CAUSES AND SOLUTIONS OF EXAMINATION MALPRACTICE
CAUSES AND SOLUTIONS OF EXAMINATION MALPRACTICE
The goal of this research was to determine the causes and solutions to examination malpractice at Enugu State College of Education (Technical) Enugu.
The study posed five research questions, which are as follows:
1. the primary reasons of exam malpractice
2. Different types of examination misconduct
3. To what extent do parents, professors, and the examination body contribute to exam malpractice?
4. Examination malpractice consequences
5. Examination malpractice resolution
A review of the literature was also conducted, which provided the researchers with valuable insight into what had previously been done in the field and provided them with a solid framework.
The study's data was gathered from a sample of 180 respondents. The data collection instrument was a questionnaire with stratified items and a four-point response format.
The study's findings suggested that the causes of examination malpractice originated with parents, lecturers, and the examination body.
The researchers suggest that by providing trained professors and capable examination organisations in the state, this may be avoided.
1.1 Background Of The Study
According to Ejili and Anyanwu (2006), the term “education” is derived from the Latin phrases “Educare and educame.” Educare means to lead, to lead a learner from one level of knowledge to a higher level of information. “Educare” means “to bring up or rear,”
which refers to shaping a learner's intrinsic potentials. However, different educators and observers interpret the term education in different ways. The experiences and intellectual perspectives of the various professors impact their ideas.
Ejili and Anyanwu (2006) cite Plato (427-347) as one of the early philosophers who defines education as “the training given to the first instincts of virtue in children by suitable habits when pleasure and pain are rightly implanted in national souls.”
Education is the specific instruction in pleasure and suffering that leads you to hate and love what you should hate and love. Plato's submission here suggests that education is a means of developing the learner's character.
There are basically two ways to get an education: they are as follows.
1. Unofficial education
2. formal schooling
Informal education is defined as preliterate education by Ejili and Anyanwu (2006). It is a form of learning procedure in which no organisational structure is in place to facilitate teaching and learning.
It is the earliest learning process available in any civilization in which the young are forced to learn the society's way of life. Simply said, it is the most basic sort of schooling. This type of education is provided by the family or home.
According to Ejili and Anyanwu (2006), formal education, also known as literally or schooling type of education in Nigeria, was brought by Moslem and Christian missionaries in the 14th and 19th centuries, respectively.
This type of education occurs in a structured educational setting with a defined curriculum, teachers, students, educational administrators, administrative blocks, classrooms, and other instructional tools to promote teaching and learning.
The Enugu state college of Education (technical) was founded by Enugu state house of Assembly Law No. 2 of 2006 on April 11, 2006. As a result, the state government directed the vacation of independent layout to house the new institution.
It also ordered the closure of the IMT's School of Science and Vocational Teacher Education (SSVTE) and the transfer of all of its faculty and students to form the nucleus of the new college.
It is true that a nation can rise above the quality of education provided to its citizens, and since the advent of western education in Nigeria, examinations have been the main instrument used for the evaluation of the learners' (or students') achievement.
It is a means of assessing the quality and quantity or performance that an individual has accumulated at the end of a teaching process that may span seventeen weeks.
Exams, according to Adekate (1993), are instruments used to measure an individual's abilities and knowledge, material in both general and specific fields of study, and overall academic achievements.
According to Liman, as described by Arifayan (2004), examination is a tool for testing, assessing, evaluating, and accrediting. Exams are thus used in schools as a potential mechanism for assessing knowledge or competence. Alutu (2005).
On her part, simply described examinations as a procedure of determining how much knowledge a student in a learning institution has gained after being exposed to a specific course of teaching. Examinations are also used to pick the best candidates for other objectives; students are admitted to various institutions of learning based on their performance in the necessary qualifying examinations.
Furthermore, promotion within the institution/school is contingent on passing the examinations designed for that purpose. Furthermore, examination assists lecturers/teachers in adjusting or changing their instructional methodologies in the course of teaching and learning in the school system.
If pupils perform well in exams, it implies that the teachers'/lecturers' teaching methods are adequate and efficient.
According to the preceding, success in examination works as a good motivator for students, teachers, school administrators, and labour employers. Failure to perform well in examination, on the other hand, demoralises all and all, especially students.
The desire to succeed and avoid frustration and/or embarrassment associated with failure drives students to engage in examination malpractices, endangering the fundamental core of our educational system.
Examination malpractice is defined as irregularities, violations, or infringements on examination norms and regulations occurring before, during, or after the examination (2005/2006) students handbook of information, Auchi polytechnic, Auchi.
According to Alutu (2005), examination malpractice involves a purposeful act of wrongdoing that is contradictory to official examination norms and is intended to give a candidate an unfair advantage. According to Ahmed, who is cited by Aripayan (2004), malpractice is any act of wrongdoing or neglect that contravenes the rules of acceptable practise before, during, and after an examination by anyone in any way.
This act could be carried out by the candidate/student, examination officials such as an examiner/lecturer, invigilator, supervisor, etc., or any other person not directly associated with the examination either individually or with the coterie.
Such an act may be committed before, during, or after the examination with the sole purpose of supporting the candidate/student in obtaining grades that are higher than his/her level of achievement or mastery.
