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The Anatomy of Examination Fraud

The Anatomy of Examination Fraud

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DEDICATION

This research material, titled “The Anatomy of Examination Fraud” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on The Anatomy of Examination Fraud provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE: Introduction

  • 1.1 Background to the study
  • 1.2 Statement of the problem
  • 1.3 Purpose of the study
  • 1.4 Objectives of the Study
  • 1.5 Research Questions
  • 1.6 Significance of the study
  • 1.7 Scope of the study
  • 1.8 Organization of study

CHAPTER TWO: Review of Related Literature

  • 2.1 Preamble
  • 2.2 The concept of examination and examination fraud
  • 2.3 Definition of examination fraud
  • 2.3.1 Different faces of examination frauds
  • 2.3.2 Forms of examination fraud
  • 2.4 History of examination frauds
  • 2.5 Possible causes of examination frauds in schools
  • 2.6 Attitude of secondary school students towards examination frauds
  • 2.7 Consequences of examination frauds in schools
  • 2.8 Remedial approaches to malpractices in secondary schools

CHAPTER THREE: Research Methodology

  • 3.1 Research design
  • 3.2 Sources of data
  • 3.4 Sampling
  • 3.5 Reliability
  • 3.6 Validity
  • 3.7 Method of Data Collection
  • 3.8 Method of Data Analysis
  • 3.9 Ethical consideration

CHAPTER FOUR: Results and Discussion

  • 4.1 Results
  • 4.2 Discussion

CHAPTER FIVE: Conclusion and Recommendation

  • 5.1 Conclusion
  • 5.2 Recommendations

REFERENCES


ABSTRACT

This study sought to assess The Anatomy of Examination Fraud among University students and staff in Higher Education institutions in Nigeria. The study used the qualitative research methodology. Participants were drawn from four (4) Higher Education institutions.

The researcher used a structured questionnaire and group interviews for data generation. The study revealed that examination malpractice and fraud is caused by fear of failure and inadequate preparation for examinations, shortage of learning and teaching resources among other factors. It was observed that the major types of examination malpractice and fraud being perpetuated in Higher Education institutions are possession of ‘unauthorised materials' during examinations, copying from each other in the examination rooms.

The research further revealed that examination malpractice and fraud leads to lack of confidence in Higher Educational qualifications, results in unqualified graduates, discourages hard work and lowers the standard of Nigerian education.

The research recommended that relevant legislation be crafted and enforced and that guidance and counseling services be adequately provided to minimize the incidence of examination malpractice and fraud. Lecturers should teach their students the necessary reading skills to enable them to develop good reading habits in preparation for examinations. Management of Higher education institutions should endeavour to secure large halls to be used as venues for writing examinations.


The Anatomy of Examination Fraud

CHAPTER ONE

1.0 Introduction

1.1 Background to the Study

According to Onyechere (1996), “examination is a formal test of a student's knowledge, skills or ability in a particular subject especially by means of oral or written questions or practical exercises”. Liman, (1996) defines examination as a means of testing a student's knowledge and competence. Higher Education institutions in Nigeria consider examinations in determining whether or not a student can proceed to the following semester or year or qualify to graduate. Examination is therefore indeed pivotal as an indicator of the success or failure of higher education and still remains the best tool for an objective assessment and evaluation of what learners have achieved after a period of attending tutorial sessions, writing of assignments and other scholarly work.

Examination fraud has some social and psychological dimensions, which the counselor should address with holistic intervention. Good grades in any examination are gateways to further education and entry into the world of work. But if the value systems of our youths are well constructed, the examination ethics should be adhered to. According to Omoluabi (1993) and Uzoka (1993), our value system has broken down completely and so adults and youths alike act without moral scruples. The general emphasis in our society today is on materialism, bribery, corruption, cultism, sexual promiscuity, fraud, violence, certificate racketeering and a host of other social vices. Aina (1996) succinctly stated that, ethics and integrity are the solution to all the examination ills.

Hence, the social, political and economic structure of this nation is dependent on the promotion of examination ethics; and that hard work is a virtue which once cultivated takes one through life and forms the foundation for an enduring success. Alutu (2002) in a seminar to Secondary School students in Benin City on academic excellence drew students' attention to the 3p's –praying, planning and persistent hard work– to academic excellence. The students who were mainly from a Christian community were made to know that praying to God for success without matching it with good study plans and use of time and persistent hard work will not lead them to achieve the goal of academic excellence.

The level of students' involvement in examination malpractice in higher Education has become increasingly worrying, problematic and threatening to the well-being of Nigerian educational system (Sigauke 2004). The leakage of question papers, reckless impersonation in the examination centres, desperation of school proprietors, bribing examination officials, parents buying leaked papers in advance for their children before the commencement of the examinations are some of the major forms of examination malpractice and fraud as observed by Sigauke (2004).

Examination malpractice and fraud should not be taken for granted if academic institutions want to pursue best practices in examination management, (Nwahunanya 2004). Such occurrences ultimately damage public confidence in the validity and legitimacy of the examinations and results.

Liman, (1996) notes that ethical standards for examinations are being compromised and this again has become a cause for concern among stakeholders in the education sector throughout the whole world.

In the past, measures have been taken to determine the causes of examination malpractice and fraud and some strategies have been developed in a bid to curb the problem, but new examination malpractices and fraud continue to surface, (Ugwu 2008). Possible solutions to this problem remain a challenge to the integrity of the Higher Education examinations system in Nigeria and elsewhere.

1.2 Statement of the Problem

Examination malpractice and fraud undermine the integrity and credibility of the institutions of higher Education. Examination malpractice and fraud also poses the greatest risk to the learner assessment system. It is therefore imperative that higher education institutions should create innovative mechanisms to prevent, unearth, and counter unethical and illegal behaviour in examination management.

1.3 Purpose of the Study

This study sought to assess the perceptions of University students and staff on examination malpractice and fraud in Higher Education institutions.

1.4 Objectives of the Study

The study was guided by the following objectives:

  1. To document the prevalence of examination malpractice and fraud in Higher Education.
  2. To identify factors which cause examination malpractice and fraud in Higher Education?
  3. To document the effectiveness of existing measures to curb examination malpractice and fraud in Higher Education.
  4. To recommend other measures to be used by Higher Education institutions to curb examination malpractice and fraud.

1.5 Research Questions

The following research questions guided this study:

  1. How prevalent is examination malpractice and fraud in Higher Education institutions in Nigeria?
  2. What are the factors causing examination malpractice and fraud in Higher Education institutions?
  3. How effective are the current measures in curbing examination malpractice and fraud in Higher Education institutions?
  4. What other measures should be used to curb examination malpractice and fraud in Higher Education institutions?

1.6 Significance of the Study

This study will enable Management of Higher Education institutions in Nigeria to have a clearer understanding of the problem of examination malpractice and fraud and ways of minimising these problems.

This study will also enable Higher Education institutions to improve the validity, credibility and reliability of their qualifications and in this way stakeholders will have the confidence of employing graduates from Higher Education institutions in Nigeria.

1.7 Scope of the Study

This study investigates the anatomy of Examination Fraud. The study is therefore limited to higher education institutions in Nigeria.

1.8 Organization of Study

The study is divided into five chapters.

  1. Chapter one deals with the study's introduction and gives a background to the study.
  2. Chapter two reviews related and relevant literature.
  3. The chapter three gives the research methodology while
  4. The chapter four gives the study's analysis and interpretation of data.
  5. The study concludes with chapter five which deals on the summary, conclusion and recommendation.
…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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