zakka, john pg/m.ed/09/52820
TRANSCRIPT
1
ZAKKA, JOHN PG/M.ED/09/52820
INNOVATIVE STRATEGIES FOR CURBING EXAMINATION MALPRACTICES IN PUBLIC EXAMINATIONS IN NIGERIA
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
Ameh Joseph Jnr
Digitally Signed by: Content manager’s Name
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
2
TITLE PAGE
INNOVATIVE STRATEGIES FOR CURBING EXAMINATION MALPRACTICES IN PUBLIC EXAMINATIONS IN NIGERIA
BY
ZAKKA, JOHN PG/M.ED/09/52820
DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
JANUARY, 2014
3
CERTIFICATION ZAKKA JOHN, a postgraduate student in the Science Education Department with
registration number PG/M.ED/09/52820 has satisfactorily completed the requirement
for the award of Masters Degree in Education (Measurement and Evaluation). The
work conducted in this thesis is original and has not been submitted in part or full for
any other Diploma or Degree of this University or any other University.
Zakka, John Dr. E.K.N. Nwagu Student Supervisor
4
Approval Page This research project report has been read and approved for the Department of
Science Education, University of Nigeria, Nsukka.
______________________ _____________________
Dr E.K.N Nwagu Internal Examiner Supervisor
______________________ ________________________
External Examiner Prof. D.N Ezeh Head of Department
____________________
Prof. I.C.S. Ifelunni Dean, Faculty of Education
DEDICATION
This work is dedicated to my late father who gave me a solid foundation, guidance
and encouragements to be what I am today.
5
AKNOWLEDGEMENTS The researcher is ever thankful to certain special people that made it possible for this
work to be successful. He is particularly thankful to his supervisor Dr. E.K.N. Nwagu
who committed his everything towards ensuring the success of this work. His
constructive criticisms which were before now seen as being unnecessarily difficult
have improved the researcher. The researcher is in a special way, thankful to Mrs.
Nwagu, for her assistance when the researcher’s pregnant wife was admitted at the
University of Nigeria’s Hospital as a result of stress accumulated while
accompanying the researcher from Uyo to Nsukka for proposal presentation.
His gratitude also goes to Prof. Nzewi, Dr. Ezeudu, Dr. Ezeugwu, Dr. Usman, Dr.
A.O. Ovute for their assistance and useful contributions at various stages of the
work.
He is grateful to his son, Jeffrey Kuzayet Zakka for risking his life while in the womb,
in order for his father to succeed in this study. He is equally thankful to his wife for
her understanding, patience and support in ensuring this work sees the light of the
day.
6
The researcher is also thankful to Ugwuanyi, Christian Sunday, all M.ED 2009/2010
set, Peter Zakka, Kyom Joshua for their contributions and assistance. May the Good
Lord reward them abundantly.
Table of Contents Title page i Certification ii Approval page iii Dedication iv Acknowledgement v List of tables x Abstract xi CHAPTER ONE: INTRODUCTION 1 Background of the study 1 Statement of the problem 8 Purpose of the study 9 Significance of the study 10 Scope of the study 12 Research Questions 12 Hypotheses 13
7
CHAPTER TWO: REVIEW OF LITERATURE 14 Conceptual Framework
15
Concept of examination system in Nigeria `
15
Examination malpractice
16
Perpetration of examination malpractices by Stakeholders
26
Curbing examination dishonesty through value education
31
Hi- Tech examination malpractices
37
Computer-based Exam ination
38
Theoretical Framework
41
Communist theory
41
Transformative theory
42
Review of related Empirical Studies
43
Summary of Review of Literature 49 CHAPTER THREE: RESEARCH METHOD 51 Design of the study 51 Area of the study 51
8
Population of the study 52 Sample and sampling Technique 52 Instrument for data collection 53 Validation of instrument 53 Reliability of instrument 54 Method of data collection 54 Method of data analysis 54 CHAPTER FOUR: RESULTS 55 Research question 1 55 Research question 2 56 Research question 3 58 Research question 4 59 Research question 5 60 Research question 6 60 Research question 7 61 Research question 8 62 Hypothesis 1 63 Hypothesis 2 65 Hypothesis 3 65 Summary of Findings 66 CHAPTER FIVE: DISCUSSION, CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS AND SUMMARY 70
9
Discussion of findings 70 Conclusion 75 Educational implications of the findings 76 Recommendations 76 Limitations of the study 77 Suggestions for further study 77 Summary of the study 78 References 82 Appendices 1: Instrument for Data Collection 86 2: Innovative Strategies for Curbing Examination Malpractice Questionnaire (ISCEMQ)
87 3: Trend of incidence of examination malpractice in WAEC School Candidates’ Examination (2000-2005) in Nigeria
