EXAMINATION MISCONDUCTS IN secondary school
EXAMINATION MISCONDUCTS IN secondary SCHOOL
The purpose of this research is to investigate the causes and consequences of examination malpractice in secondary schools in enugu North Local Government Area, Enugu State. Five study questions about the causes and effects of examination misconduct were formulated in the research.
The researchers used a random sample of 150 people. The study's data was gathered using a questionnaire. The data collected was analysed using a four-point likert-type rating scale, and it was discovered that teachers lacked dedication to their tasks.
The importance of paper qualification cannot be overstated. The main causes of examination misbehaviour include a lack of instructional facilities. It was also discovered that examination misbehaviour offers students incorrect assessments and encourages student laziness. Tampering examination misbehaviour and further research work on the problem were recommended.
HISTORY OF THE STUDY
Inside a typical Nigeria test center's school hall, young men and women sit quietly listening to a middle-aged, well-built man clutching a folder containing some sheets of paper.
He is accompanied by other ladies and gentlemen who appear to be waiting for the man to give the OK to begin distributing examination question papers and answer booklets. He clears his throat and points his fingers at no one in particular, as if issuing a warning to a stubborn child who refuses to listen to his mother's reprimand,
“if you like go ahead and cheat in this examination, you will face twenty one years imprisonment.”
This is the type of ritual that frequently precedes examinations. Examination officials, invigilators, and school authorities, when appropriate, warn candidates against exam misbehaviour.
Examination malpractice has reached scary proportions in Nigeria. It is refined and institutionalised. Efforts by the government administration and state-holders in the education sector to halt the dreadful trend have been futile.
Examination malpractice is one of the most serious and damaging issues confronting Nigeria's educational system today.
Denga and Denga (1998:3) define this phenomena as one of the fundamental categories of educational malpractice. The writers went on to describe it as an ugly canker and octopus that is quickly becoming a social, moral, and educational plague in Nigeria.
According to them, examination misconduct has become so internalised and legitimised among students that the majority of them see it as a normal part of the examination process, with little regard for the effects on the nation's progress.
Examining bodies, government bureaucrats, school authorities, invigilators, parents, and students all participate in an unfair examination, which is disheartening.
The intractable nature of examination misconduct has resulted in a significant turnover of half-baked graduates by institutions of higher learning, Eromosele (2005), because they are unable to meet the societal requirements by passing the aptitude test given to them in any interview.
Examination misconduct has long progressed from the standard grafting at neighbor's work, using key points notes or textbooks, coping on sheets of paper referred to as micro-chips, coping on desk also known as desktop publishing, and so on, to a more advanced and organised system of purchasing questions from examination bodies for the easy flow of misconduct.
Miracle centres are supported by dishonest school administrators and examination officials. It is undeniable that examination malpractice thrives in a corrupt culture, implying that it is a reflection of the society. Because it is in people's minds, it can only be addressed in people's minds.
Misconduct is increasingly common in most secondary schools in Enugu North L.G.A. As a result of the negative developments in the educational sector, the administration of the test is under threat.
Furthermore, examination malpractice has harmed our credentials. Holders of such credentials are those who are not supposed to have the certificate. The result of boldly meeting the rigours involved in the jobs they were hired to undertake.
The ultimate result of this abnormality in our education sector is the current decline in educational standards. As a result, various layers of corruption emerge in society, with the net result being a decline in national output.
The government, school administration, and the general public are all concerned about the threat. No wonder it is necessary to do a thorough examination study.
STATEMENT OF THE PROBLEM
Academic achievement in Nigeria has been steadily declining over the years. Learning at all levels has been declining at such an alarming rate that many critics regard the educational standard as having plummeted.
Teachers in Nigeria's institutions of learning at all levels have noted a bad trend in our academic system and have raised concern about the increasing rate of their pupils' low academic performance. More proof of poor academic achievement has been discovered through research results from WAEC, NECO, and JAMB in 2005.
OBJECTIVE OF THE STUDY
The primary goal of this research is to identify the root reasons of examination misconduct. Learn about the several types of exam misconduct among secondary school students in Enugu North Local Government Area.
IMPORTANCE OF THE STUDY
(a) The findings of this study will benefit students' teachers and school administrators, as well as parents and the government.
(a) It will serve as a useful instrument for examining misconduct, knowing that misconduct calls into doubt the integrity of the certificates they award.
(c) It will also assist government policymakers in implementing policies that will eliminate examination misconduct.
(d) It also acts as a resource for future researchers in the subject or adjacent fields.
SCOPE OF THE STUDY
The study's focus is secondary schools in Enugu North Local Government Area, Enugu State, Nigeria. Secondary schools in Enugu North Local Government Area
To guide the investigation, the following research questions were developed.
1. To what extent does teachers' lack of commitment contribute to examination misconduct?
2. To what extent does the emphasis on paper qualification contribute to exam misconduct?
3. Is examination misbehaviour caused by a lack of study facilities?
4. Does examination misbehaviour provide an inaccurate judgement of a candidate's academic potential?