of S – R for longer period. Examinations, quizzes,
discussions, assignments and the likes must be provided for adequate
exercises to enable and encourage students to observe the law of
exercise. School principals, teachers and parents can always provide
experiences, interest, and motivation to enable students develop positive
attitude and interest.
Hierarchy of Need Theory
Another great theory considered appropriate for this study is
hierarchy of need propounded by Abraham Maslow (1954). Maslow, like
Rogers believed that there is a basic goodness to human nature and a
natural tendency toward self-actualization. Personality according to him
is an expression of this tendency. This made him to propose his
48
personality which he anchored on self-actualization, according to him,
humans have two types of needs – basic needs and Meta needs. Basic
needs are deficiency needs and are organized in hierarchy with the most
important at the top. This study can be anchored on this theory because
candidates consider certificates acquisition as a top priority and
therefore can go to any extent to secure it by hook or crook means. Meta
needs involve a quest for values such as justice, goodness, beauty,
order and unity. According to Maslow, meta needs are inherent in human
beings and when they are not fulfilled alienation, anguish, apathy,
cynicism and other pathological entities may result.
Self actualization according to Maslow occur when people accept
their limitation, comfortable with themselves, enjoy themselves without
inhibitions or artificiality and they are problem-centered rather than selfcentred as well as have positive attitudes to issues.
It therefore means that school administrators, principals‟ parents
and teachers should identify students‟ potentials and develop them
accordingly to have self confidence in their subjects. This will go a long
way to help students who see examination as an exercise to prove their
worth, and independent attitudes in problem solving.
Review of Empirical Studies
This section provides the review of the related studies. Nworah
(2001) carried out a research on parental roles in ensuring their
49
children‟s discipline in examination in Abakiliki education zone. He made
use of descriptive survey design. The population for the study comprised
members of Parents Teachers Associations (PTA) from 20 schools in
the zone while he used a total of 600 respondents comprising of 204
principals and 396 teachers selected using simple random sampling
technique. Questionnaire was his instrument for data collection. Mean
and standard deviation were used to analyze the research questions for
the study while t-test was used to test the two Null hypotheses
formulated to guide the study at 0.05 level of significant.
His findings revealed that parents played significant roles in
encouraging examination malpractices through sponsoring their children
in “special examination centers”. The study also indicated that parents
encouraged malpractices through collaboration with principals of
Schools to ensure that their children gain admission into higher
institutions through making of good grades in WAEC results.
This is related to the current study since it touched on the issue
under discussion which is examination malpractices. The current study
will also endeavor to find out the role of parents in respect of the
success/failure of the control measure put in place in the state.
Nwoba (2000) studied Causes and Consequences of Examination
Malpractices in Secondary Schools in Izzi Local Government Area of
Ebonyi State. His design for the study was a descriptive survey. His
50
population was comprised of final year senior secondary school students
in 20 selected schools from the area. The sample size was 720 simple
randomly selected from a total population of 1420 students. His
instrument for data collection was questionnaire. Four research
questions guided the study. Mean and standard deviation were
employed in the analysis of the research questions while t-test statistic
was used to test the two null hypotheses formulated to guide the study
at 0.05 level of significant.
His findings revealed that poor teaching as well as lack of facilities
in the schools constituted the major reasons for examination
malpractices. It also indicated that lack of supervision and poor study
habits played significant roles in encouraging examination malpractices.
The above work is relevant to the present study in that it dealt with the
causes and consequences of examination malpractices which are some
issues under investigation by the researcher. A descriptive survey
design as well as simple random sampling was employed in the study.
Furthermore the area of study is Ebonyi State, the same as in the
current study. However while Nwiba cited above studied causes and
consequences, the current study intend to ascertain measures of
controlling examination malpractices in the state.
Akinwolemiwa (2004) worked on environmental factors associated
with examination malpractices in Secondary Schools in Enugu North
51
Education Zone of Enugu State. He adopted descriptive survey design
for the study. The study made use of a total of 600 simple randomly
selected teachers from 20 secondary schools from the area as his
sample size. The instrument for data collection was the questionnaire
and it was based on four point ratings. The researcher used mean and
standard deviation to analyze the research questions posed for the
study while t-test statistic was used to test the two null hypotheses
formulated for the study at 0.05 level of significant.
The study revealed that inadequate accommodation and lack of
proper
security
constituted
the
major
environmental
problems
associated with examination centers in the zone. The findings also
indicated that some school lacked chairs, desks, and fence that all these
hampered the smooth conduct of examinations. This work is relevant to
the current one since the current is intended in identifying security and
environmental measures in controlling examination malpractices. The
design and instrument are also the same.
The role of teachers in examination malpractice was studied by
Okeye (2005) in Ebonyi State secondary schools. He employed
descriptive survey design for his study. His population comprised of the
principals and teachers in Abakiliki Education Zone of Ebonyi State. The
sample size for his study was 600 comprised of 420 teachers simple
randomly selected from 20 schools and the entire 180 principals in the
52
zone. Questionnaire was the instrument for data collection. The
researcher used mean and standard deviation to analyze the research
questions posed for the study. He employed t-test statistic to test for the
three hypotheses formulated for the study at 0.05 level of significant.