90 4: Trend of incidence of examination malpractice in WAEC Private Candidates’ Examination (2000-2005) in Nigeria
91 5: Sanctions applied in the May/June 2000-2005 WASSCE 92 6: Sanctions applied in the November/December 2000-2005 W 93
7: Sampling information 94
10
LIST OF TABLE Table 1: Mean and standard deviation of the strategies for curbing parents’ related examination malpractices 55 Table 2: Mean and standard deviation of the strategies for curbing School/teachers related examination malpractices 57 Table 3: Mean and standard deviation of the strategies for curbing Internet related examination malpractice 58 Table 4: Mean and standard deviation of the strategies for curbing Exam bodies/exam personnel related exam malpractices 59 Table 5: Mean and standard deviation of the strategies for curbing Candidates’/peer related exam malpractices 60 Table 6: Mean and standard deviation of strategies for curbing Security agents related exam malpractices 61 Table 7: Mean and standard deviation of the strategies for curbing School location/environmental related exam malpractices 62 Table 8: Mean and standard deviation of the strategies for curbing Ministry of Education related exam malpractices 63 Table 9: Mean and standard deviation of responses of students of different higher institutions 64 Table 10: One way analysis of variance of the responses of students from different higher Institutions 64 Table 11: t-test analysis of responses of teachers and students on the strategies for curbing Examination malpractices 65 Table 12: t-test analysis of the responses of parents and school personnel on the strategies for curbing examination malpractices 65
11
ABSTRACT There is a decline in the quality of graduates from the higher institutions in Nigeria. A situation where some University Graduates cannot write a very good letter is a cause for concern. University Lecturers and other employers of labour have always complained on the quality of school products. All these are alarming signals which portends danger for the country. A number of issues could have led to these problems and the most pronounced among them is examination malpractice. The purpose of this study therefore was to device innovative strategies that could assist stakeholders in curbing the menace of examination malpractice in public examinations in Nigeria. This purpose was achieved by collecting data through a descriptive survey to obtain the responses of some sampled stakeholder on how to eliminate or reduce the incidences of examination malpractice to the barest minimal. Out of the entire population of 10750, a total number of 570 respondents which formed 5% of the entire population were used for the study. The sampled population used for the study was derived from the strata of students, teachers, Ministry of Education officials and officials of Examination bodies in Kaduna State. The instrument developed and used by the researcher was the ‘Innovative Strategies for Curbing Examination Malpractice Questionnaire’ (ISCEMQ). Eight research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation while the hypothesis was tested at 0.05 level of significance using t-test statistics and ANOVA. After analyzing the data, it was deduced that curbing examination malpractice depended on our will power. The study revealed that examination malpractice is not perpetrated by Angels but human beings. And it is the general orientation of stakeholders that has continued to sustain the ugly trend of examination malpractice. Based on the findings above, a number of recommendations were proffered.
12
CHAPTER ONE
INTRODUCTION
Background of the Study
The Hyperdictionary (2009) defined examination as the act of giving students a
test (as by questions) to determine what they know or have learned. Similarly, citing
Kpangban, Ajaja & Umedhe (2008) defined examination as an assessment intended
to measure knowledge, skill, attitude, physical fitness or classification in many other
topics such as beliefs. Examination could also be seen as one of the most objective
techniques used in the measurement of learning outcomes at all levels of education
in Nigeria and the world over. In another vein, examination was defined in the
website www.worrells.net.au/content/factsh as the process of an external
administrator formally examining various parties, students or candidates.
Examination may be administered orally, on paper, on computer or in a confined
area that requires an examinee to physically perform a set of skills. However, despite
the importance of examination in teaching and learning situations, a number of
factors affect the credibility of examination scores. One of such practices that may
affect the reliability of examination scores is examination malpractice.
