1.0 Introduction
1.1 Background of the Study
Examination malpractice has become one of the most significant challenges facing educational systems globally, particularly in developing nations such as Nigeria. Examination malpractice refers to any deliberate wrongdoing that contravenes the rules governing the conduct of exams, with the aim of obtaining undue advantage. This unethical behavior has been prevalent in secondary schools, where students resort to various methods of cheating, such as copying from one another, bringing unauthorized materials into the examination hall, and even bribing invigilators to look the other way (Nwana, 2020). The increase in the number of students engaging in examination malpractice has raised serious concerns about the integrity of the educational process and the quality of graduates being produced.
In Nigeria, examination malpractice became more visible in the 1970s when secondary schools and tertiary institutions experienced a surge in enrollment, leading to intense competition for limited spots in higher education. As the pressure to excel academically grew, so did students' inclination to engage in unethical practices during exams (Oluyemi, 2019). This period saw the emergence of various forms of examination malpractice, such as impersonation, leakage of exam papers, and the use of "expo" (unauthorized aids). The practice became so widespread that it threatened the credibility of national examinations, such as the West African Senior School Certificate Examination (WASSCE), prompting educational authorities to establish measures aimed at curbing the menace.
The situation worsened in the 1980s and 1990s, when Nigeria’s educational sector faced severe challenges, including underfunding, poor infrastructure, and overcrowded classrooms. These issues contributed to a decline in the quality of education and an increase in examination malpractice. Many students felt that cheating was the only way to succeed in a system that offered them inadequate preparation and resources (Adesina, 2020). This era also witnessed the involvement of some school authorities and teachers in aiding and abetting examination malpractice, with cases of exam papers being leaked or sold to students prior to examinations.
In recent years, technological advancements have added new dimensions to the problem of examination malpractice. The proliferation of mobile phones and access to the internet has made it easier for students to cheat during exams. Modern forms of malpractice now include the use of social media platforms to share exam answers, the use of hidden devices to communicate during exams, and accessing online materials in real-time (Ogunleye, 2020). While the Nigerian government and educational bodies have implemented several measures, such as the introduction of biometric verification, closed-circuit television (CCTV) monitoring, and stricter penalties for offenders, examination malpractice remains a persistent challenge. Several factors have been identified as promoting examination malpractice in secondary schools. Among them is the immense pressure on students to perform well academically. In a competitive academic environment, students are often pushed to attain high grades by any means necessary in order to secure admission into tertiary institutions or to avoid the stigma associated with failure.
According to Oduwole (2019), students who are not adequately prepared for examinations are more likely to engage in malpractice as a means of compensating for their lack of preparation. Moreover, the societal emphasis on academic success as the sole determinant of future success has compounded the problem, leading students to engage in dishonest practices to achieve their goals (Oduwole, 2019). In addition to academic pressure, the role of peer influence cannot be overlooked. Peer pressure has been noted as a significant factor that encourages students to participate in examination malpractice. Many students tend to emulate their peers who cheat, believing that such behavior is a norm. Those who refrain from engaging in malpractice may even be ridiculed by their peers for not taking advantage of “easy opportunities” (Adeniran, 2021). Furthermore, the use of technology, such as mobile phones and the internet, has facilitated the spread of examination malpractice. Students have been known to use their phones to access answers during examinations or collaborate through social media platforms, further exacerbating the issue (Okeke, 2018).
The school environment and inadequate supervision during exams also contribute to the prevalence of malpractice. In some cases, invigilators are either not vigilant enough or are complicit in the act, allowing students to engage in malpractice without fear of consequences (Bello, 2020). This lack of proper monitoring creates an atmosphere where cheating is seen as acceptable behavior. Moreover, economic challenges and poor parental supervision have been identified as contributing factors. Parents who place excessive pressure on their children to succeed academically may indirectly encourage examination malpractice, while those who are uninvolved in their children's education may fail to instill the right values (Eze & Nwosu, 2021). Examination malpractice has far-reaching consequences on both the individual and societal levels. It undermines the credibility of the educational system, produces half-baked graduates, and leads to the erosion of moral values. If left unchecked, the integrity of the educational system will continue to decline, with serious implications for national development. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Factors Promoting Examination Malpractice among Secondary School Students.
1.2 Statement of Problems
Investigation revealed that the students are under immense pressure from parents, teachers, and society to achieve high grades, regardless of their actual academic abilities. This pressure is leading many students to resort to unethical practices during examinations as a means to meet these expectations (Adeniran, 2020). The high stakes associated with passing standardized examinations, which determine progression to higher levels of education, is a driving factor behind this problem.
Another issue is the role of technology in facilitating examination malpractice. The widespread use of mobile phones and access to the internet during exams is making it easier for students to engage in various forms of cheating. This includes sharing exam answers through social media, using hidden devices to communicate, or accessing online resources during tests (Okeke, 2018).
