1.1 Introduction
E-examinations, also referred to as electronic or digital examinations, are assessments conducted through digital platforms using computers, tablets, or other electronic devices, rather than traditional paper-based methods (Eze, 2021). This form of assessment involves the creation, administration, and evaluation of examination materials through software systems designed to ensure efficiency, security, and accuracy in the testing process. E-examinations are increasingly adopted worldwide as educational institutions seek to leverage technology to enhance learning, assessment, and academic integrity (Nwankwo, 2022).
In the context of the Nigerian school system, traditional examinations are often marred by widespread malpractice, which includes activities such as cheating, impersonation, leakage of question papers, and collusion among students and staff (Obi, 2018). Examination malpractice has serious implications, such as producing unqualified graduates, eroding public confidence in the education system, and negatively affecting national development (Adeyemi, 2019).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In Nigeria, the history of e-examinations is relatively recent and is closely linked to efforts to curb pervasive examination malpractice. Obi (2018) stated that the Nigerian education system has long faced challenges related to cheating, question paper leakage, impersonation, and collusion in traditional examinations. Adebayo and Usman (2019) reported that the first notable adoption of e-examinations in Nigerian tertiary institutions occurred in the early 2000s, primarily for internal tests and computer-based assessments in selected programs (Adebayo and Usman, 2019).
Over the years, e-examinations have gradually expanded to cover more comprehensive assessments, including end-of-semester examinations and professional certification tests. Nwankwo (2022) affirmed that institutions such as the University of Lagos, Covenant University, and the National Open University of Nigeria have successfully integrated e-examination systems to varying degrees (Nwankwo, 2022).
Examinations are fundamental tools for evaluating students' understanding, knowledge retention, and academic achievement in educational institutions. In Nigeria, the administration of examinations has traditionally relied on paper-based methods, which are often susceptible to malpractice such as cheating, leakage of question papers, impersonation, and collusion between students and examination officials (Obi, 2018). According to Adeyemi (2019), examination malpractice undermines the credibility of the education system and produces graduates whose qualifications do not reflect their true academic abilities. Owolabi (2020) reported that despite the implementation of strict supervision and sanctions, examination malpractices continue to persist at both secondary and tertiary levels, creating a pressing need for more secure and efficient methods of assessment.
The adoption of e-examinations has been promoted as a viable solution to curb these persistent challenges. E-examinations involve the use of digital platforms for administering, monitoring, and evaluating students' assessments. Adebayo and Usman (2019) asserted that e-examinations provide several advantages, including automated marking, secure delivery of questions, real-time monitoring, and the randomization of test items, all of which significantly reduce opportunities for malpractice. Similarly, Eze (2021) stated that the implementation of e-examinations enhances academic integrity by minimizing human interference in the evaluation process, thereby promoting fairness and reliability in results (Eze, 2021).
Nwankwo (2022) affirmed that the successful deployment of digital assessments requires adequate technological infrastructure, sufficient training for teachers and students, and the willingness of educational institutions to embrace innovative assessment methods (Nwankwo, 2022). The persistent issue of examination malpractice, combined with the growing demand for digital solutions in education, underscores the need to investigate the effectiveness of e-examinations in Nigeria. This study is set against the backdrop of understanding whether e-examinations are capable of promoting academic integrity, improving students' performance, and providing a sustainable approach to assessment in the Nigerian school system.
1.3 Statement of Problems
Investigation revealed that traditional paper-based examinations are increasingly plagued by issues of malpractice, including cheating, leakage of question papers, impersonation, and collusion among students and examination officials. Such practices undermine the credibility of the educational system and compromise the integrity of academic qualifications (Obi, 2018; Adeyemi, 2019).
Furthermore, e-examinations, which involve the use of digital platforms for assessment, are proposed as an innovative solution to mitigate these challenges. E-examinations offer advantages such as automated marking, secure question delivery, randomized questions, and enhanced monitoring capabilities, which are intended to reduce opportunities for malpractice (Eze, 2021; Nwankwo, 2022). It is against this backdrop that this study seeks to investigate the effectiveness of e-examinations in reducing malpractice in the Nigerian school system.
1.4 Aim and Objectives of Study
The aim of this study is to assess how e-examinations contribute to the reduction of examination malpractice in Nigerian schools.
The specific objectives of the study are to:
- Examine the impact of e-examinations on reducing traditional forms of examination malpractice such as cheating, impersonation, and leakage of question papers.
- Investigate the challenges associated with implementing e-examinations in Nigerian schools.
- Assess the perception of students and teachers towards the use of e-examinations.
- Determine the effectiveness of e-examinations in improving the reliability and integrity of academic assessment.
- Provide recommendations for enhancing the adoption and success of e-examinations in Nigeria.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How do e-examinations impact the occurrence of examination malpractice in Nigerian schools?
- What are the challenges faced by schools in implementing e-examinations?
- What are the perceptions of students and teachers towards e-examinations?
- How effective are e-examinations in ensuring reliable and credible academic assessments?
- What strategies can be implemented to improve the adoption and success of e-examinations in Nigeria?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: E-examinations do not significantly reduce examination malpractice in Nigerian schools.
- H1: E-examinations significantly reduce examination malpractice in Nigerian schools.
Hypothesis Two
- H0: The successful adoption of e-examinations is not influenced by adequate infrastructure and technological literacy.
- H1: The successful adoption of e-examinations is influenced by adequate infrastructure and technological literacy.
1.7 Significance of Study
The outcome from the findings of this research will hold significant relevance in the following ways:
- Students: The study will enhance awareness of the benefits of honest assessment and encourage genuine learning practices.
- Teachers: The study will provide guidance on effectively conducting and monitoring e-examinations.
- School Administrators: The study will inform decisions on investing in technological infrastructure for assessments.
- Policymakers and Examination Bodies: The study will offer evidence-based recommendations for policy development to curb malpractice.
- Researchers and Academics: The study will contribute to existing knowledge on digital assessments and provide a foundation for future research.
1.8 Scope of Study
The scope of this study is focused on the E-Examinations and Their Effectiveness in Reducing Malpractice in the Nigerian School System. The study will be limited to selected schools and institutions in Lagos State that have implemented e-examinations.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
E-Examinations: Refers to assessments conducted digitally using computers or online platforms to replace traditional paper-based tests (Eze, 2021). E-examinations are designed to reduce malpractice through secure and monitored testing environments.
Examination Malpractice: Activities such as cheating, question paper leakage, impersonation, and collusion that compromise the fairness and integrity of academic assessments (Obi, 2018).
Academic Integrity: The practice of honest and ethical behavior in educational settings, including adherence to rules during examinations (Adeyemi, 2019).
Digital Assessment: Evaluation methods that utilize technology for creating, delivering, and scoring examinations (Adebayo & Usman, 2019).
Technological Literacy: The knowledge and skills required to effectively use digital tools and platforms, essential for implementing e-examinations (Owolabi, 2020).
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