Examination malpractice is any illegal act committed by a student single
handedly or in collaboration with others; like fellow students, parents, teachers,
supervisors, invigilators, printers and anybody or group of people before, during or
after examination in order to obtain undeserved marks or grades (Wilayat, 2009).
The West African Examinations Council (1992) referred to examination malpractice
as any irregular behaviour exhibited by candidates or officials charged with the
responsibility of conducting examination, in or outside the examination hall, before,
during or after such examination. It involves various methods employed by
13
candidates to cheat during examinations. Similarly, Shonekan (1996) stated that
examination malpractice is an act of omission or commission that contravenes those
West African Examinations Council’s rules and regulations to the extent of
undermining the validity and reliability of the test and ultimately the integrity of the
certificate issued by the Council. Examination malpractice does not occur in the
examination hall alone, it occurs before, during and even after the examination.
Some forms of examination malpractices are copying on sheet of papers,
handkerchiefs, desk/chairs; swapping of answer booklets and collusion with other
candidates or external agents. Others include leakage of examination questions
before the actual examination day. In some schools, especially, those privately
owned, the school authorities sometimes bribe invigilators, supervisors and police
personnel drafted to the centres so that they could turn a blind eye when
malpractices are being perpetrated. Electronic gadgets like calculators, organizers,
radio walkman and mobile phones are also used to carry out examination
malpractices. Annually, examination bodies give stern warnings to the candidates to
desist from bringing mobile phones into the examination halls but each year, the use
of mobile phones to commit examination malpractice is recorded (Onyechere, 2007).
Other forms of examination malpractices are bringing books or cribs into the
hall, insulting or assaulting supervisor or invigilator, replacement of answer script
with another one during or after the examination, swapping of scripts in an
examination hall, impersonation, smuggling scripts written outside into the
examination hall, writing on handkerchief/thigh, stretching of neck like the Giraffe to
look at the work of a fellow candidate, hooligans gaining entry into the examination
hall by force when examination is in progress, to remove question paper, leakage,
relaxation of vigilance by invigilators, talking, dictation of answers to students, e.t.c.
14
Examination malpractices in Nigeria are successfully perpetrated with the
active connivance of students, parents, school authorities, government functionaries,
invigilators and sometimes officials of such examination bodies as Joint Admissions
and Matriculation Board, (JAMB); The West African Examinations Council, (WAEC);
National Examinations Council, (NECO); National Business and Technical
Examinations Board, (NABTEB); and National Teachers’ Institute, (NTI).
Consequently, examination malpractice is perpetrated for different reasons and it
affects the credibility of results in the sense that grades are assigned to candidates
wrongly thereby misleading the teacher and other users of the school products in
decision making.
Denga, (1981) stated that the different factors responsible for examination
malpractices could be categorized into three; namely: Psychological, Environment
and Intelligence. Psychological factors have to do with all the stress that is often
induced by parents, peer pressure groups and students because of an examination.
In the same vain, psychological trauma of failure or scoring low grades promotes
candidates involvement in examination malpractice. Environmental factors refer to
the crowded nature of classrooms and examination halls with few invigilators during
examination. Obsolete, obscure and inadequate instructional materials can lure
candidates to perpetrate examination malpractice. On the other hand, intelligence
quotient IQ vary among individuals; often academically weak candidates try to
compare themselves with naturally gifted candidates. When the weak students are
not able to meet up with the challenges, they resort to seeking external help to pass
their examinations. In view of the fact that examination malpractice continues to
occur in different forms and levels, there is the need to determine innovative
strategies for curbing the ill practice.
15
In recent times, syndicates have emerged across the country with innovative
techniques for perpetrating examination fraud. They mobilize all the resources their
clients need in their illegitimate bid to get better results. The resources include
financial inducement for invigilators and security agents who are not willing to
cooperate. Most times, the syndicates employ people often referred to as
‘mercenaries’ to impersonate a candidate who does not want to personally sit for the
examination. Also, a teacher could be asked to answer the questions on the
chalkboard for the candidates inside the examination halls to copy. These syndicates
have made it very easy for somebody to acquire a school certificate without
necessarily entering the examination hall. This is the reason many students refuse to
take SSCE in the schools they attended especially if it was a public school. Instead,
they become external candidates in other schools where they pay exorbitant fees in
order to perpetrate examination malpractices. The fees charged students is often
referred to as ‘cooperation fee’ in many schools. The usual explanation students give
for changing their schools in their final classes is that students do not pass
examinations there. This is why they have to enroll as external candidates where
their success is guaranteed (Airahuobhor, 2007).