His findings revealed that both the principals and teachers have
the choice to eradicate examination malpractices since they form the
bulk of supervisors and invigilators during such examinations. The
researcher also found that some principals and teachers collaborate with
the students to carry out cheating during external examinations because
of financial gains involved. This work is related to the current study since
examination malpractice which is the main theme of the current study
was treated. Questionnaire, descriptive survey design as well as
teachers and students were used while mean and standard deviation
were employed in the analysis of research questions.
Summary of Literature Review
The conceptual framework of the study deals with the definition
and explanation of examination seen as a formal test of knowledge of a
person, his skill or ability in a particular subject at a given time.
Examination malpractice defined as examination stealing, awarding
marks unduly or aiding candidates to defraud in examinations.
Assessment is defined as the extent of the performance and
achievement of a student in a given examination while the concept of
53
administration involves the process of achieving the goals of the school
through effective and efficient use of human and material resources.
The theoretical framework involved discussion of the human
relations theory with its emphasis on providing for the needs of the
individuals and the organization, the systems theory which emphasizes
dependent and interdependent relationship for the achievement of goals.
Others include Skinnerian operant conditioning with emphasis on
stimulus-response principle, Maslow‟s hierarchy of needs which
emphasis achievement of physiological needs before the achievement
of higher order needs.
Few works were reviewed which provided the researcher with the
theoretical background for the study. From the reviewed work, it was
observed that a lot have been done regarding examination malpractices.
Such work however, did not highlight on the assessment of the
implementation of the government measures for controlling examination
malpractices especially in Ebonyi State. No study known to the
researcher was on the control measures employed by Ebonyi State
government. This is the gap the study intends to fill.
54
CHAPTER THREE
RESEARCH METHOD
This chapter is presented under the following sub-heading:
research design, area of the study, population of the study, sample and
sampling technique, instrument for data collection, validation of the
instrument, reliability of the instruments, method of data collection and
method of data analysis.
Research Design
A descriptive survey research design will be adopted for this study.
It is to provide the opinion of the respondents on the assessment of the
implementation of the government measures for controlling examination
malpractices by Ebonyi State public secondary school administrators.
Nworgu (2004) defines a descriptive survey design as those studies that
aim at collecting and describing data in a systematic way, the features of
a given population. The design is considered appropriate because it will
enable the researcher to describe the characteristics of the population
from a giving sample objectively.
Area of the Study
The study was carried out in Ebonyi state secondary schools. The
state is made up of four education zones, situated in the thirteen local
government areas, of the state. The education zones include Abakiliki,
Izzi, Ebonyi and Ohaukwu. There are a total of 204 public secondary
55
schools in the state. They have zeal for the acquisition of western
education. The state is also an agrarian and contributes meaningfully
abundant cash and food crops towards the development of the national
economy. The choice of the area for this study is based on the fact that
the state schools are besieged by examination malpractices and the
state government have invested a lot of human and material resources
in fighting and controlling examination malpractices in the secondary
schools, it is therefore proper to investigate the extent of success of the
efforts so far made by the state government.
Population of the Study
The population of the study comprised principals and teachers
from all schools in the state. From available records, there are 204
principals, 2,785 classroom teachers in the education zones. The figure
is shown below. (PPSMB: planning research and statistical unit Abakiliki
2009/2010).
Sample and Sampling Technique
The sample size of the study is 600 respondents. This figure
comprised the principals (204) and a total of 396 classroom teachers,
selected from 2785 classroom teachers using sample random sampling
techniques from the education zones.
56
Instrument for Data Collection
The
instrument
for
data
collection
assessment
of
the
implementation of government measures for controlling Examination
Malpractices questionnaire. (AIGMCEQ) This is a researcher developed
instrument and based on 4 points rating using real number limits as
follows:
Very Great Extent 3.50 – 4.49 (VGE)
Great Extent 2.50 – 3.49 (GE)
Low Extent 1.50 – 2.49 (LE)
and Very Low Extent 0.50 – 1 (VLE).
Validation of the Instrument
The instrument was subjected to face validation by three experts
two in the field of educational administration and planning in the
department of Educational Foundations and one in measurement and
Evaluation of the Faculty of Education, University of Nigeria, Nsukka.
They were asked to look at the adequacy of the items in line with the
purpose, research questions as well as the rating scale. Corrections
were effected based on their observations on the items and the
response options. The instrument was confirmed valid for the study by
the experts.
57
Reliability of the Instrument
To ensure the reliability of the instrument, it was subjected to trial
testing. The instrument was administered to ten principals and ten
teachers from Enugu Education Zone of Enugu State outside the study
area. Using Cronback Alpha reliability coefficient method, the following
reliability estimates 0.90, 0.85, 0.92 and 0.93 were obtained fro clusters
A, B, C and D respectively. The overall internal reliability estimate was
0.90 or 89.5.
Method of Data Collection
The researcher used direct method to administer and collect the
instrument with his four instructed research assistants. This was to
ensure high return rate and accuracy in the completion of the
instruments by the respondents.
