COMPUTERIZED MANAGEMENT OF EXAMINATION MALPRACTICE

1.0 INTRODUCTION

Examination malpractice in the Nigerian educational system is widely discussed. It also becomes a major

challenge to examination bodies, the government of Nigeria, school administrators and parent alike.

Evidence abound of increasing incidents of examination malpractice by students at school and colleges,

which conflict with the core purpose of education, the training of the mind and character for the

acquisition of practical and theoretical skills, knowledge and functional ideas for development; and the

search for truth and knowledge and the creation and communication of ideas (Nanna, 1997; Peterson,

1998, as cited in Aaron, 1992).

Examination malpractice involves methods employed by candidates to cheat during examinations.

(Usman 1994). While Shaman (1990) elaborates further and better that malpractice in examination is an

unlawful behaviour or activity engaged by students to have personal advantage in examination over their

colleagues or mates who are competing in the same examination. Many of these irregular behaviour or

misconduct surrounds examination and it came to an alarming rate in the last three decades.

The hues and cries about examination malpractice which took place at all level of the Nigeria educational

system is nothing but a reflection of the society.

The Nigerian society is that which celebrates mediocre and view cheats as being smart. The society does

not want to know how an individual achieves success. The important thing, is the success, in actual fact,

examination malpractice is a variant of the corruption in the society.

The politicians employ rigging at elections and enjoy enviable political offices and so do students cheats

from primary to tertiary institutions to move from one level of education to another. All sorts of

misconduct take place in and around examination venues in order to achieve success.

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To make matter worse, it is not only students that are involved, parents, teachers, school heads,

examination officials all collude with students to perpetrate this misconduct (Ijaiya, 2004). The collusion

between one and more of these agents makes it more difficult to combat. Even the penalties stipulated in

Act33 of 1999 ranging from cancellation of results to 21 years jail term has failed to achieve any

significant shift from the cheating culture (Olasehinde, 1993)

1.1 BRIEF HISTORICAL BACKGROUND OF EXAMINATION MALPRACTICE

Although many educational researchers from a variety of background has carried out various

investigations and discovered that examination malpractice is a phenomenon that has started some

decades ago and the effort by government administrators and stake holders in the educational sector to

curtail the ugly trend have not yielded any fruit.

The derogative falling of our educational standard is becoming uncontrollable, the pollution of our

education by both stake holders and students is now pointing towards the wrong direction.

Our dependency on external technology results from our inability to purge out this menace. Nigerians

known with our emphasis on certificate orientation (i.e. presentation of certificate for job employment is

gradually telling on our technological development. The certificate qualification orientation unknowingly

bedded in us (our nation), leads to many acquiring same certificate by all means, positively or negatively.

All forms of misconduct and malpractices had and are still been introduced to achieve this eccentric

menace (certificate). Our mind, which is part of that, that control our thoughts and action and are channel

towards the easiest way out of achieving this eccentric “goods”. The development of our intellectual

capacity are derail due to the fact that state holders (government, administrators, teachers, students and

parents) are primarily focusing on the end result of our education.

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1.2 EXAMINATION MALPRACTICE OVERVIEW

The term “examination malpractice” has been defined by various researchers in different ways.

Examination malpractice is an illegal or unethical behaviour by somebody in the process of testing an

examiner’s ability or knowledge by means of questions (Ikupa, 1997). Oluyeba and Daramola, (1992)

remark that examination malpractice is any irregular behaviour exhibited by a candidate or anybody

charged with the conduct of examination before, during or after the examination which contravenes the

rules and regulations governing the conduct of such examination.

WAEC (2003) defined examination malpractice as any irregular behaviour exhibited by candidates or

anybody charged with the responsibility of conducting examination in or outside the examination hall,

before, during or after such examination.

1.3 AIM AND OBJECTIVE OF STUDY

The aim of this project is to devise a mechanism for curbing the rate of examination malpractice in the

university. The mechanism would serve as a restriction for students and lecturers alike who indulge in the

act of examination malpractice during exams. This mechanism would put a check on the rate at which this

ugly trend is being popularised by the university.

The mechanism will be anchored on a process which overseas how students/lecturers take and conduct

examinations. The students over some period of time would begin to realise the consequences and

negative effect of examination malpractice and at the end of the day, this would instil some form of self-

confidence in these students, in order for them to study and write their examinations themselves without

any form of assistance or external aid. A check would also be created eventually, willingly or unwillingly

in the mind of the lecturers and parents alike to refrain themselves from such ugly acts.

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1.4 SIGNIFICANCE OF STUDY

Applying a strict check on how examination is being run and taken in the university would improve the

quality of graduates that are being sent out of the university. This leads to the rebuilding and growth of the

society eventually.

It curtails the rate of violence and other negative occurrences in the university to be reduced because for

students who are busy with their academic work, would not have the time to indulge in one form of

violent activity or the other because he/she is unaware of the consequences involved when they do so.

1.5 SCOPE OF STUDY

The scope of this project is to analyze the causes of examination malpractices and various forms that it

takes. Also an automated system will be developed for this project work, where the head of examination

malpractice panel can have a pictorial overview of cases of exam malpractice relating to any student. By

this, he is able to pass an instant judgement/punishment without any form of lobbying/bribery.

1.6 LIMITATION OF STUDY

This project work during research was limited by the fact that some students were not willing to release

the right information for fear of being exposed or implicated. Again, some students carried away

questions with the intension of filling it and returning it but they never did so, due to this fact, some

questionnaires were lost. This led to the fact that the numbers of questionnaires given out were not the

number of questionnaires returned, moreover, the behaviour of the respondent (students) during the

collection of the data, so there was no 100% collection of data.

1.7 DEFINITION OF TERMS

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Examination:

Is an organised assessment technique which presents individuals with a series of questions on tasks geared

towards ascertaining the individual acquired skills and knowledge.

Malpractice:

Is any irregular behaviour that goes against a laid down rule.

Questionnaire:

Is a set of carefully structured questions designed to systematically elicit information that is relevant in

this study.

Data:

Is a set of unprocessed information

Process:

In computing, a process is an instance of a computer program that is being executed to achieve a

particular action

Respondents:

This refers to all the students who participated in the filling of the questionnaires

1.8 DATA COLLECTION METHOD

The methods of gathering data used are namely;

Questionnaire method

Searching for information on the internet

Some few one-on-one interviews were made with certain people in other to get first hand information on

what ways to curb exam malpractice.

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Investigations were also made of what punishment are given to those caught indulging in examination

malpractices and what the effect has been to curb examination malpractice, is it positive or negative?

1.9 ORGANISATION OF STUDY

The project is organised into chapters ranging from one to five with references and appendices included

after the last chapter.

Chapter one accounts for the general introduction of examination malpractice.

Chapter two considers the various forms of examination malpractices and their causes.

Chapter three covers the analysis of the data collected and an introduction to the program i.e. mechanism

for curbing examination malpractice. (System)

Chapter four takes care of system design and implementation, the study closes with chapter five; which

covers the summary, conclusion and recommendations.

