CAUSES AND SOLUTIONS OF EXAMINATION MALPRACTICE

ABSTRACT

The purpose of this study was to find out the causes and solution of examination malpractice in Enugu state College of Education (technical) Enugu. In the study five research questions were formulated which are 1. the major causes of examination malpractice 2. Forms of examination malpractice 3. To what extent to parents, lecturers and examination body contributes to examination malpractice. 4. Consequences of examination malpractice 5. Solution of examination malpractice Review of literature was also done which gave the researchers much insight into what was already done in the area and provided tem with a sound framework. A sample of 180 respondents were used to provide data for the study. The instrument used for data collection where questionnaire with stratified items and a four point responses format. The result of the study indicated that causes of examination malpractice took root from the parents, lectures and examination body. The researchers believe that this could stop by providing qualified lecturers and capable examination bodies in the state.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

According to Ejili and Anyanwu 2006, the words “education comes from two Latin words “Educare and educame. Educare means to lead to , that is leading a learner from one state of knowledge to a better state of knowledge. “educare” means to bring up or rear, hat is moulding a learner towards the development of his/her innate potentials. How ever, various educators and commentators see the term education dierently. The opinions of the various scholars are influenced by their experiences and philosophical perceptions of life. Ejili and Anyanwu (2006) quoting plato (427-347) as one of the early philosophers that describes educations as that training which is given by suitable habits to the first instincts of virtue in children when pleasure and pain are rightly implanted to national souls. The particular training in respect of pleasure and pain, which lead you to hate and love what you ought to hate and love and called educations.

Here platos submission means that education I a means of developing the character of the learner. There are basically two ways of acquiring education: they include the following 1. Informal education 2. formal education According to Ejili and Anyanwu (2006) describes informal education- as preliterate education. It is a type of learning process where there is no organizational structure set in place for the purpose of teaching and leaning. It is the first leaning process available in any society where by the young are made to learn the way of life the society. Put simply, it is the earliest form o education. The family or home provides this form of education. i. Formal education: According to Ejili and anyanwu (2006) Formal education this is also called literally or schooling type of education in Nigeria, the Moslem and Christian missionaries introduced this form of education in 14th and 19th centuries respectively. This from of education takes place in an organization educational setting with planned curriculum, teacher, learners, educational administrators, administrative blocks, classroom and other instructional materials which facilitate teaching and learning.

The Enugu state college of Education (technical was established by the Enugu state House of Assembly Law No. 2 of 2006 of 11th April 2006 sequel to this, the state government directed the vacation of independent layout, to house the new college. It also directed the closure of the school of science and vocational teacher Education (SSVTE) of the IMT and transfer of all its sta and students to form the nucleus of the new college. It is true that nation, can rise above the quality of education provided for her citizen and since the advent of western education in Nigeria examinations have been the major 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 which may spread over a period of seventeen weeks. According to Adekate (1993), examinations are instruments used for the assessment of individual’s skills and knowledge, content both in general and specific areas of studies and over all academic achievements. To Liman, as cited by Arifayan (2004), examination is broad perspective is an instrument for testing, assessing, evaluation and accreditation. Thus in schools, examinations as a protent instrument for judgement of knowledge or competence. On her own part, Alutu (2005) simply defined examinations as a process of measuring how much knowledge a student in an institution of learning has acquired after exposing him/her to definite course of instruction. Examination also serve as a means of selecting the best candidates for various purposes, students are admitted into different institution of learning on the basis of their scores in the stipulated qualifying examinations.

More over, promotion of students within the institution/school is based on passing the examinations sets for that purpose. In addition, examination helps the lecturers/teachers to adjust or change his instructional strategies in the process of teaching and learning in the school system. If the students performance in examination is encouraging, then it indicates that the teachers/ lecturers method of teaching are appropriate and efficient. From the above, it can be seen that success in examination serves as a good motivator for students, teachers, school administrators, and employers of labor on the other hand, failure to perform successfully in examination demoralizes all and sundry, especially students. It is the crave to succeed and avoid frustration and or any embarrassment associated with failure that makes students engages in examination malpractices which has threatened the very foundation of our educational system.

Examination malpractice is constructed as irregularities, violation of or infringements on examinations rules and regulations before during or after the conduct of examination (2005/2006) students handbook of information, Auchi polytechnic, Auchi. Alutu (2005) defines examination malpractice as involving a deliberate act of wrong doing, contrary to official examination rules, and is designed to place a candidate at on un affair advantage. Ahmed citied by Aripayan (2004) refers malpractice as any act of wrong doing or neglect that contravenes the rules of acceptable practice before during and after an examination by anybody in any way which is tantamount to malpractice such act could be carried our by the candidate/student, the examination officials, such as an examiner/lecturer, invigilator, supervisor etc. or any other person not associated directly with the examination either individually or with the consent and connivance of either or all of the parties. Such act may be carried out before, during or aer the examination with the sole aim of assisting the candidate/student through fraudulent means to obtain grades over and above his/her level of achievement or mastery.