Method of Data Analysis
Mean and standard deviation where used to analyze the research
questions posed to guide the study while t-test was used to test the
stated hypotheses at 0.05 level of significant. The mean range using real
number limit for acceptance level is 2.50 – 3.49.
58
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION OF RESULTS
This chapter presents the analysis of data and results of the study.
The presentation is based on the four research questions and four
hypotheses postulated to guide the study.
Research question one: To what extent do government disciplinary
measures control examination malpractices?
Table I: Means ratings of the principals and teachers with regard to the extent disciplinary
measures control examination malpractices.
Extent government measures control malpractices
S/
Items
No
Principals
Teachers
204
396
X
1
No of respondents = 600
SD
D
X
SD
D
Overall
Overall
X
SD
Decision
3.05
069
GE
0.75
GE
Court trials of those officials
caught
aiding
examination
malpractices
2
2.94
0.70
GE
3.16
0.65
GE
3.46
0.74
GE
3.41
0.76
GE
3.36
0.65
GE
3.42
0.77
GE
Principals and teachers found
aiding
and
abetting
examination malpractices to
loose their job.
3
3.44
Ten years disciplinary ban for
schools
found
continuous
malpractices
guilty
of
examination
3.39
0.71
GE
59
4
Universities to reject students
from schools blacklisted for
examination malpractices
5
3.50
0.63
3.46
0.65
3.56
VGE
3.48
0.61
VGE
GE
3.52
0.63
VGE
0.61
VGE
3.53
0.63
VGE
2.93
0.71
GE
2.96
0.75
GE
3.27
0.67
GE
0.69
GE
3.49
0.62
VGE
3.49
0.64
VGE
3.545
0.62
VGE
2.945
0.73
GE
3.316
0.68
GE
Recruitment of job seekers to
be based on knowledge and
practical experience
6
Officials of the examining
bodies
involved
in
examination malpractices to
forfeit
their
retirement
benefits.
7
Withholding and cancellation
of candidates‟ papers.
Grand Mean
3.315
From the table, the mean scores of the respondents 3.05, 3.44,
3.39, 3.49, 3.49, 3.55, 3.29, and 3.32 on items 1, 2, 3, 4, 5, 6 and 7,
respectively are seen to be above the acceptance limit of 2.50 – 3.49.
The result indicated that the respondents shared common views on the
extent count trials; loosing of job by principals; ten years ban; and
withholding of results of candidates are effective disciplinary measures
by the government for controlling examination malpractices in Ebonyi
State. It also showed that rejection of students from black listed schools
60
by the universities for admissions, recruitment of job seekers based on
knowledge and experience and forfeiture of retirement benefits by
officials are the most effective measures for controlling examination
malpractices. This is also reflected in the overall mean scores of the
respondents which is 3.32 as indicated on the table.
Research Question Two: To what extent do the government
motivational measures control examination malpractices?
Table 2: Mean ratings of principals and teachers with regard to the extent government motivational
measures control examination malpractices.
Extent government measures control malpractices
S/
Items
No
Principals
Teachers
204
396
X
8
No of respondents = 600
SD
D
X
SD
D
Overall
Overall
X
SD
Decision
0.63
VGE
0.86
GE
0.87
GE
Giving prizes to students who
performed
excellently
in
every examination by the
school authority
9
Reading
culture
to
be
3.48
0.61
GE
3.53
0.65
VGE
3.51
3.03
0.85
GE
3.08
0.87
GE
3.05
2.86
0.89
GE
2.78
0.85
GE
3.32
revisited
10
Parents/Guidance
children
whose
exhibited
outstanding
discipline/performances to be
recognized
Government.
by
the
state
61
11
Examination
officials
and
security agents that showed
outstanding
service
during
and after examination to be
recognized and reinforced by
0.96
GE
0.12
GE
3.10
0.76
GE
3.09
0.70
GE
0.94
GE
2.88
0.95
GE
2.68
0.05
GE
2.63
0.07
GE
2.65
3.12
0.74
GE
3.08
0.78
EG
3.01
0.68
GE
2.99
0.69
GE
the state.
12
2.91
2.94
Public orientation by school
administrators to candidates
on the effects of readiness
hard work and exercises for
examination.
13
Good
examination
environment
and
proper
conduct.
Grand Mean
Result of this research question showed that the mean scores of
the respondents 3.51, 3.05, 3.32, 2.91, 2.85, 3.10, and 3.09 on items 8,
9, 10, 11, 12 and 13 respectively are above the acceptance limit of 2.50
– 3.49. This indicated the support of the respondents to the extent giving
62
prizes to students, reading culture, recognition of parents whose children
excelled, as well as officials and security agents and effective
government
motivational
measures
for
controlling
examination
malpractices. The result also indicated that public orientation to
candidates on the effects of examination malpractices will not influence
the students positively on examination malpractice. The same views are
also shown in the overall mean scores of the respondents.
63
Research Question Three: To what extent do the government
supervisory measures control examination malpractices?
Table 3: Mean ratings of the respondents with regard to the extent government supervisory
measures control examination malpractices.