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CHAPTER TWO

2.0 THE VARIOUS FORMS OF EXAMINATION MALPRACTICE

Examination malpractice is not a new phenomenon in Nigeria, as well as indeed in any part of the world,

just as it is in our university today. The first examination malpractice in Nigeria was reported in 1914,

when there was a leakage of question paper into the senior Cambridge local examination, others traced the

origin of examination malpractices to the wave of cancellation of Nigerian’s candidate to the then “Yaba”

– Nigeria technical (Soleye 1991). The most pronounce malpractice in Nigeria in early examination was

that of 1964 that was tagged “expo”, subsequently in 1970, 1973, 1974, 1979, 1981, and 1991 followed

(Oladope 1997). Since 1991 till date examination malpractice has taken advanced and more sophisticated

dimensions in the university today, records are been emerged yearly indicating high or low percentage in

examination malpractice.

The Nigerian former president, Chief Olusegun Obasanjo said student in the country perceived education

as a means of getting a meal ticket and a job (Bello etal as 2003), the president further argued that the

perception or orientation must change, so that students would appreciate the intrinsic value of education,

which is the total development of the individual to be able to make meaningful contributions to the

family, community and the country at large.

Examination malpractice in Nigeria has attained a frightening proportion, it is sophisticated and

institutionalised. Efforts by government administrators and stakeholders in the education sector to curtail

the ugly trend have not yielded any fruit. We can extrapolate to some extent from the present trend that

examination malpractice will utterly destroy the quality of education in Nigeria, if decisive steps are not

taken to checkmate the trend. Little wonder, Afigho (1997) called examination malpractice the demon

with a thousand faces. The intractable nature of examination malpractice has resulted in high turnover of

half-baked graduates by institutions of higher learning.

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From all available evidence, examination malpractice is real and like the HIV scourge that is still growing

fast in the Nigerian educational system. What is missing now is an effective solution to the scourge before

it destroys the whole system.

Examination malpractice continues to grow at all level of the educational system. It has proved to be an

incurable disease in the educational system making nonsense of the educational standard.

There is a great need for Nigeria to look for a permanent solution in this millennium if education is going

to be the catalyst for national development and if Nigerian certificates are going to be respected in this era

of globalisation. To emphasize the seriousness of cheating in examination and its implication for

professionalism, Rani (2004) said that considering the fact that a medical doctor makes a mistake, the

patient dies, if an engineer makes a mistake, the bridge collapse but if a teacher makes a mistake it affects

the unborn generation, showing that while the mistake of the medical doctor and the engineer have

immediate repercussions, that of the teacher is eternal.

It is clear that many people are involved in examination malpractices. It is therefore a serious matter that

must be stopped at all cost. Examination malpractice and its widespread manifestations have received

attention; accusing fingers have been pointed to lecturers, parents, and invigilators as being agents of

examination malpractice. In order to stop the apparent intractability of the crime, it is necessary to identify

the role of these agents, factors responsible for examination malpractice, the causes of examination

malpractice and the various forms of examination malpractice.

The agents of these examination malpractices are those through which the act of malpractice is carried out

and they are:

The students

The parents or guardians

Schools: management, department and their staffs.

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Examination officers or invigilators

Lecturers

While the factors responsible for examination malpractice with options and facts gathered. Aina (1991)

and Aliyu etal (1991) agreed in their various submissions that the desire to pass at all cost is responsible

for examination malpractice. The fact remains that Nigerian orientation in education is certificate and high

grade intensiveness, students, parents, school management tend to push harder on wards to get the

certificate and good grade at all means to secure employment, others prefer to manipulate to be admitted

in a choicest higher institution(s). All this factors according to Denga (1993) are boiled down to three

factors of;

Psychological

Environmental

Intelligence

2.1 PSYCHOLOGICAL FACTOR

This includes all the stress, which is often induced in by parent, the peer pressure group and students; this

they experience enormous stress and anxiety in trying to meet the various demand of subjects

significantly. A study conducted by drake (1971) and Keller (1941), Monday (1971) and Keller (1976)

support this psychological reasons, that stress and anxiety experienced by students tend to develop

undesirable habit (Ward 1981, Murphy 1988, Lamm 1984), which normally led them to be poorly

prepared for examination and subsequently expose them to in engaging examination malpractice and

misconduct. This psychological factor also brings in Maslows motivational theories, which emphasized

the basic need i.e. psychological need of man, he argued that these needs motivate and enhance learning,

that if students’ psychological needs are not physically met, it will affect their concentration in a

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teaching / learning situation, thereby preparing the student cognition at a very low level and malpractice

during examinations.

2.2 ENVIRONMENTAL FACTOR

This is another factor stated by Denga (1983) that basically led students / co riders to examination

malpractice and misconduct, the environmental factor includes the crowded nature of our classrooms /

theatres as well as examination halls with few invigilators during examination.

Teachers / Lecturers inability to cover up the stipulated syllabus, for the period been stated before an

internal examination, obsolete and observed instructional materials which are inadequate in the schools;

may force students to cheat even if they do not want to, in an examination.

2.3 INTELLIGENT FACTOR

Adeloye (2004) in his book stated that the concept of individual difference must be built at the back of our

mind when comparing academics competence, ability and comprehension from one student to another, the

failure of student to recognize the fact that the IQ (intelligent quotient) differs and cannot be compared on,

is another factor, thus academically weak students will at times try to compare himself with naturally

gifted student who is brilliant when the weak academically student are not able to meet up with the

challenges, they opt the missing link with crops or external help to pass their examination, this missing

links are associated misconduct and malpractices. Salem (1998) further elaborated this view from the

psychological point that been intelligent and been smart are two different concept or been academically

gifted. Been smart means ability to handle situations with what is physically available within the limited

time implies smartness while intelligent involves your cognition and reaction to stimulus. A smart student

may not be intelligent but can easily pass his/her examination than an intelligent student.

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2.4 CAUSES OF EXAMINATION MALPRACTICE

The causes of examination malpractice are numerous as one encounter examination; different reasons are

given to exonerate advocates from these acts. These exonerate tend to expose the causes of examination

malpractice. Maduka (2001) sees undue emphasis placed on certificate as one of the causes of

examination malpractice in Nigeria. Maduka said that the Nigerian society places too much emphasis on

certificates obtained and examination passed on his own determinants. He further said that paper

qualification and certificates serves as a means of getting well paid job achievement of social status.

This argument was strongly agreed to by doctor Tolofari (2006) a director of river state information

ministry. He agreed that we should realize that the certificates mentality is one of the root causes of

examination malpractice and fraud in Nigeria. This also emphases the former president’s statement,

(2005) Obasanjo said students in Nigeria perceived education as a means of getting all they ever desire in

life. As a result of this trend, morality and honesty have been thrown to the dogs to pass examination and

obtain certificates, so long as emphases are not on ones performance but on the paper first. Many holders

of certificates cannot practically defend them through performance.

