EXAMINING MALPRACTICE; THE ANTIDOTE FOR A SANE SOCIETY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
According to Nwadiani (2005), the examination process makes a difference in the realization of educational goals all over the world, stating that “the aims of national educational systems and indeed national progress appear to be mirages if examination ethics is not supported and implemented.” Exams are one of the most common methods for analyzing and evaluating students’ abilities, knowledge, and attitudes in both broad and specific areas of study. “Examinations remain the best instrument for objectively assessing and evaluating what learners have learned after a period of learning,” Olatunbosun says (2009). As a result, any action that jeopardizes exams jeopardizes the validity and dependability of examination findings and certification. The examination procedure in Nigerian secondary schools, according to Nwadiani, has changed. became a “current embarrassment” (2005). This is, of course, due to the prevalence of examination malpractice in the school system. Examination malpractice is defined as an act of omission or commission by a person who fraudulently secures any unfair advantage for himself or another person in advance of, during, or after any examination in a manner that violates the rules and regulations to the point of jeopardizing the validity, reliability, authenticity, and, ultimately, the integrity of the certificates issued (FRN, 1999:1). According to Onah (2010), examination malpractice is any action taken by an examination candidate that is likely to invalidate the assessment. Examination malpractice has a long history in Nigeria. It is from the colonial era. Kpangban (2008) claims that the The first instance of examination malpractice in Nigeria occurred in 1914, when a Senior Cambridge examination question paper was leaked. Since then, the country has had a long history of examination malpractice. Examination malpractice, according to Amoo (2011), existed in the early years in minor and unsophisticated forms, but became more widespread beginning in the 1970s. It should be remembered that in the recent past, examination malpractice was not limited to final tests administered by public examination organizations. It occurs in school assessments and spreads to external tests, particularly those administered for credentials or admission (Onuka, 2002). Examination malpractice is commonplace everywhere, and with each examination season, new and innovative methods of cheating emerge. Examinee malpractice exists. Secondary schools and other levels of education in Nigeria are failing at an alarming rate, as evidenced by public tests such as the Senior School Certificate examination (SSCE). As a result, according to Oneychere (2004), cheating in both internal and external tests is nearly normal. The uproar over examination malpractice at all levels of the Nigerian educational system reflects the society’s deteriorating value system. Nigerian society values mediocrity and considers cheating to be prudent. The general public is uninterested in learning how someone achieves success. What is important is that you succeed. Indeed, in Nigeria, the end justifies the means, not the other way around. Examination malpractice is a manifestation of societal wrongdoings and corruption (Onuka, 2004). Students cheat from elementary to tertiary institutions to advance in their education. Politicians use election rigging to gain enviable political positions, while students cheat their way from primary to tertiary institutions to advance from one level of education to the next. In and around examination centers, various types of wrongdoing occur in order to gain an unfair advantage of the procedure and achieve “success.” To make matters worse, business centers within or near schools, parents, teachers, school directors, and examination officials all work together with students to commit this fraud. For example, it is common to see up to 5000 people in a 500-person examination center during the Joint Admission and Matriculation Board (JAMB) examination (Jaiya, 2004). Others who aren’t taking the exam swarm in.
the location to assist those who are in need. When two or more of these agents collaborate, it becomes more difficult to counteract. Because of the influence of collaboration, even the penalties established in Act 33 of the 1999 constitution, which range from results annulment to a 21-year prison sentence, have failed to produce any significant change from the cheating culture (Oduwaiye, 2014). Because of the aforementioned examination issues, the researcher has decided to carry out this research on reducing examination malpractice in Nigeria in order to create a better and more sane society.
1.2 THE PROBLEM’S STATEMENT
Exam malpractice clearly provides the perpetrators of the crime with an unfair advantage or an unjustified grade; however, examination malpractice can be committed not only by students. by candidates, but also by other authorities tasked with administering examinations (Nnam, 2011). Exam malpractice has undoubtedly been a social issue for decades, but the frequency and method with which it is currently carried out raise serious concerns. Because the prevalence of this crime has become so pervasive, there is almost no examination everywhere at all levels and beyond the official educational system that there is no one type of criminal practice or another (Inah, 2013). Examination malpractices are now very common in the Nigerian educational sector, with each examination season bringing the emergence of new and inventive methods of cheating. This study, on the other hand, will investigate the causes and propose solutions for reducing examination malpractice in Nigeria.
A more rational society.
1.3 THE STUDY’S OBJECTIVE
The primary goal of this study is to identify the causes and consequences of examination malpractice in Nigeria, as well as to offer solutions for reducing examination malpractice in Nigeria. This research will specifically:
i. investigate the root causes of examination malpractice in Nigeria.
ii. Determine the impact of examination malpractice on society and the international image of Nigeria’s educational system.
Consider the societal impact of decreasing exam malpractice.
1.4 QUESTION FOR RESEARCH
i. What factors contribute to examination malpractice in Nigeria?
ii. What are the effects of examination malpractice on society and the international image of Nigeria’s educational system?
iii. What are the societal consequences of reducing exam malpractice?
1.5 THE STUDY’S SIGNIFICANCE
The findings of this study will expose teachers, parents, education ministries, and other stakeholders involved in developing and implementing educational policy in Nigeria to various ideas and methods that students use to engage in examination malpractice. Furthermore, the findings of this study will serve as a starting point for future researchers conducting similar research. All tertiary school administrators would be required to identify and correct examination malpractice. The findings of the study will, to some extent, reveal some of the hidden ways of examination malpractice. The research will also inform students who participate in the practice of the negative consequences and potential punishments for offenders. Finally, this study will provide some practical solutions for preventing examination malpractice.
in Nigeria, as well as the impact of malpractice prevention on Nigerian society.
1.6 THE STUDY’S OBJECTIVE
This research project will study related concepts and literatures on examination malpractice and how to prevent it in Nigeria using secondary data collection.
1.7 TERMS AND CONDITIONS
Malpractice is defined as inappropriate, illegal, or negligent professional behavior.
An examination is a thorough inspection or study.
An antidote is a medicine that is taken or given to counteract a specific poison.
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