Extent government measures control malpractices
S/
Items
No
Principals
Teachers
204
396
X
14
to
be
D
Overall
Overall
X
SD
Decision
0.79
GE
3.42
GE
3.36
0.83
GE
3.03
0.83
GE
3.09
0.89
GE
3.06
0.86
GE
2.96
0.73
GE
2.94
0.77
GE
2.95
0.75
GE
2.76
0.68
GE
2.86
0.70
GE
2.81
0.69
GE
3.42
0.84
GE
3.39
0.80
GE
3.405
0.82
GE
examination.
3.49
0.82
GE
3.47
0.80
GE
3.48
0.81
GE
Grand mean
3.19
0.77
GE
3.185
0.98
GE
3.189
0.66
GE
Spacing out students in the
Prevention
of
loitering
by
Provide conveniences in the
examination halls.
Netting
the
examination
windows
19
SD
0.75
candidates and officials
18
X
3.48
examination hall
17
D
appointed
supervisors
16
SD
Seasoned and experienced
staff
15
No of respondents = 600
Each subject teacher not to
supervise his subject during
The mean scores of the respondents 3.42, 3.06, 2.95, 2.81, 3.41,
3.45, and 3.19 on items 14, 15, 16, 17, 18 and 19 respectively are
observed to be above the criterion limit of 2.50 – 3.49 for acceptance
64
level. This results show that the respondents are supportive of the extent
the supervisory measures put in place by the government for controlling
examination malpractices in Ebonyi State are effective. This is as also
indicated in their overall mean scores on the items.
Research question four: To what extent do religious measures
control examination malpractices in Ebonyi State schools?
Table 4: Mean ratings of respondents with regard to the extent religious measures control
examination malpractices.
S/
Extent government measures control malpractices
No of respondents = 600
Items
Principals
Teachers
204
396
No
X
20
D
Overall
Overall
X
SD
Decision
3.12
0.84
GE
3.28
0.80
GE
3.20
0.85
GE
2.86
0.70
GE
2.71
0.66
GE
2.785
0.68
GE
3.51
0.72
VGE
3.49
0.78
VGE
3.50
0.75
VGE
2.98
0.70
GE
3.07
0.68
GE
3.075
0.69
GE
2.76
0.69
GE
2.94
0.71
GE
2.90
0.70
GE
Examination seminars and
conferences
to
be
taken
serious.
24
SD
Take over of schools by
missions.
23
X
Examination ethics to be part
of church programmes.
22
D
Mission workers to be made
supervisors.
21
SD
Media
programme
examination
on
malpractices
and its effect spear headed
by clergies
25
School
Rallies
to
be
65
reinforced by religious bodies
2.68
0.62
GE
2.78
0.60
GE
2.73
0.61
GE
Grand Mean
2.985
1.06
GE
3.045
0.71
GE
3.03
0.13
GE
From the result, the mean scores of the respondents 3.20, 2.79,
3.08, 2.90, 2.73, and 3.03 respectively on items 20, 21, 22, 23, 24, and
25, support and believe on such religious measures for controlling
examination malpractices in Ebonyi State. From the result, one of the
most supported effective religious measures is the issue of government
hand over of schools to the missions with mean scores of 3.50 by the
respondents. This is as reflected by the overall mean scores of the
respondents on the items which is 3.03.
The overall mean scores of the respondents from the research
questions indicated that all the disciplinary, motivational, supervisory
and religious measures by the government for the control of examination
malpractices in Ebonyi State are to great extent very effective.
Null Hypothesis one (Ho1): There is no significant difference in the
mean ratings of the principals and teachers with regard to extent
disciplinary measures control examination malpractices.
Student t-test analysis of the difference in the mean ratings of the
principals and teachers was computed and the result presented blow.
66
Table 5: Summary of t-test analysis for Ho1
Group
Total
Overall
Overall
N.
X
SD
d/f
Level of
Cal
table
sig
t
t
value
value
0.134
1.96
Decision
Principals
204
Teachers
396
600
3.04
0.99
598
0.05
Accept ed
S/No
The above presents the t-test analysis of the difference in the
mean ratings of the respondents with regard to the extent government
disciplinary measures control examination malpractices in Ebonyi State.
The result from the table shows that the calculated t-value is 0.134 at
598 degree of freedom and 0.05 level of significant. The calculated tvalue of 0.134 is seen to be less than the table t-value of 1.96. This
shows that there is no significant difference in the mean ratings of the
principals and teachers with regard to the extent government disciplinary
measures control examination malpractices in the state. Ho1 was
therefore accepted.
Hypothesis Two: There is no significant difference in the mean ratings
of the principals and teachers with regard to the extent government
67
motivational
measures
are
effective
for
controlling
examination
malpractices in Ebonyi State.
The t-test analysis of the difference in the mean ratings of the
principals and teachers is computed and the result is shown below.
Table 6: Summary of t-test analysis for Ho2.
Group
S/No
Overall
Overall
Overall
N.