The economy is another cause of examination malpractice Alausa (1994) states in a journal publish entitle

“students performance in examination”. He asserted that the clue to the dwindling economic standard, low

income to meet the ever growing human wants, lecturers cum supervisor engages in misconduct and

malpractice, these they do in exchange of money (bribe), gift items, contract and other watering offers

from either the candidates or their advocates.

Akinyode (2004) agreed with the poverty level of Nigerians as one of the causes of examination

malpractice. He state that the World Bank and international community assessment of the poverty level of

Nigerians has moved from 40% in 1992 to 70% in 1996. This poverty level has injected almost all civil

servants with the virus called bribery.

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Bribery in our educational system has given birth to the monster called malpractices. These monsters are

presently destroying the value of our education and making nonsense of our certificates. Bribery in our

institutions of learning be it primary, secondary or tertiary institution will not produce the graduates who

would stand tall among equals and who would make tangible and lasting contributions to the advancement

of humanity.

Fafunwa (1974) identifies another cause, the lack of proper guidance and counselling programs. He states

that some schools do not have guidance and counselling programs for students as such, students take

courses without proper guidance. Parents sometimes in pride impose courses on their children not

minding the capacity of the emotional, cognition of their wards before the imposition. These kids are

pushed too hard and too far thereby making them corrupt through engagement in malpractice and

misconduct to please their parent(s) or parent encouraging forms of misconduct of malpractice to justify

their pride.

An article in Vanguage newspaper (1999) carried a sketch of examination malpractice that truancy and

absenteeism made some students to be ill prepared for examination, not only because they absent

themselves from school and lectures but they do not know what others have been thought, some of the

student are just lazy therefore they have to result to examination malpractice as an alternative therapy in

their careers.

The quota system of admission in our federal universities/schools is another factors uprooted as causes of

examination malpractices. It was observed that admitting unqualified candidates to meet geographical

spread, thus emerging of low performance, culminating in cheating or unconventional behaviour called

“examination malpractice”.

In the university today, students have devised various means of excelling in an examination, in a bid to

come out with excellent grades, without working hard for it through the process of diligent studying. It is

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no longer news but has now become that year-in-year-out, student come out with dimensions of

examination malpractices.

This is the reason why drastic steps must be taken because even parent are not left out of the menace

called “examination malpractice”. Some of these dimensions for examination malpractices are discussed

below.

2.5 THE VARIOUS FORMS OF EXAMINATION MALPRACTICES

2.5.1 Bringing of Foreign Materials into Examination Hall

This is a situation where student bring into examination hall notes, textbooks and other prepared

materials. This method is nicknamed hide and seek, microchips, Chukwuli, magic desk that is a situation

whereby a student write answers on his/her desk called desktops publishing before or during examination.

Abba (1998) identified some methods which entails bringing foreign materials into the hall and are known

as bullets, missiles, bombs, pregnant biro, reminders, escort, super print which can also be called

minimization whereby a lecture not is compressed and photocopied into smaller strips of papers. There

are also other names like contraband, handkerchief method, writing on laps called “femler method” or on

palms or the body which is called “tattoo”. Usually only the candidates/students are involved in this act.

(The World Bank group, 2001).

2.5.2 Assistance from Educational Stakeholders

Educational / examination stakeholders include parents, lecturers, supervisors, security agents, printers

and staffs of the department/university.

Some parents and students go to any length in buying examination questions, while some other

parents/student buy certificates. Invigilators collide with lecturers to come around to teach student or give

already prepared answers to the student during the examination. Lecturers’ releases question papers or

giving undeserved marks.

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The printing location where this material are sent to for printing also indulge in the habit of leaking

questions out to students for money or favour. Afolabi (1998) states that leakage is one problem which

appears to defy all solutions. It’s persistent, despite methods of blocking loopholes, is an indication of the

malaise and corruption in the society.

The World Bank group (2001) states that it usually one or more of the following: staff members of

examination authorities, printers, proofreaders and messengers, personnel employed to develop the papers

(setters) or to determine its suitability, moderators and school administrators.

2.5.3 ILLEGALLY RETAKE EXAMINATION PAPERS

Some lecturers, for the sake of one thing or the other allow certain students, who have discovered they

have performed poorly during an examination, to retake these examinations in their offices privately, out

of the knowledge of other innocent lecturers/students.

2.5.4 IRREGULAR ACTIVITIES INSIDE AND OUTSIDE EXAMINATION HALLS

Students who have it in mind to cheat during examination exhibit strange and unwholesome behaviours.

They use various methods such as:

Stealing, converting, substituting or misappropriating the scripts of other candidates.

Substituting worked scripts during or after an examination.

Tearing part of the question paper or answer booklet during the examination to enhance cheating.

Seeking and receiving helps from other candidates.

The world bank group (2001) states it usually involves invigilators (exam room supervisors) dictating

answers, writing answers on the blackboard, circulating sheets of worked answers during the course of the

exam, or acting as couriers of materials into the examination centre. In some instances, external helpers

have used pagers, phones to broadcast answers.

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2.5.5 IMPERSONATION

This is a situation where a candidate sits for an examination for another candidate, thereby pretending to

be the real or actual candidate.

Impersonation is becoming rampant among students. Afolabi (1998) listed various methods that have

been devised by these students. They are:

2.5.6 POSING AS A BONAFIDE CANDIDATE

Impersonators write the examination on behalf of the candidate they are impersonating. Undergraduates,

graduates and youth corpers engage in this kind of cheating.

2.5.7 ENTRY FOR SIMILAR SUBJECTS

The plot is hatched right from the entry stage by making the impersonators to enter for the same course

and sit for examinations in hall with the same candidate. He writes the candidate name and matriculation

number on his booklet, while the candidate writes the impersonators and they exchange scripts before

submitting.

2.5.8 MULTIPLE ENTRIES

This is a situation whereby candidates entering for the same examinations in several part of the vicinity. It

has also been observed that several candidates struggle unnecessarily for live question papers at the

beginning of a paper, which are then passed to fellow-students or touts for assistance.

The World Bank (2001) states that an impersonator is an individual who is not registered, it was stated

that it usually involves collusion between lecturers and the examination supervisors. Frequently involves

university students or lecturers taking the test for monetary reward or as a favour for a girlfriend or

boyfriend.

Sometimes, young employees are coerced to take the examinations.

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2.5.9 INSULT OR ASSAULT ON EXAMINATION OFFICIALS

These are cases of students insulting examination officials as they carry out their duties. The aim is to

distract them from effective supervision, so that they can have a way out, sometimes, students disturb the

conduct of examinations due to poor preparations.

2.5.10 ELECTRONICALLY ASSISTED MALPRACTICES

In recent times, it has been discovered that students make use of electronic gadgets to cheat during

examination. Such things as unauthorized scientific calculators, organizers, compact disks (the smallest

size) and mobile phones (GSM) which is the most commonly used to take advantage of others.

2.5.11 COLLUSION

This is a situation where two or more candidates agreed to receive or give assistance to each others during

examinations. Some students go as far as paying their fellow-students some agree some of money, in

order for the paid students to teach him/her during examinations.