Dipo (2007), described the problem of examination malpractice as the
manifestation of fundamental flaw in the Nigerian philosophy of education. Dipo
opposed the undue emphasis on university education. In fact examination
malpractice in Nigeria has attained a frightening proportion and has become
institutionalized. The Perpetrators of examination malpractices constantly develop
new methods that are equally sophisticated in perpetrating the fraud. In order to
further explain the sophistication of examination malpractices in Nigeria, JAMB’s
public relations officer confirmed in 2007, that two candidates were caught during the
16
May 6, 2007 University Matriculation Examinations (UME) having received text
messages on their phones and the text messages received were seen to contain
information relevant to the examination that was in progress. Such problems led to
the resolve by the Nigerian Universities to conduct post-UME examinations to further
screen the candidates before admission since they doubt the validity of the UME
scores of the prospective students.
Aina (1991) and Aliyu (1991), agreed in their various submissions that the
desire to pass at all cost is responsible for examination malpractices. School
management and parents tend to push hard on wards to get their certificates and
good grades by all means in order to secure employment or admission into the best
higher institution.
The overdependence on certificate, if care is not taken will create a situation
where educational products in Nigeria are not able to perform what is expected of
them. Poor economy, with low income to meet the ever growing human wants, could
be a factor where teachers cum supervisors engage in examination malpractice.
Ahusa, as sighted by Olushola, (2006).
Examination malpractices could be encouraged as a result of:
1. Students being sometimes left without any direction or are pushed too hard
and too far by parents to achieve the desires of such parents. This problem
often makes the candidates to do courses that they either cannot cope with,
are not interested in, or may not be beneficial to them.
2. Truancy and absenteeism; where students were ill prepared for examination
because they do not know what others have been taught. It is natural that
when a student does not attend lecture(s), there is no miracle that will make
him or her to pass, except he or she indulges in examination malpractice.
17
3. Lack of proper teaching of students before examination can also encourage
examination malpractice. Some school teachers are either lazy or indulged in
their private practices when they were supposed to be teaching their students
and thus, put in grossly inadequate time in teaching/coaching their students.
When the time for examination reaches, in order for them to preserve their
jobs and also uphold the name of their schools, such teachers tend to resort
to examination malpractices.
4. Poor state of infrastructure in schools is another cause of examination
malpractice. Where a school lacks such basic facilities such as classrooms,
laboratories, libraries and other vital equipment and facilities, teaching and
learning cannot be carried out effectively.
5. Long closure of schools due to strikes by teachers could also result in
examination malpractice. When schools are closed, student are compelled to
go back to their various homes and either roam the street, stay idle or engage
in nefarious activities. During examination, such students may not be able to
recall what they had learnt and the best bet for them is to participate in
examination malpractices.
6. Poor admission and promotion policy by schools can also enhance
examination malpractice. When admissions are not given to candidates based
on merit but based on sentiment, the said students may not be able to
withstand the academic stress; the last option for such students will be to
embark on examination malpractice. In the same vein, when students are
promoted from one class to another without recourse to whether they have
passed or not, they tend to be ill equipped at the end of their study and thus
depend on examination malpractice.
18
7. Inadequate staffing of schools is another major reason why students cheat in
examination. For a student to learn and understand any subject matter, he or
she ought to be taught adequately. In a situation where students are not
taught adequately due to lack of sufficient teachers, such students or school
tend to indulge in examination malpractice to pass any examination.
8. Poor attitude of students towards their studies resulting in non-preparation for
examination can also cause examination malpractice. A student, who failed to
study hard when he or she has examination to write, will always get involved
in examination malpractice in order to pass such examination(s) (Olushola
2006).
Examination malpractice discourages candidates from studying hard, denies
innocent students the opportunity for admission, delays the processing of
examination results, dissatisfies candidates, decreases job efficiency and stunts
national growth; it must therefore not be allowed to flourish in Nigeria. Fighting the
examination malpractice scourge in Nigeria should be a collective responsibility of all
Nigerians. There is therefore need to strategize innovative ways for curbing the
menace of examination malpractice in our schools.
