Causes and Consequences of Examination Malpractice among Senior Secondary School Students in Eti-Osa L.G.A. of Lagos State, Nigeria

Ifeoma P Okafor

doi:10.29173/cjfy29603

Abstract

This study investigated the causes and consequences of examination malpractice among senior secondary school students in Eti-Osa Local Government Area of Lagos State, Nigeria. A descriptive survey research method was used for the study as was a simple random sampling technique to select 540 students from twenty selected secondary schools that supplied information to the questionnaire tagged Causes and Consequences of Examination Malpractice Questionnaire (CCEMQ). The instrument was validated by experts in the Department of Social Sciences Education of University of Ilorin. The reliability of the instrument was determined using test re-test method. A reliability coefficient of 0.74 was obtained. The instrument was analysed using percentages and t-test statistics were used to test the hypotheses at a 0.05 level of significance. The findings of the study revealed that the major cause of examination malpractice was sexual harassment by teachers and the main consequence of examination malpractice was that it deprived innocent students’ the opportunity for admission. Findings also revealed that there was no significant difference in the causes of examination malpractice based on gender and age. Based on the results, the researcher recommended that sound educational policy should be put in place with the de-emphasis on the supremacy of certificates over skills and professional competence. There should be improvement in the delivery of instruction especially from the foundational level to the secondary level. Also, stakeholders should stop leap services to examination malpractice.

Highlights

An examination is the main yardstick used for the measurement of a learner’s achievement
The findings of this study revealed that the major causes of examination malpractice in secondary school in Eti-Osa Local Government Area of Lagos State was sexual harassment by teachers
This finding supports that of Oko and Adie (2016) who in their studies reported that an array of factors were responsible for examination malpractice in Nigeria which included what most respondents called the “wrong value system which leads to serious quests for certification instead of knowledge and skills”, These factors included laziness, a lack of preparation or inadequate preparation for the examination, a lack of self-confidence, poor school facilities, poor invigilation, and weak parental factors

Summary

Introduction

An examination is the main yardstick used for the measurement of a learner’s achievement. Examinations are used to choose those who intend to enter into government services, state schools, and some other educational institutions. The bodies for these examinations are the West African Examinations Council (WAEC), the National Examinations Council (NECO), the Joint Admissions and Matriculation Board (JAMB), and the National Business and Technical Education Board (NABTEB). Public examinations are different from school examinations, which are more or less internal or school-based, in which case the teachers, are directly involved in the assessment of their students. School-based examinations include continuous assessment, terminal, and promotion examinations

Methods

Results

Conclusion