Maduabun (1998) identified the use of things like “laya” Ecormog and so on. When the forms of collusion

is verbal it is called ecomog or ecowas, joint-effort, charm network, life-wire, which is a situation

whereby a brilliant student, usually a scholar is placed in the mix of average, dull students in order for

them to receive assistance from him or her. There is also the case of talking fingers, where the agreed

parties involved have already decided what fingers represent what alphabets, which is mostly used in

examinations where we have multiple choice questions.

We also have the common method of copying from students or course mates which is popularly called

“dubbing or giraffing or spying”.

Afolabi (1998) said that collusion involves exchange of scripts, passing notes for help from outside and

inside the hall, delaying commencement of examination in one hall, in order to obtain question papers

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from nearby examination halls which has started, collusion arising from bribes or threats to the lives or

properties of invigilators or supervisors.

2.5.12 PERSONALITY CONNECTION

There are cases whereby some influential students make use of godfathers in politics, economic high

towers, parents and cult members to influence the outcome of examinations, these people manipulate

these scores by going as far as looking for information about these lecturers’ friends or close family

members, in order to penetrate them through these people.

2.5.13 BREAKING INTO LECTURER’S OFFICE

It has been observed that students break into lecturers’ office at odd times in order to steal questions or

inflates scores, especially when they perform poorly in that particular lecturer’s course. Most times, when

they discovered that they are unable to get through with that particular lecturer, some people have gone as

far as burning the office in order to destroy the records.

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CHAPTER THREE

DATA ANALYSIS

This chapter describes the analysis of the data including the method and procedures that was used in the

study under the following sub-headings:

Research design

Population of the study

Sample and sampling techniques

Research instrument and methodology

Validity

Administration of instrument and limitations

Data analysis

Results and discussions

3.0 RESEARCH DESIGN

The research design adopted for this study is the survey research design in which questionnaire was used

to identify problem of examination malpractice or causes of examination malpractice, the perception of

students towards examination malpractice, students perception towards examination ethics, the various

forms of examination malpractice and possible solutions to curb examination malpractice in the

university.

3.1 POPULATION OF THE STUDY

The population of the study was taken randomly from the population of the entire university. Therefore,

the study includes students drawn from different faculties namely; faculty of physical sciences, faculty of

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life sciences, faculty of arts, faculty of pharmacy, faculty of engineering, faculty of social sciences,

faculty of management sciences and school of medicine.

3.2 Sample and Sampling Techniques

Questionnaires were randomly distributed to student drawn from the various faculties of the university,

which was used for the study.

3.3 Research Instrument and Methodology

The instrument used for the study was questionnaire. The questionnaire has only one section comprises of

various questions numbering about ten, for the purpose of eliciting information from the respondents. The

questionnaire contained terms based on student, student’s personal data (bio-data) such as name, sex, age,

level and faculty.

The 10-item questionnaire was geared towards eliciting response from students on their personal

perception as well as their opinion of students were also sort on the caused of examination malpractice the

various examination malpractice and the possible solution to curb the examination malpractice in the

university.

The response pattern of the questionnaire were ‘yes’, ‘no’ and student individual opinions.

3.4 Validity

To meet the objective of validity adequately, the researcher has to carry out a thorough validation of the

instrument by the assistant of selected experts. The questionnaire used for the study was given to my

supervisor, in person of Mrs. S. Konyeha of the department of Computer Science, University of Benin.

My supervisor made some additions, after which the instrument was approved and valid for

administration.

3.5 ADMINISTRATIONS OF INSTRUMENT AND LIMITATIONS

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The questionnaires were administered to students as my respondents. As a results of limited number of

questionnaires, which was about 100 copies, which cannot be able to meet the entire population of the

university. The questionnaire was thus distributed randomly.

Some students posed some resistance in terms of answering the entire question in the questionnaire while

some took away the questionnaires and thus about 70 copies of the questionnaire were retrieved.

3.6 Data Analysis

In analyzing data collected, the researcher tallied the responses provided by the respondents in the

university. The researcher further enumerated the figures obtained from the tally into raw scores on the

table. The researcher then found the percentage of each raw score for analyzing the results of the study.

The frequency of the responses was tabulated and the ranking also, all this was made possible by the

technique SPSS (statistical package for social sciences).

3.7 Results and Discussions

The results of the study are presented below, groped according to the research questions and discussion

followed after each results.

Table 1: What is the general reasons of students towards examination malpractice?

Response categories

AGREE DISAGREE

No Student reason Frequency % Rank Frequency %

1 Examination malpractice occurs due to lack 18 25.7 1 52 74.3

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of preparation for the examination

2 Absence of relevant study materials 1 1.42 9 69 98.58

3 To get better grades 13 18.57 2 57 81.43

4 To pass exams at all cost without working

hard

9 12.85 3 61 87.15

5 It’s a way out of failure 9 12.85 3 61 87.15

6 Students are lazy towards studies 7 10 4 63 90

7 There is no time to read but I must pass 2 2.85 8 68 97.15

8 Attempting question and writing them

according to lecturers expectation

1 1.42 9 69 98.58

9 They want to improve their results so they

can have high G.P.A

1 1.42 9 69 98.58

10 Some lecturers lack teaching skills, and

inability to impact knowledge, thus causing

the student to cheat

6 8.57 5 64 91.43

11 Fear of failing the course, especially when

they understand the value of the particular

course

6 8.57 5 64 91.43

12 Examiners at times makes examination

uneasy for students

1 1.42 9 69 98.58

13 Some lecturers demands students give them

what they have exactly in their lectures

1 1.42 9 69 98.58

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materials, if done otherwise leads to failure

14 Lack of confidence in students 5 7.14 6 65 92.86

15 Some students don’t want to face reality 3 4.28 7 67 95.72

16 The knowledge of some students that their

lecturers can be bribed

1 1.42 9 69 98.58

17 To lessen the burden of reading excessively 2 2.85 8 68 97.15

18 It serves as a remainder of what they have

read or studied

1 1.42 9 69 98.58

19 Inability to comprehend the course, the

inability to recall what the student has

studied in preparation for the exam

1 1.42 9 69 98.58

20 It is the only way to manage their situation 2 2.85 8 68 97.15

21 It is unethical 3 4.28 7 67 95.72

22 Students believe the school system supports

it

1 1.42 9 69 98.58

DISCUSSIONS

The following inferences can be drawn from the responses of the participants in table 1. The majority of

the students believe that cheating in Nigeria has become a come-on occurrence at examinations because

some parents/lecturers encourage their children / students to cheats in examinations. Majority of the

students also report that they would cheat in examination even when the examination is not difficult.

However, majority of the students also report that they would cheat in any examination if they do not have

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enough time to prepare for the exam (about 25.7% indicated this) on the other hand, some of the students

believe that to get better grades in exams they would indulge in examination malpractice (about 18.57%

indicated this). While the same percentage of about 12.85% of different students are of the opinion that

they have to pass exams at all cost without working hard, others are of the opinion that it’s a way out of

failure.