X
SD
d/f
Level
Cal
table
of sig
t
t
value
value
0.217
1.97
Decision
Principals
Teachers
396
600
3.10
0.89
598
0.05
Accept ed
204
The result from the t-test analysis above shows that the calculated
value of t is 0.217 at 598 degree of freedom and 0.05 level of significant.
Thus, it is observed that the calculated t-value of 0.219 is less that the
table t-value of 1.97. This shows that there is no significant different in
the mean ratings of the principals and teachers with regard to the extent
government motivational measures control examination malpractices in
Ebonyi State. The second hypothesis of the study was also accepted.
Hypothesis Three: There is no significant difference in the mean
ratings of the principals and teachers with regard to the extent
government supervisory measures control examination malpractices in
68
secondary schools in the state. The student t-test analysis of the
difference in the mean ratings of the respondents is calculated and the
result is as shown bellow.
Table7: Summary of t-test analysis for Ho3
Group
Overall
Overall
Overall
N.
X
SD
d/f
Level
Cal
table
of sig
t
t
value
value
0.471
1.96
Decision
Principals
204
Teachers
396
600
2.88
0.71
598
0.05
Accept ed
S/No
From the table, it is observed that the calculated value of t- is 0.471 at
598 degree of freedom and 0.05 level of significant. Since the calculated
t value of 0.471 is less than the table t value of 1.96, the third null
hypothesis of the study is equally accepted. Therefore there is no
significant difference in the mean ratings of the respondents with regard
to the extent supervisory measures control examination malpractices in
Ebonyi State.
Hypothesis Four: There is no significant difference in the mean ratings
of the principals and teachers with regard to the extent religious
measures control examination malpractices in schools in Ebonyi State.
The t-test analysis of the difference in the mean ratings of the principals
and teachers with regard to the extent religious measures control
69
examination malpractices was computed and the result is as presented
below.
Table 8 Summary of t-test analysis for Ho4
Group
Overall
Overall
Overall
N.
X
SD
d/f
Level
Cal
table
of sig
t
t
value
value
0.76
1.97
Decision
Principals
204
Teachers
396
600
292
086
598
0.05
Accept ed
S/No
The table presents the analysis of the difference in the mean
ratings of the principals and teachers. The result from the table indicated
that the calculated t-value is 0.76 at 598 degree of freedom and 0.05
level of significant. Since the table value of t 1.97 is greater than the
calculated t-value of 0.76, the fourth hypothesis of this study is also
accepted. Therefore there is no significant difference the mean ratings of
the respondents with regard to the extent government religious
measures control examination malpractices in Ebonyi State secondary
schools.
Summary of findings
Based on the analysis, the following findings were made.
70
The result from research question on (table I) showed that in the
opinion of the respondents, all the items such as court trials, loosing of
jobs by principals, ten years ban on schools, rejection of blacklisted
students by universities, recruitment on knowledge and experience,
forfeiting of retirement benefits by officials and withholding as well as
cancellation of candidates results were effective government disciplinary
measures. However, the respondents rated rejection of candidates by
universities, recruitment on knowledge and experiences and officials
forfeiting their retirement benefits, the most effective measures by the
government for controlling examination malpractices.
The findings from research question Two (table 2) indicated that
the items such as giving prizes to students, inculcation of reading
culture, recognition of both parents, officials and security agents by the
state and public orientation by school administrators were effective
government motivational control measures. Giving prize to students with
excellent result by the school authority was rated very high by the
respondents.
Results from research question three (table 3) showed that
appointment of experienced supervisors, adequate hall accommodation,
control of movement in the halls, provision of conveniences in the halls,
netting of examination hall windows and disallowing subject teachers
71
from invigilating their papers were effective supervisory measures for
controlling examination malpractices in the schools.
The results from research question four (table 4) showed that hand
over of schools to the missions with mean score of 3.50 is the most
effective measure of controlling malpractices in Ebonyi State. Other
items like using mission workers as supervisors, inclusion
of
examination ethics in the school programme, organization of seminars
and conferences on the dangers of malpractices were seen also to be
effective government religious measures for controlling examination
malpractices in Ebonyi State.
(1)
The t-test analysis of hypotheses, one, two and three and four
hypotheses showed that there is no significant difference between
the mean ratings of the respondents with regard to government
disciplinary motivational, supervisory and religious measures for
controlling examination malpractice in Ebonyi state. All the
hypotheses were therefore accepted.
72
CHAPTER FIVE
DISCUSSION OF RESULTS
This chapter presents the results of the study based on the
analysis in the previous chapter the data are examined, interpreted and
inferences drawn. The discussion focused on the research questions
and the hypotheses postulated to guide the study. Other areas covered
in the discussion included findings, conclusion, implications of the study,
recommendations and suggestion.