Examination malpractice has progressed from simple stretching of the neck (giraffing) to see what another candidate is writing during the exam or consulting unauthorised notes or books inside or outside the examination hall to such sophisticated methods as the use of micro-computers, mobile phones, and guns to initiate those involved with the administration of examination.
For example, there may be leakage of examination questions (expol by any of the parties who are authorised to omit the examination questions). This lays the groundwork for copying during the examination. This group of students is preparing to transcribe the materials into the answer sheets.
Some people write examination information on different parts of their body, clothes, walls, blackboards, and desks at the test site and recopy it during the examination. Others copy the expected answers on pieces of paper and recopy them during the examination if luck is on their side.
A Calabar Polytechnic engineering student was discovered duplicating from a foolscap paper he snuck into the examination hall. He was nearly choked to death while swallowing it in an attempt to eliminate the evidence (News Watch July, 1991).
Researchers on examination misconduct have argued and contributed to the basic elements responsible for examination malpractice in Nigeria, and opinions and evidence have been gathered for this argument.
In their varied submissions, Aina (1991) and Aliyu et al (1991) concurred that the drive to pass at any cost is responsible for examination malpractice. The fact remains that the Nigerian orientation on education is certificate and high-grade intensiveness.
With stuck parents and school management tending to push harder on wards to get the certificate and good-grade by any “means” to secure employment, while others prefer to manipulate to be admitted to a preferred higher institution(s). According to Denga (1993), all of these components are reduced to three: psychological, environmental, and intelligence.
Finally, several authors and educators have argued for various strategies of detecting examination malpractice. As a result, instructors should search students extensively before entering test halls, and the number of invigilators in the exam halls should be increased. The usage of continuous assessment should be done properly.
Meanwhile, the level of awareness in Nigeria today demands that lecturers' legal obligations or duties, as well as their rights and privileges, be safeguarded in the maintenance of examination malpractice in our schools, and that it be enshrined in the Nigeria constitution, so as to avoid involving lecturers in legal battles or even subjecting them to court actions.
1.2 Statement Of The Problem
The general public has expressed concern about the rising occurrence of examination malpractices in our Nigerian institutions. The enforcement of sanity by the people involved as a method of bringing order to an environment favourable to examination, free of unwanted interruptions and distraction, has become a breeding ground for lawlessness.
Professor Babs Fanfunwa established the 6-3-3-4 educational system with the finest of intentions. Today, the -3-3 part of the system has been pacify dead as a result of the cazy delusion tied to the worthless paper given in Nigerian schools called certificates.
What is left is 6-4, a practise in which a student finishes secondary school and transfers to tertiary school regardless of his/her ability to execute and demonstrate the cognitive psychomotor and affective responsibility expected of university level students.
As a result, lecturers must take the duty of continuous assessment seriously and wisely, because it has a direct relationship to academic standards. For example, if continuous evaluation is not used effectively in a school, examination malpractice will be high.
When students learn to rely on what they study for tests in school, they may carry this skill with them throughout their lives. Among these issues are the following: Absenteeism, tardiness, and tardiness to lectures increased the rate of discipline, such as students disrespecting their professors.
All of the aforementioned reasons encouraged the researcher to investigate the causes and solutions of the problem in our institution using these pertinent questions. What are the reasons of school examination malpractice?
What are the examination malpractice issues that lecturers have experienced in schools? How do parents respond when their children are punished at school for exam cheating?
How far is the growing rae o examination malpractice affecting society? How do lecturers prevent examination malpractice in the classroom?
1.3Objective Of The Study
The study's overarching goal is to identify the reasons and solutions to examination malpractices at Enugu State College of Education and technology in Enugu State. The study was launched specifically to investigate the key reasons of examination malpractices.
Third, what shape does student examination malpractice take?
To ascertain the extent to which students/lecturers are to blame for the high rate of examination misconduct.
To determine how the school administration aids in examination malpractice and how society as a whole encourages examination malpractice.
Finally, it is believed that the study will provide critical information to the authorities of Enugu State College of Education (Technical) Enugu and the National Board for Technical Education (NBTE) in order to find a solution to examination malpractice.
1.4 The Importance of the Research
A careful evaluation of the causes and solutions to examination misconduct is extremely beneficial. This is due to the fact that test malpractice poses a bigger risk to Enugu State College of Education (Technical) and society.
This research would reveal some of the root causes of examination misconduct in general.
The awareness of these issues and potential remedies will improve excellent behaviour, accurate results, and a thrit-free nation.
It will also strengthen the educational foundations of students/lecturers, parents, the community, and the broader society in the fight against examination misconduct in our institutions.
1.5 Scope Of The Study
The purpose of the research was to determine the cause and remedy of examination malpractices in Enugu state College of Education (Technical) Enugu).
1.6 Research Questions
The following research questions were posed to steer the course of this investigation.
1. What are the most common causes of examination misconduct at Enugu State College of Education (Technical) in Enugu State?
2. What are the different types of examination malpractice?
3. How much do parents, lecturers, and the examination body contribute to exam malpractice?
4. What are the ramifications of examination malpractice?
5. What is the answer to exam misconduct at Enugu State College of Education (Technical)?