While 10% of the students admitted that students are lazy towards their studies. A portion of the students

said some lecturers lack teaching skills and the fear of failing the course, especially when they don’t

understand the particular course leads them to examination malpractice (8.57% indicated this).

7.14% of students lack confidence in themselves. Some students don’t want to face reality (4.28%

indicated this.

Some percentage of about 2.85% is of the opinion that there is no time to read but I must excel, to lessen

the burden of reading excessively, it’s the only way to manage their situation. While 1.42% of the

different categories of students agreed that there is absence of relevant study materials, attempting

questions and writing them according to the lecturer’s expectation. They want to improve their results, so

that they can have high G.P.A, examiners at times makes examinations uneasy for students, some

lecturers demand student to give them exactly what they have in their lecture materials, if done otherwise

leads to failure, the knowledge of some students that their lecturers can be bribed, it serves as remainder

of what they have read or studied, inability to recall what the students has studied in the examination, and

they also believe the school system supports it.

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TABLE TWO: What is the general perception of student towards examination ethics?

Response categories

AGREE DISAGREE

No Student idea Frequency % Rank Frequency %

1 The school system is corrupt, there are

several incidents of absent cases

5 7.14 3 65 92.86

2 It should be obeyed 11 15.71 2 59 84.29

3 Students don’t take it seriously 3 4.28 5 67 95.72

4 It should be obeyed by both students and

lecturers alike because it is a two way thing

1 1.42 7 69 98.58

5 It helps students to be well behaved and

shun examination malpractice

1 1.42 7 69 98.58

6 Exam is very hard 1 1.42 7 69 98.58

7 They believe examination is basically to

pass and forget

4 5.71 4 66 94.29

8 Its not to be obeyed, its rigid and has

rigorous rules

13 18.57 1 57 81.43

9 They know the consequences of been

caught, but hope they are not caught

1 1.42 7 69 98.58

10 It’s a bad involvement 2 2.85 6 68 97.15

11 If you can’t beat them, join them 2 2.85 6 68 97.15

12 Student don’t believe they should be guided 2 2.85 6 68 97.15

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by any rules and regulations during exams

13 Some students believe in it, because it’s a

true test of their knowledge

3 4.28 5 67 95.72

14 They are restrictive, however they are

measurable parameters that guide the acts of

the students during exams

3 4.28 5 67 95.72

15 It should be seriously enforced 1 1.42 7 69 98.58

16 Student believe they can’t abide by all the

rules and regulations of exams because the

people and the system are corrupt

1 1.42 7 69 98.58

17 If there are sanctions and punishment for

defaulters, they would eventually learn to

study for exams

2 2.85 6 68 97.15

18 A body like examination ethics will reduce

the examination malpractice between

lecturers and students

1 1.42 7 69 98.58

19 Examination ethics are not rigid and thus

can be penetrated

5 7.14 3 65 92.86

20 Its low and poor 1 1.42 7 69 98.58

21 To alleviate examination malpractice and

help orientate students on its negative effect

1 1.42 7 69 98.58

22 Cheating is against the law 1 1.42 7 69 98.58

25

23 It entails discipline 1 1.42 7 69 98.58

24 Results in good composure 1 1.42 7 69 98.58

25 Some students are not knowledgeable about

examination malpractice

2 2.85 6 68 97.15

The following interpretations can be made from the responses in table 2. The majority of the students

believe that examination ethics implies among others: that students should strictly follow the correct

examination taking guidelines, it’s a true test of knowledge and it should be obeyed and seriously

enforced because in instils discipline and good composure in students. Some students believe it is

necessary and should be obeyed by both lecturers and students alike.

On the other hand, majority of the students do not believe that examination ethics can be obeyed because

the exams are hard and if you don’t beat them, you join them. They also added that the school system is

corrupt, examination ethics are not rigid and thus can be penetrated.

While some others see exam ethics as been poor and having a low level of influence among students.

TABLE THREE: What are the various forms of examination malpractice?

No. Malpractice type Frequency % Rank

1 Chukwuli/chips 57 81.4 1

2 Discussing in the hall 19 27.14 6

3 Bribing of lecturers (blocking) 35 50 2

4 Impersonations 26 37.14 4

5 Copying from fellow students (spying) 32 45.71 3

26

6 Solving questions for somebody in exam hall (external assistance) 1 1.42 12

7 Use of mobile phones and other electronic devices 16 22.85 7

8 Collusion (community effort) 21 30 5

9 Writing on the palms and other body parts, or other materials 9 12.85 9

10 Hijacking of question papers before exams 14 20 8

11 Threatening of innocent ones in the exam halls 1 1.42 12

12 Writing on desks before commencement of exam (desk note) 5 17.14 10

13 Switching seats in order to sit close to friends 1 1.42 12

14 Sexual harassment 1 1.42 12

15 Rewriting papers after examination 3 4.28 11

16 Substitution of worked scripts or answers in the exam hall 1 1.42 12

All the respondents agreed that the identified types of examination misconduct exist in the university.

57% of the students ranked and agreed that bringing of chukwuli/chips into the examination venue was

ranked first, this was followed by 5% of the respondents that agreed to the bribing of lecturers (blocking)

this ranked the 2nd position while 3rd position was taken by 45.71% that agreed that spying on other

student examination script which is known as “giraffing” was among the most commonly used type of

examination malpractice. Examination invigilators many times continually changed the sitting

arrangement of students who spied or copied from other students work.

Impersonation ranked the 4th position, taking about 37.14%. Collusion with other students were ranked 5th

with 30% of the respondents. This goes along with the 3rd as many student who spied do so from previous

27

arrangement or had earlier formed a syndicate of sitting arrangement whereby a brilliant students sit in the

middle while those who need help sit on either side called “star connection”.

Discussing in the hall took the 6th position with 27.14%; this is another common form of examination

malpractice because students are in the habit of asking their friends for fellow student’s questions during

exams.

The use of mobile phones and other electronic devices ranked the 7th position with 22.83%, materials can

be stored in the phones and used in the examination halls. Outsiders can also send messages to examinees.

Hijacking of question papers took the 8th position with 20% of the respondents agreeing to that, this

involves students breaking into the lecturers office or the lecturers favouring some other students by

giving them the questions before exams, the staffs and printers of exam questions to interested students.

Writing on the palms and other body parts including other materials ranked the 9th position with 12.85%.

Writing on desk before commencement of exam known as “desk note” ranked the 10th position with

7.14%, very few of the respondents believe that this form of malpractice exist because examination halls

and seats can be changed unannounced, so a student is not likely to know where he/she would seat for the

exam.

The 11th position was asked by respondents that admitted the rewriting papers after examinations with

4.28%, this is usually done in the lecturer’s office or outside the school premises but respondents admitted

this does not received large involvement based on the risk involved. The 12th position with 1.42% was in

the same proportion of three (3) categories of examination malpractice forms, which are; solving

questions for somebody in exam hall (external assistance), threatening of innocent ones in the exam hall

and switching seats in order to sit close to their friends.