Extent Disciplinary Measures Control Examination Malpractices
The findings from this research question indicated that court trials
of officials aiding examination malpractices, principals and teachers
loosing their jobs, imposing ten years ban on schools and withholding
and cancellation of candidates‟ papers are effective government
measures for controlling examination malpractices. The result also
indicated that rejection of candidates from black listed schools by
universities for admissions, recruitment of job seekers based on
knowledge and practical experiences as well as officials of examining
bodies forfeiture of their retirement benefits are to very great extent, the
most effective government measures for controlling examination
malpractices. This is as indicated by the high ratings of the items by both
the principals and teachers. It implies that such measures if vigorously
applied by the government will go along way in controlling the ugly
73
situation
imposed
on
the
educational
system
by
examination
malpractices in the society. The researcher therefore, calls for effective
implementation of such measures to help control the menace and to
restore sanity as well as the confidence of the masses in our education
system.
Extent Motivational Measures Control Examination Malpractices.
The result of the research question revealed that giving prizes to
students who performed excellently well in every examination by the
school authorities is one of the most effective motivational measures for
controlling examination malpractices. Other identified areas included
inculcation of reading culture. This agrees with the findings of Nwoba
(2000) that lack of reading culture among the students contributed
immensely to examination malpractices in the Nigerian educational
system. Other also are recognition of parents whose wards showed
outstanding discipline and performance, recognition of officials and
security agents who showed outstanding services during and after
examinations by the government. This is in agreement with the findings
of Akinwolemiwa (2004) that lack of proper security and inadequate
accommodation constituted major problems in the examination centres
that encouraged examination malpractice. Also, organization of
seminars, workshops or orientations by school administrations on effects
of examination environment on seen to great extent as effective
74
motivational measures for curbing examination malpractices in the state.
This agrees with the views of Ebonyi State. Examination Ethics (2008)
that organizing orientation to stakeholders in education on the dangers
of malpractices will help to reduce the problem. These measures have
become necessary in order to give credibility to the certificates awarded
to secondary school leavers in the society by the various examination
bodies.
Extent Government Supervisory Measures Control Examination
Malpractices
The findings from this research question identified appointment of
seasoned and experienced staff as supervisors, proper spacing of
candidates in examination halls and prevention of loitering of both the
candidates and officials in the examination hall as effective government
supervisory measures for controlling examination malpractices in Ebonyi
State. Other identified supervisory measures included provision of
conveniences in the examination halls, netting the examination hall
windows as well as ensuring that no subject teacher supervises his own
subject area during the conduct of the examination in the schools. All
these measures are to a great extent very effective measures as
indicated by the ratings of the respondents on the listed items or
variables.
75
Experience has shown that in most schools, candidates
collaborate with bad elements to throw out question papers and answer
scripts through the windows. Netting of the hall windows will greatly
reduce the occurrence. Also, the need for proper examination
environment to be spacious cannot be overemphasized. This helps to
ensure proper seat arrangement and also provides supervisors and
invigilators opportunities to effectively monitor the candidates in the
examination hall.
The extent religious measures control examination malpractices
It was identified from the research question that appointment of
mission workers as supervisors, inculcation of examination ethics into
church programmes and taking over of schools by missions are effective
religious measures in reducing examination malpractices in Ebonyi State
secondary schools. Other religious measures identified as being
effective included organization of examination services and conferences
on the imports of malpractices, encouraging media programmes by the
clergies and enforcement of school rallies against examination
malpractice by religious bodies.
It is to be observed that both the principals and teachers strongly
believe that handing over schools to the missions remains the most
effective religious measure to control examination malpractices in the
state. From the views of the respondents, it is to be noted that all the
76
listed variables to a great extent are very effective religious measures to
ensure the control of examination malpractices in Ebonyi State
secondary schools.
The mean responses of principals and teachers were individually
identified and subjected to t-test analysis. The findings from the analysis
revealed that both shared common views on the extent court trials,
loosing of jobs by principals, ten years ban on schools, rejection of
candidates by universities, forfeiture of retirement benefits as well as
cancellation of results of candidates are effective government
disciplinary measures for controlling examination malpractice.
Furthermore, the responses made by principals were separated
from those made by the teachers. The two groups of data also revealed
that both shared similar views that all the motivational supervisory and
religious measures are to great extent effective measures for controlling
examination malpractices in Ebonyi State schools. Based on the above
results, the five tested hypotheses for the study were accepted. The
researcher draws the conclusion that there is no significant difference
between the mean ratings of the principals and teachers with regard to
the extent government disciplinary, motivational, supervisory and
religious measures are effective for controlling examination malpractices
in Ebonyi State secondary schools.
77
Conclusion: From the result obtained and the investigation into
assessment of the implementation of government measures for
controlling examination malpractices in Ebonyi State Secondary
Schools, the researcher came up with the following conclusions.
That court trials of officials caught aiding malpractices, principals
and teachers to loose their jobs, ten years ban for schools and
universities to reject students blacklisted for examination malpractices
are to a great extent effective measures for controlling examination
malpractices.
Recruitment of job based on knowledge and experience, forfeiting
of retirement benefits by officials involved in malpractices and with
holding as well as cancellation of candidates papers are also important
measures by the government for controlling examination malpractices in
the schools.
That giving prizes to students who performed excellently in
examination by the school authority will to a very great extent reduce the
incidence of examination malpractices in the schools.
Inculcation of reading culture, recognition of parents and
guardians whose children exhibited outstanding discipline are effective
motivational measures for controlling malpractices by the government.
