COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The examination process makes a difference in the realization of educational goals all over the world, according to Nwadiani (2005), who stated that “the aims of national educational systems and indeed national progress seem like mirages if examination ethics is not supported and implemented.” Exams are one of the most common ways to analyze and evaluate students’ abilities, knowledge, and attitudes in both broad and particular areas of examination. “Examinations remain the finest instrument for an objective assessment and evaluation of what learners have acquired after a time of learning,” according to Olatunbosun (2009). As a result, any action that jeopardizes exams puts the validity and trustworthiness of examination findings and certification at risk. According to Nwadiani, the examination procedure in Nigerian secondary schools has devolved into a “current embarrassment” (2005). This is, of course, attributable to the chronic occurrence of examination malpractice in the school system. Examination malpractice is defined as an act of omission or commission by a person who, in advance of, during, or after any examination, fraudulently secures any unfair advantage for himself or another person 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). Examination malpractice, according to Onah (2010), is any action taken by an examination candidate that is likely to invalidate the assessment. In Nigeria, there is a long history of examination malpractice. It dates from the colonial period. According to Kpangban (2008), the first instance of examination malpractice in Nigeria occurred in 1914, when a question paper from the Senior Cambridge examination was leaked. Since then, there has been a lengthy history of examination malpractice in the country. However, according to Amoo (2011), examination malpractice existed in the early years in minor and unsophisticated forms, but grew more widespread starting in the 1970s. It should be remembered that examination malpractice was not restricted to final tests administered by public examination organizations in the recent past. It happens in school assessments and is carried over to external tests, particularly those held for credentials or admittance (Onuka, 2002). Examination malpractice is commonplace everywhere, and each examination season sees the rise of new and innovative methods of cheating. Examination malpractice is at an alarming rate in Nigeria’s secondary schools and other levels of education, as evidenced through public tests such as the Senior School Certificate examination (SSCE). As a result, Oneychere (2004) observed that cheating in both internal and external tests is nearly normal. The uproar about examination malpractice at all levels of the Nigerian educational system is nothing more than a reflection of the society’s deteriorating value system. Nigerian society is one that values mediocrity and considers cheating to be wise. The public is uninterested in learning how an individual achieves success. What matters is that you succeed. Indeed, in Nigeria, the objective justifies the means rather than the other way around. Examination malpractice is, in reality, a manifestation of societal wrongdoings and corruption (Onuka, 2006). Students cheat from elementary to tertiary institutions to go from one level of education to another. Politicians use rigging during elections and enjoy enviable political positions, while students cheat from primary to tertiary institutions to move from one level of education to another. Various types of wrongdoing occur in and around examination centers in order to gain unfair advantage of the procedure and achieve “success.” To make matters worse, business centers inside or surrounding schools, parents, instructors, school directors, and examination officials all conspire with pupils to commit this fraud. For example, during the Joint Admission and Matriculation Board (JAMB) examination, it is normal to witness up to 5000 people in a 500-person examination center (Jaiya, 2004). Other people who aren’t taking the exam swarm the location to provide assistance to those who are. It is more difficult to counteract when two or more of these agents work together. Due to the influence of collaboration, even the penalties established in Act 33 of the 1999 constitution, which range from the annulment of results to a 21-year prison sentence, have failed to produce any major change from the cheating culture (Oduwaiye, 2014). Because of the aforementioned examination issues, the researcher has decided to conduct this study on reducing examination malpractice in Nigeria in order to create a better and more sane society.
1.2 STATEMENT OF THE PROBLEM
Exam malpractice clearly gives the perpetrators of the crime an unfair advantage or an unjustified grade; nonetheless, examination malpractice can be done not only by candidates, but also by other authorities assigned with examination administration obligations (Nnam, 2011). Examination malpractice has undoubtedly been a social problem for decades, but the frequency and method with which it is presently performed raises major concerns. There is almost no examination everywhere at all levels and beyond the official educational system that there is no one sort of criminal practice or another, because the prevalence of this crime has become so pervasive (Inah, 2013). Examination malpractices are now very common in the Nigerian educational sector, and every examination season sees the emergence of new and ingenious ways of cheating. This research, on the other hand, will look into the causes and propose solutions on how to curb examination malpractice in Nigeria for a more sane society.
1.3 OBJECTIVE OF THE STUDY
The primary goal of this research is to determine the causes and effects of examination malpractice in Nigeria, as well as to provide solutions for reducing examination malpractice in Nigeria. More specifically, this study will:
i. explore the causes of examination malpractice in Nigeria.
ii. Determine the impact of examination malpractice on society and the image of Nigeria’s educational system in the international community.
iii. Consider the societal impact of reducing examination malpractice.
1.4 RESEARCH QUESTION
i. What are the causes of examination malpractice in Nigeria?
ii. What are the impacts of examination malpractice on society and the image of Nigeria’s educational system in the international community?
iii. What are the societal impacts of reducing examination malpractice?
1.5 SIGNIFICANCE OF THE STUDY
This study’s findings will expose teachers, parents, ministries of education, and other stakeholders involved in developing and implementing educational policy in Nigeria to various ideas and methods that students use to engage in various examination malpractice. Additionally, the findings in this study will serve as a starting point for other researchers who will conduct similar research. All school administrators at the tertiary level would be forced to recognize and correct examination malpractices. The study’s findings will, to some extent, uncover some of the hidden ways of examination malpractice. The study will also inform students who engage in the practice of the negative consequences and possible punishments for offenders. Finally, this research will offer some real-world solutions for preventing examination malpractice in Nigeria, as well as the impact of preventing malpractice on Nigerian society.
1.6 SCOPE OF THE STUDY
Through secondary data collection, this research project will study associated concepts and literatures on examination malpractice and how to prevent it in Nigeria.
1.7 DEFINITION OF TERMS
Malpractice:improper, illegal, or negligent professional behaviour.
Examination:a detailed inspection or study.
Antidote: a medicine taken or given to counteract a particular poison.