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TABLE FOUR: If you were given an opportunity to cheat would you do it?

Response categories

Agree

No. Student response Frequency % Rank

1 It is not the best approach to achieve success or have the best result 2 2.85 7

2 Achieving success via hard work results in a sense of pride 12 17.14 2

3 Being a Christian, its against my faith in God 20 28.57 1

4 Examination malpractice does not justify the purpose of being an

educated person

4 5.71 5

5 After reading, others cheat in my face in the exam hall, so am given

opportunity to cheat

2 2.85 7

6 Due to the consequence (punishment) involved, I won’t cheat 4 5.71 5

7 To be on a safer side 2 2.85 7

8 It makes one lazy, thus making the brain dull 4 5.71 5

9 Its against school rules and regulations 4 5.71 5

10 I have confidence in myself and thus prepare adequately 7 10 3

11 It serves as a reminder in order to have good grades, they usually go

unpunished

6 8.57 4

12 I indulge in it, in order for me to pass exams where lecturers bring

study materials few days to exams

1 1.42 8

13 The educational system is corrupt and there is no room for merit 3 4.28 6

14 You can’t be 100% ready for exams because book work is hard 2 2.85 7

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All respondents agreed that the system is corrupt due to the widespread of cheating but individually, they

have different opinions why they would cheat or don’t cheat during examinations.

A percentage of 28.5% of respondents ranked 1st because of the opinion that even though cheating in

exams is widespread, they wouldn’t cheat because being a Christian its against their faith in God, this

goes a long way to suggest that the level of biblical ethics (fear of God) that student’s have, would go a

long way in curbing cheating. This is due to the fact that the fear of God in a student’s life instils a form

of personal check on a student during exams.

While the categories of respondents that have examination ethics are of the opinion that achieving success

via hard work results in a sense of pride in a student. This category of respondents ranked 2nd with a

percentage of 17.14%.

The 10% of respondents which ranked the 3rd position are of the thought that, they have confidence in

themselves and thus they study adequately for their exams so that, they would be able to answer the

questions in exams correctly.

For some respondents, they suggest that to have good grades, they need reminders and that defaulters

usually go unpunished; 8.57% of respondents suggested this with a ranking of the 4th position.

While 5.71% of the ranks of 5th position of about four (4) categories of respondents are of these opinions:

The 1st category suggests that, examination malpractice does not support the purpose of being an educated

person.

The 2nd category suggests that, due to the consequence (punishment) involved, they would not cheat.

The 3rd category suggests that, it makes one lazy, thus making the brain dull.

The 4th category suggests that, it’s against school rules and regulations.

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The Educational system is corrupt and there is no room for merit was agreed upon by 4.28% of

respondents with a rank of the 6th position.

The ranks of the 7th position with a percentage of 2.85% of four (4) different categories are of these

opinions:

The 1st category believes it’s not the best approach to achieve success or have the best result.

The 2nd category believes that after reading, I see others cheat in my face in the exam hall and thus are

given an opportunity to cheat.

The 3rd category believes that to be on a safer side I indulge in cheating.

While the 4th category are of the suggestion that you can’t be 100% ready for an exam because bookwork

is hard.

Lastly, 1.42% of respondents with a rank of the 8th position are of the suggestion that they indulge in

malpractice where lecturers bring study materials few days to exams

TABLE 5: Do you think examination malpractice can be totally eradicated from the university.

No. Students opinion Frequency % Rank

1 Student will always be lazy (N) 11 15.71 4

2 Lecturers should teach to students understanding (Y) 5 7.14 6

3 Sanitization policy will eradicate examination malpractice (Y) 13 18.57 3

4 Overpopulation of students and few lecturers (N) 2 2.85 7

5 Both the culprits and fighters are involved (N) 14 20 2

6 The system is corrupt (N) 17 24.28 1

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7 It’s a thing of the mind, because it deals with individual (N) 7 10 5

8 Defaulters are not punished (N) 2 2.85 7

9 If every students earned his/her admission through handwork (Y) 1 1.42 8

10 If both lecturers and students have the fear of God 2 2.85 7

From table 5 above, a higher percentage of the respondents believe the system is corrupt and thus

examination malpractice cannot be eradicated from the university, the percentage of the respondent is

24.28% which ranked 1st. Another percentage of 20% also are of the opinion that examination malpractice

cannot be eradicated from the university because both the culprits and the fighters are involved, this

ranked the 2nd position.

The 3rd position was taken by 18.75% of the respondents that agreed that examination malpractice can be

eradicated from the university, if sanitization policies are implemented. 15.71% of the respondents are of

the opinion that the main causes of malpractice are the students, they believe that students would always

be lazy, this ranked the 4th position.

Another 10% of the respondents suggest that examination malpractice cannot be eradicated from the

system if the mind of students and lecturers alike are not changed, for they are of the idea that

examination malpractice is a thing of the mind, this percentage of respondents ranked the 5th position.

While 7.14% of the respondents believe strongly that examination malpractice can be eradicated from the

system, if lecturers teach to students understanding, this was in the 6th rank.

Three different categories if 2.85% of the respondent that ranked the 7th positions were of these opinions:

The overpopulation of students and few lecturers would hinder the eradication of examination malpractice

in the system.

32

The other category, were of the opinion that defaulters are not punished, thus examination malpractice

cannot be eradicated from the university.

The last category, were of the suggestion that if both lecturers and students have the fear of God,

examination malpractice can be eradicated from the system.

The last position, which is the 8th on the rank with a percentage of 1.42% believed that if every student

earned his/her admission through hard work then examination malpractice can be eradicated from the

university.

Table 6: What are the factors responsible for examination misconduct in the university?

No. Factors Frequency % Rank

1 Lack of interest from students 31 42.28 1

2 Poor orientation from management 4 5.71 9

3 Moral decadence in the society 7 10 8

4 Corrupt lecturers and staffs 25 35.71 2

5 A wrong perceptions of coming to school 1 1.42 12

6 Unqualified students been admitted into school 1 1.42 12

7 Exam phobia 7 10 8

8 Unpreparedness 19 27.14 3

9 Lack of confidence and low self esteem 10 14.28 7

10 Lecturers attitude towards lecturing 18 25.71 4

11 Crowded school programmes/irregular classes 12 17.14 6

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12 Leakage of exam question prior to exam time 1 1.42 12

13 Quest to making better grades without working for it 2 2.85 11

14 Lack of learning facilities and equipments 14 20 5

15 Non conducive environment to learn 3 4.28 10

16 Non payment of lecturers 1 1.42 12

17 Inadequate security during exams 3 4.28 10

18 Lack of manpower (lecturers) 1 1.42 12

From table 6, students narrated various factors responsible for examination misconduct in the university;

the various factors were listed above, and ranked according to the higher frequency.

According to table 6, lack of interest from students was listed as one of the factors which were 42.28% of

the respondents which ranked the 1st position.

Another factor which ranked the 2nd position with 35.71% attributed it to corrupt lecturers and staffs.