Other motivational measures include recognition and rewarding of
officials and security agents that put up outstanding services and public
78
orientation by school administrators to candidates on the effects of
inadequate preparation for examinations as well as ensuring good
examination environment and proper conduct during examinations.
Appointment of seasoned and experienced staff as supervisors,
proper spacing in the hall as well as controlling the movement of both
candidates and officials in the examination halls are adequate
supervisory measures for controlling malpractices.
Other supervisory measures are providing conveniences, netting
examination hall windows and subject teachers not being allowed to
supervise their subjects are also effective..
The finding also identified that handing over schools to the
missions as a very effective religious ways for controlling examination
malpractices.
Educational implications of the Study
The implications of examination malpractices to the educational
system and to the society cannot be overemphasized. Examination is
generally accepted and regarded as a yardstick for measuring the
performance level and standard of achievement of individuals in
knowledge and skills acquisition by recognized bodies. It is a parameter
for award of certificates in recognition of such accomplishment in the
society. However, the current growing incidence of examination
malpractice has reduced our educational system to the lowest ebb. It
79
has led to loss of credibility of certificates awarded to candidates. The
result is that the possessors of such certificates cannot defend them.
This denies the nation qualified manpower thus leading to low
productivity in sectors of the nations‟ economy. This is why all efforts
should be made to support measures for controlling the menace of
examination malpractice in the society.
Equally, examination malpractice is another colossal manifestation
of bribery and corruption in the society. Examination has become so
monetized that question papers are sold freely to candidates as market
commodities. Candidates do everything possible to raise money to offer
officials, supervisors and invigilators to cheat in examination halls. The
result is that the products of our schools are half-baked graduates who
know next to nothing, yet they enter universities to become leaders of
tomorrow. This is why the researcher supports drastic handling of those
found aiding and abetting examination malpractices in the education
system.
The issue of examination malpractices has led to the development
of false personalities in the country. This in turn, causes lack of
confidence among the possessors of certificates. Sometimes, big
establishments, companies, factories and industries, schools and
colleges employ such people only to discover their gross inefficiency
and incompetence. In such a situation, the people make a mockery of
80
the certificates awarded them. The implication is for the society to shift
emphasis in paper qualification and recognize the ability of individual‟s
to perform practically as a measure for employment of people to
positions.
The overall implication of examination malpractices leads to
placing the national economy into danger, increase in crime, poor
education, poor health care and general underdevelopment of the
nation.
Summary of the Study
The study was carried out to investigate assessment of the
implementation of government measures for controlling examination
malpractices in Ebonyi State secondary schools. The study made use of
a descriptive survey research design. The population comprised
principals and teachers in Ebonyi State public secondary schools. The
sample size for the study was 600 respondents, comprising of the entire
population of the principals and 396 teachers selected using simple
random sampling technique. A researcher-developed questionnaire was
the instrument for data collection. Three experts validated the instrument
while cronbach alpha reliability method was employed to obtain the
internal consistency estimate of the instrument. Four research questions
and four hypotheses, tested at 0.05 level of significant guided the study.
Mean and standard deviation were used to provide answer to the
81
research questions while t-test statistic was adopted to test the four
hypotheses.
A review of literature and empirical studies was conducted to
provide the researcher with the theoretical base for the study. A-25 item
questionnaire on the assessment of the implementation of government
measures for controlling examination malpractices was used to get
information from the respondents. The items were rated on four point
scale. The following findings were made. That court trials of officials
caught aiding malpractices, principals and teachers to loose their jobs,
ten years ban for schools and universities to reject students blacklisted
for examination malpractices are to a great extent effective measures for
controlling examination malpractices. Recruitment of job seekers to be
based on knowledge and experience, forfeiting of retirement benefits by
officials involved in malpractices and with holding as well as cancellation
of candidates papers are also important measures by the government
for controlling examination malpractices in the schools. That giving
prizes to students who performed excellently in examination by the
school authority will to a very great extent reduce the incidence of
examination malpractices in the schools. Inculcation of reading culture,
recognition of parents and guardians whose children exhibited
outstanding discipline are effective motivational measures for controlling
malpractices by the government.
82
Other motivational measures include recognition and rewarding of
officials and security agents that put up outstanding services and public
orientation by school administrators to candidates on the effects of
adequate preparation for examinations as well as ensuring good
examination environment and proper conduct during examinations.
Appointment of seasoned and experienced staff as supervisors, proper
spacing in the hall as well as controlling the movement of both
candidates and officials in the examination halls are adequate
supervisory measures for controlling malpractices. Other supervisory
measures are providing conveniences, netting examination hall windows
and subject teachers not being allowed to supervise their subjects are
also effective. The finding also identified handing over schools to the
missions as a very effective religious measure for controlling
examination malpractices among others.
Recommendation
Based on the findings of the study, the following recommendations are
made.
1.
All officials of the examination bodies, principals and teachers
and other security agents found guilty of perpetuating
examination malpractices to forfeit their retirement benefits.
83
2.
Universities not only to reject admission to black listed schools
for examination malpractices but to carry out periodic screening
exercise to eject those found wanting academically to leave.