Peer influence is also contributing to the prevalence of examination malpractice. Many students engage in malpractice because they see their peers doing so without facing significant consequences. This normalization of cheating behavior among students is reinforcing the idea that malpractice is an acceptable strategy for academic success (Oduwole, 2019). In some cases, those who refuse to cheat are ostracized or ridiculed by their peers, further encouraging participation in unethical behavior.
The lack of proper supervision and enforcement of examination regulations is exacerbating the problem. In many schools, invigilators are either not vigilant enough or are complicit in the malpractice, allowing students to engage in cheating without fear of being caught (Bello, 2020). This lack of accountability is creating an environment where examination malpractice is allowed to flourish, undermining the efforts of educational authorities to uphold the integrity of the examination process. It is against the backdrop that this study seeks to address these problems by assessing the factors promoting examination malpractice among secondary school students.
1.3 Aim and Objectives of Study
The aim of the study is to examine the factors promoting examination malpractice among secondary school students. In achieving this aim, the following specific objectives were laid out as follows to:
- Identify the key factors contributing to examination malpractice among secondary school students.
- Examine the role of academic pressure, peer influence, and societal expectations in promoting examination malpractice.
- Investigate the impact of technological advancements, such as the use of mobile phones and the internet, on examination malpractice.
- Assess the influence of school supervision and invigilator vigilance on the occurrence of examination malpractice.
- Explore the role of parental involvement and socioeconomic status in contributing to examination malpractice.
- Provide recommendations for addressing the root causes of examination malpractice to improve academic integrity.
1.4 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:
- Are there key factors that contribute to examination malpractice among secondary school students?
- How does academic pressure influence students’ engagement in examination malpractice?
- What role does peer influence play in promoting examination malpractice among secondary school students?
- How has the use of technology, such as mobile phones and the internet, facilitated examination malpractice?
- To what extent does inadequate school supervision and invigilator vigilance contribute to examination malpractice?
- How do parental involvement and socioeconomic status influence the prevalence of examination malpractice among students?
1.5 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.
- H01: There is a significant relationship between academic pressure and examination malpractice among secondary school students.
- H02: Peer influence significantly promotes examination malpractice among secondary school students.
- H03: The use of technology, such as mobile phones and the internet, has a significant effect on the occurrence of examination malpractice.
- H04: Parental involvement and socioeconomic status have a significant impact on students' involvement in examination malpractice.
1.6 Significance of Study
The findings of this study will help schools improve their examination procedures and supervision techniques, reducing the opportunities for students to engage in malpractice. It will also offer insights into how technological advancements, such as mobile phones and the internet, are influencing students’ behavior during exams, and propose ways to mitigate these risks.
Furthermore, the findings will be beneficial to educators, policymakers, parents, and students by offering insights into how to mitigate the problem. It will contribute to the body of knowledge in the field of education and help in the formulation of effective policies aimed at reducing the incidence of examination malpractice.
1.7 Scope of Study
The scope of the research is focused on the factors promoting examination malpractice among secondary school students in Ikpoba Okha Local Government Area of Edo State.
1.8 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:
- Delays from respondents in returning completed questionnaires or participating in interviews affected the study's timeline. Such delays extended the research period and potentially reduced the sample size and diversity of responses.
- Financial constraints also limited the scope of the study. The budgetary limitations affected the extent of data collection, including the ability to travel to various locations and employ additional research assistants.
- Time constraints further impacted the study, restricting the depth of analysis and the comprehensiveness of the investigation. The limited timeframe affected the ability to conduct follow-up interviews and extended data validation processes, influencing the overall quality and completeness of the research findings.
1.9 Definition of Terms
Examination Malpractice:
Examination malpractice refers to any form of cheating or dishonesty that occurs during the examination process. It includes actions such as using unauthorized materials, copying from other students, and bribing invigilators to overlook cheating (Ogundele, 2019). This unethical behavior undermines the integrity of academic assessments and affects the overall quality of education.
Academic Pressure:
Academic pressure is the stress and expectations placed on students to achieve high grades and excel academically. This pressure often comes from various sources, including parents, teachers, and society. The desire to meet these expectations can drive students to engage in examination malpractice as a means to avoid failure (Adeniran, 2020).
Peer Influence:
Peer influence is the effect that peers or classmates have on an individual's behavior and decisions. in the context of examination malpractice, peer influence involves students adopting unethical practices because they see others doing so or because they feel pressured to conform to the behaviors of their peers (Oduwole, 2019).
Technological Advancements:
Technological advancements refer to the development and use of new technologies, such as mobile phones and the internet, that impact various aspects of life, including education. In relation to examination malpractice, technological advancements have facilitated new forms of cheating, such as accessing unauthorized information during exams (Okeke, 2018).
School Supervision:
School supervision involves the oversight and monitoring of the examination process by teachers and invigilators to ensure that it is conducted fairly and according to established rules. Inadequate supervision can contribute to higher rates of examination malpractice, as it may allow students to cheat without detection (Bello, 2020).