Unpreparedness of students was another factor with a ranking of 3rd and a percentage of 27.14% lecturer’s

attitude towards lecturing took the 4th place with 25.71% of the respondents agreeing to that.

Lack of learning facilities and equipment took the 5th place with 20% of respondents agreeing to it.

Crowded school program/irregular classes are also responsible for examination malpractice in the system;

this ranked the 6th place with 17.14% of the respondents agreeing to it.

Lack of confidence and low esteem was another factor listed which ranked the 7th place with 14.28%.

The 8th position of 10% was taken by two categories that are of the suggestion that: Moral decadence in

the society and exam phobia is some of the factors of examination malpractice. 5.71% of the respondents

agreed to poor orientation from management, took the 9th place.

34

The 10th place of 4.28% was taken by two different categories of respondents that believe that; the non-

conclusive environment to learn and inadequate security during exams.

Quest to making better grades without working hard for it got the 11th place with 2.85%. There were five

(5) different categories having the same ranking and percentage of 12th and 1.43% respondents these

categories of factors listed are:

A wrong perception of coming to school

Unqualified students been admitted into school

Leakage of exam question prior to exam time

Non-payment of lecturers

Lack of manpower (lecturers)

Table 7: Which are the most frequently used examination malpractice in the university currently.

No. Frequently used Frequency % Rank

1 Chukwuli/chips 57 81.4 1

2 Bribing of lecturers (blocking) 35 50 2

3 Copying from fellow student (spying) 32 45.71 3

4 Impersonation 26 37.14 4

5 Collusion (community effort) 21 30 5

6 Discussing in the hall 19 27.14 6

7 Use of mobile phones and other electronic device 16 22.85 7

8 Hijacking of question papers before exams 14 20 8

35

9 Writing on palms, body parts and other materials 9 12.85 9

10 Writing on desks before commencement of exams (desk note) 5 7.14 10

11 Re writing paper after examination 3 4.28 11

12 Switching of seats in order to sit close to friends, sexual harassment

and substitution of worked scripts or answers in the exam hall

1 1.42 12

From table 7, chukwuli/chips got the highest percentage of respondents of 81.4% of them naming

chukwuli/chips as the most commonly used form of examination malpractice, this gave it the 1st position.

This was followed by the 2nd position of 50% of respondents admitting to bribing of lecturers (blocking)

as the frequently used form.

Copying from fellow student (spying) occupied the 3rd place with 45.71% of respondents supporting it.

Impersonation was ranked 4th place with 37.14% of the respondents supporting this nation.

Collusion (community effort) got the 5th place with 30% of the respondents agreeing to this.

Discussing in the hall took 27.14% of the respondents, this occupying the 6th place.

The use of mobile phones and other electronic devices got the 7th place with 22.85%.

Hijacking of question papers before exams commence got the 8th position with 20% of the respondents

supporting this. Writing on palms, body parts and other materials was ranked 9th position with a

percentage of 12.85%.

Writing on desks before commencement of exams (desk note) was ranked 10th position with a percentage

of 7.14%.

Re-writing of papers after examination occupied the 11th place with a percentage of 4.28%.

36

Switching of seats in order to sit close to friends, sexual harassment and substitution of worked scripts or

answer in the exam hall took the 12th position in the ranking with a percentage of 1.42% of respondents

agreeing to it.

TABLE 8: What solutions do you think can be used to eradicate malpractice in the university?

No. Solutions Frequency % Rank

1 Preparing for exams early enough 3 4.28 10

2 Building confidence in the students 5 7.14 8

3 Lecturers should take their jobs seriously and teach students well 10 14.28 4

4 Government should provide adequate facilities in the university for

learning

11 15.71 3

5 Online questions should be introduced 3 4.28 10

6 Exam question should be based on logic and not definition 1 1.42 10

7 There should be punishment for lecturers that engage in blocking and

other corrupt practices

9 12.85 5

8 Not allowing mobile phones and other electronic devices in the hall 4 5.71 9

9 Disciplinary action should be taken on students caught cheating 16 22.85 2

10 Proper and constant orientation of students about exam ethics 18 25.71 1

11 Sanitization of the system 1 1.42 12

12 Strict invigilation during examination 7 10 7

13 Lecturers should be assessed by students frequently 3 4.28 10

14 A well structured timetable for learning/educational curriculum 2 2.85 11

37

15 A better welfare package for staffs/frequent payment of lecturers

salaries

3 4.28 10

16 Lecturers with good teaching skills should be employed 3 4.28 10

17 Strict disciplines on the part of the authorities 2 2.85 11

18 If there could be detection machine that can detect any student

carrying materials into the hall

1 1.42 12

19 Exam halls should be well spaced and adequately supervised 8 11.42 6

20 Lecturers should bring course materials early 1 1.42 12

21 Honest and disciplined examiners

22 Strict adherence to examination malpractice form 4 5.71 9

23 Thorough and supervised conduct in marking of scripts 3 4.28 10

24 Combining students from different levels in the exam hall 1 1.42 12

25 Setting exams questions sometime to the exam 2 2.85 11

26 Spacing out exam timetable to accommodate carryover students 1 1.42 12

27 Regular assessment test for the students 1 1.42 12

From table 8 it is obvious that students believe strongly that there are possibilities to the eradication of

examination malpractice. Students strongly believe that proper and constant orientation of students and a

thorough sanitization of the education system in the area of proper mobilization of staffs to their duties,

availability of adequate teaching aids, maintenance of the school facilities and structures to enhance

learning. Lecturers should be well compensated so that they can be motivated to carry out their duties

effectively.

38

TABLE 9: What penalty, do you think should be given to students caught indulging in examination

malpractice?

No. Items Frequency % Rank

1 Expulsions from the university 19 27.14 2

2 Cancellation of the examination involved 4 5.71 5

3 Community service 1 1.42 7

4 The students should be made to rewrite that exam in the presence of

invigilators

5 7.14 4

5 Automatic carryover 6 8.57 3

6 Imprisonment (2 years) 1 1.42 7

7 They should be given a new booklet to rewrite the examination 3 4.28 6

8 They should be given orientation 5 7.14 4

9 They should be sent out of the hall 1 1.42 7

10 Rustication for one session or two sessions 24 34.28 1

From table 9, it is obvious that students disagreed to heavy penalties for examination malpractice; they

neither want imprisonment for 2 years nor community service nor being went out of the hall. Interaction

with the students indicated that these penalties are too heavy for the offence knows as examination

malpractice. They felt that rustication for one session with parade of posters of offenders would reform

39

rather than a damaging penalty such as expulsion from the university, knowing that such a penalty may be

the end of their education.

The students would prefer to be given a new booklet or if malpractice is regarded as animal, it should be

referred to the law court.

TABLE 10: What is the effective way of apprehending those caught with malpractice materials?