3.
Government to consider as a matter of urgency the issue of
hand over of schools to the missions.
4.
Schools to ensure adequate hall accommodation to enhance
proper examination environment.
5.
Seminars and workshops to be organized on regular basis to
educate both the parents, teachers and students on the evil
effects of examination malpractices to the society.
Suggestion for further study
Based on the findings, the following is suggested for further study.
1.
An assessment of practical performance as an alternative
method for award of certificates by schools.
84
1.
Appointment of examination officials and supervisors to be based
on people who are independent and have no rested interest in the
examination center.
2.
Court trials of those found aiding, indulging in examination
malpractices to be fully implemented and those found guilty to face
the music.
3.
All officials of the examination bodies, principals and teachers and
other security agents found guilty of perpetuating examination
malpractices to forfeit their retirement benefits.
4.
Universities not only to reject admission to black listed schools for
examination malpractices but to carry out periodic screening
exercise to eject those found wanting academically to leave
among others.
85
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APPENDIX I
Department of Education Foundation
University of Nigeria,
Nsukka.
20th March, 2009.
Dear Sir/Madam,
Questionnaire on examination malpractices control measure
assessment scale (EMCMAS).
I am a postgraduate student of the above institution, conducting a
research on the above topic. This is to seek for your permission to
enable me distribute my questionnaire (copy attached) to your
teachers/students for completion, to enable me carry out this research
successfully.
Thanks for your anticipated co-operation.
I am,
Yours Sincerely,
NWOKORA BONIFACE I
Reg.No: PG/M.ED/07/48016
89
APPENDIX II
Questionnaire
Personal information of Respondents.
Kindly tick ( √ )
in the appropriate space that provides your
response to each of the items.
Status:
Principal
Teacher
Name of school ……………………………………………………………….
90
Cluster A: The extend to which government measures control
examination malpractices?
S/N
1
ITEMS
VGE
Court trials of those officials caught aiding
examination malpractices
2
Principals and teachers found aiding and
abetting examination malpractices to loose
their job.
3
Ten years disciplinary ban for schools
found guilty of continuous examination
malpractices
4
Universities
schools
to
reject
blacklisted
students
for
from
examination
malpractices
5
Recruitment of job seekers to be based on
knowledge and practical experience
6
Officials of the examining bodies involved
in examination malpractices to forfeit their
retirement benefits.
7
Withholding and cancellation of candidates
papers.
GE
LE
VSE
91
Cluster B: The extent to which government motivational measures for
controlling examination malpractices?
S/N
8
ITEMS
VGE
GE
LE
VSE
Giving prizes to students who performed
excellently in every examination by the
school authority
9
Reading culture to be revisited
10
Parents/Guidance whose children exhibited
outstanding discipline/performances to be
recognized by the state Government.
Examination officials and security agents that
showed outstanding service during and after
examination to be recognized and reinforced
by the state.
Public orientation by school demonstrators to
candidates on the effects of readiness hard
work and exercises for examination.
Good examination environment and proper
conduct.
11
12
13
Cluster C: To what extent do government supervisory measures control
examination malpractices?
S/N
ITEMS
14
Seasoned and experienced staff to be
appointed supervisors
Spacing out students in the examination hall
15
16
17
18
19
Prevention of loitering by candidates and
officials
Provide conveniences in the examination
halls.
Netting the examination windows
Each subject teacher not to supervise his
subject during examination.
VGE GE LE
VSE
92
Cluster D: To what extent do religious measures control examination
malpractices?
S/N
ITEM
VGE GE
20
Mission workers to be made supervisors.
21
22
Examination ethics to be part of church
programmes.
Take over of schools by missions.
23
Examination seminars and conferences to be
taken serious.
24
Media
programme
on
examination
malpractices and its effect spear headed by
clergies
25
School Rallies to be reinforced by religious
bodies
LE VSE
93
Some of the schools in Ebonyi State
1)
Nwodo Boys Secondary School, Abakaliki
2)
Presco High School Abakakaliki
3)
Girls Secondary School Abakaliki
4)
Government Secondary School Afikpo
5)
Ohaisu community Secondary School Ohaisu
6)
Comprehensive Secondary School Afikpo
7)
Government Secondary School Iwo-Afikpo
8)
Girls Secondary School Afikpo
9)
Afikpo Boys Secondary School Afikpo
10)
Ezza High School, Ezza
11)
Ezza High School Amudu
12)
Community Secondary School Onueke
13)
Eziulo Boys secondary School Eziulo
14)
Model Comprehensive Secondary School Ndufu-Alike
15)
Community Secondary School Ndufu-Alike
94
16)
Community Secondary School Ekumenyi
17)
Boys High School Iboko
18)
Federal Government College Okposhi
19)
Comprehensive Secondary school Akaeze.
20)
Girls Secondary school Ezzamgbo
21)
Community Secondary School Eboiaji
22)
Community Secondary School Ohatekwe
23)
Enyibichiri High School Enyibichiri
24)
Comprehensive High School Onicha
25)
Ivo High School Ivo