No. Effective way Frequency % Rank

1 Security personnel should be called to the scene 5 7.14 3

2 Using surveillance cameras 2 2.85 5

3 There should be proper spacing of students during exam with many

invigilators to aid effective supervision

3 4.28 4

4 Placing an embargo on irregular movement of the student during

exams

1 1.42 6

5 Thorough search before entering the hall and they should not leave

the hall after they have been searched

6 8.75 2

6 A person’s nature that is cheating usually sells him out 11 15.71 1

7 A careful analysis of scripts when marking to discover identical

scripts

1 1.42 6

40

From the table above, respondents have been given their various views on how to effectively apprehend

those caught with malpractice materials. But majority of the respondents are of the opinion that a person’s

character that is committing examination malpractice can sociologically be detected.

No doubt, those above mentioned ways can be effective in apprehending those caught with malpractice

materials, but students will always find ways out of it all. But these methods can be adopted and followed

strictly.

PROGRAM INTRODUCTION

Based on the different techniques that have been adopted in the past to curb the menace of examination

malpractice. A new technique can be adopted which is the use of surveillance camera’s in exam halls

during examination. These cameras are planted in strategic places unknown to the students before the

examination.

Before the exams, students are taken through two stages of registration which are:

1. A general registration of all students at that particular level, this registration includes their bio-data

and other relevant personal information such as contact address, next of kin, occupation, e-mail

e.t.c.

2. The second registration has to do with the registration for that particular exam (course) the student

is supposed to sit for. In this registration, information such as Name, Mat. No., Sex, Level course

code, Passport photograph e.t.c. The information in the database is automatically stored in the

Microsoft access database from this information, the student is given a seat data base number, of

which the student is not aware of, until the slated date of the exam.

On the exam day, students are seated according to their seat number and the surveillance camera takes

an overview of the student’s while writing during the course of the exam, students involved in one

form of examination malpractice or the other, were also captured by this camera.

41

After the examination, the head of the examination disciplinary committee goes through the videos in

the camera and based on the pre-registration data base and the video clips, the defaulters are caught.

This mechanism houses a pre-defined verdict for defaulter based on the type exam malpractice as

stated by the university’s exam committee. This program was written using a programming language

called visual basic 6.0.

42

CHAPTER FOUR

SYSTEM DESIGN AND IMPLEMENTATION

4.0 System design

This section gives a description of the system specification. The system specification is broken down into:

input design, process and output design

4.0.1 Input design

This section gives a description of the input data to the system. Specifies how the input will be entered

into the system.

The designed automatic disciplinary panel is interactive based software with good user interface which

makes it user friendly. The input screen is design in such a way that the system users can enter input data

to the system during the keyboard to type to type in the required data or information. This system has two

interfaces namely the student registration and student exam registration, in which the student exam

registration is divided into section A and section B which contains the students verdict status. The input

data to the student registration are given below;

♥ Name

♥ Sex

♥ Date of birth

♥ State of origin

♥ Nationality

♥ Postal address

♥ Contact address

♥ Residential address

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♥ E-mail address

♥ Phone number

♥ Language spoken

♥ Data of first and second next of kin

Student examination inputs are given below

Section A

Name

Sex

Student identification number

Matriculation number

Faculty and department

Section B

Student verdict status are given below

Nature of offence

Verdict

Confirm verdict

This information in the student verdict status is already stored in the system

4.0.2 Processing requirement

This describes the processing task of the system. The automatic disciplinary panel will be processing the

following tasks:

Student personal information (bio data)

Student malpractice cases

44

4.0.3 Output requirement

This section gives a description of the output to be generated from the system. Outputs from the system

are to be generated via unit (VDU) and the printer.

4.1 System implementation

Choice of programming language

System requirement-hardware and software requirement

Program execution

4.1.1 Choice of programming language

The programming language used in the development of the system is visual BASIC programming

language, which is an acronym for visual Beginner All-purpose Symbolic Instruction Code.

Visual BASIC is an Object Orient programming language which has more advantages than its procedural

language counter part. It is quite flexible and effective in database manipulations, graphical interface

handling and numerical handling.

4.1.2 System requirement: hardware and software requirements

The hardware requirements for the implementation of the system are as follows:

A Pentium iii computer or a higher version

A hard disk size of at least 20 gigabytes

A ram size of at least 128 megabytes

CD ROM drive

Flash drive

Uninterrupted power supply (UPS)

Printer

Printing paper

45

In order for the hardware to function, the need for software components cannot be undermined. Hence the

software requirements for the system implementation are as follows:

Windows operating system (version 98 or higher versions)

Visual BASIC programming language compiler.

4.2 Program execution

Start button

Microsoft VB

Click existing

Click on look in

Click on desk top and navigate

Click exam malpractice 2

Click exam malpractice

Press f5 to play

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

Considering the magnitude and the continuous occurrence of examination malpractice in the Nigerian

educational system, it is no doubt necessary to research into the area before the Nigerian certificates

become worthless papers.

Also in the era of anti-corruption in the Nigerian society, the educational system needs to join this crusade

and totally rid the system of this plague.

It was therefore the intention of this project work to look into forms of examination malpractices, the

causes and also evaluate the penalties for examination malpractice, while creating possible solutions to

curb examination malpractice in the Nigeria universities, using University of Benin as a case study

CONCLUSION

The root cause of examination malpractice is that there is poor preparation as a result of decreasing level

of quality teaching and learning in our universities. Proper preparation prevents poor performance. There

is gross inadequacy of qualified lecturers in our universities. While all other remedies to curb examination

malpractice like punitive measures, public enlightenment campaign and printing of question papers few

hours to exams should continue, we should try to emphasize qualitative teaching and learning in our

universities. There are cost implications to improving the quality of teaching and learning.

All the stakeholders in education should be ready to contribute to the funding of our universities. There

should be proper monitoring and supervision to ensure that the end justifies the means.

RECOMMENDATION

This project work is recommended to all heads of examination disciplinary panel and to carry out this

exercise fully, the following recommendations are also made, which are:

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Many students who engage in examination malpractice have been found to be academically

weak which are traceable to the faulty foundation in their educational ladder. It is

recommended that there should be improvement in the delivery of instructions especially at the

foundation i.e. primary level.

Should facilities in terms of sitting arrangement and halls have been a major cause of

examination malpractice. The universities should guide against indiscriminate admission of

students, so as not to overstretch the facilities available. There should be good environment,

like good ventilation, good examination chairs and adequate spacing between students. A lot of

temptations to cheat exist when they are close to one another. The national universities

commission (NUC) is wagging war against overpopulation in the Nigerian universities.

Universities should continue to admit students based on facility available.

Federal and state governments should continue to establish more universities to give

opportunities to more candidates seeking examination.

The integrity of the university lecture is important in curbing examination malpractice. Undue

familiarity which can make some students to have advanced knowledge of examination should

be totally discouraged.

Finally, examination malpractice is without any doubt, a part of our educational systems. The federal

government through the national orientation agency is working hard to change the value system of the

society by mounting many campaign against corruption, electric cable and pipeline vandalization,

University of Benin should mount more frequently campaign on the ills and penalties of examination

malpractice until the evil is totally stamped out of our educational system.

48

References:

Aaron, R.M: Student academic dishonesty; are collegiate institutions addressing the issue? NAPSA

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