Innovative strategies for curbing examination malpractice in Nigeria are those
carefully devised plans of actions put in place or required to arrest new trends of
examination malpractices and ensure malpractice free examinations in Nigeria.
Ojerinde (2007) noted that despite the efforts of Joint Admission and Matriculation
Board to curb examination malpractices, candidates, examiners and agents
unfortunately are still perpetrating the act. Ojerinde explained that the Board would
continue to de-recognize examination towns and centres where massive cheating
occurs. This measure, Ojerinde said, became necessary because of the Board’s
19
zero tolerance for examination malpractices. The Examination Malpractice Act 33 of
1999 empowers examination bodies to withdraw or cancel results of candidates with
cases of examination irregularities. Available reports from Examination Ethics
Projects (EEP), indicated that as at 2007, public examination bodies in the country
have cancelled a total of about 2,143,860 results due to examination malpractices. In
March, 2007 the Federal Ministry of Education (FME) blacklisted some schools and
individuals, including examiners, supervisors and invigilators, from participating in
public examinations because of their involvement in examination malpractices
(Newswatch Magazine, 2007).
In Nigeria, a lot of measures have been put in place by government,
institutions, school authorities, civil societies and well meaning individuals to
eradicate examination malpractice but the problem keeps spreading across Nigeria
with all forms of sophistication. There is therefore the need for in-depth investigation
of the problem with the view to bringing up some innovative strategies for curbing it
in the conduct of public examinations in Nigeria.
Statement of the Problem
Examination malpractice is one social problem that is disturbing the Nigerian
education sector and it requires a prompt remedy. Examination malpractice occurs in
all levels of the Nigerian educational sector but the focus of this study is the
secondary education level. Studies have shown that a lot of failures and anomalies
happen in the careers of individuals because of the impact of the scourge of
examination malpractice at this crucial level of education. The more the government,
principals, examination bodies and other well meaning individuals try to find solutions
to the problem, the more the perpetrators also device ways to frustrate such efforts.
The problem is becoming more scientific by the day; it is metamorphosing from the
20
era of candidates copying from fellow candidates to using sophisticated electronic
gadgets such as cell phones and concealed ear pieces. The problem of examination
malpractice has reduced certificates issued in Nigeria into a worthless paper, such
that a number of candidates with outstanding results cannot defend their certificates.
The performances of such candidates are not commensurate to the quality of their
certificates. Most disheartening is the situation where candidates who have secured
admission to study abroad are subjected to dehumanizing treatment because of
suspicion on the authenticity of their certificates. The problem of the study therefore
is to find out if innovative strategies for curbing examination malpractice in Nigeria’s
public examination be determined.
Purpose of the Study
The main purpose of this study is to determine some innovative strategies for
curbing examination malpractice in Nigeria’s public examinations. Specifically, the
study sought to determine the strategies for curbing:
1. Parents related examination malpractices;
2. School personnel related examination malpractices;
3. Internet related examination malpractices;
4. Examination body officials related examination malpractices;
5. Examination candidates’/peers related examination malpractices;
6. Security agents related examination malpractices;
7. School location related examination malpractices; and
8. Ministries of Education related examination malpractice.
21
Significance of the Study
The findings of the study would be very useful to the following stakeholders:
students, teachers, parents, ministries of education, examination bodies and
employers of labour.
All students/researchers, who are carrying out researches on examination
malpractices and other related topics would find findings of the study useful. The
study provides useful information for the review of related literature on the causes,
types, methods, reasons for examination malpractice, the various available
measures put in place for curbing examination malpractice in Nigeria. Findings of the
study will aid the students/researchers to have knowledge of the work that has been
done by the current researcher on curbing examination malpractice in order for them
to conduct further studies in unexplored areas.
For teachers, findings of the study further reveals more forms of examination
malpractices, why students perpetrate it, the various slogans student/candidates use
to identify different forms of examination malpractices. Having the knowledge about
examination malpractice provides the teachers opportunity to device ways to curb it.
Findings of the study would enable parents to appreciate that examination
malpractice is evil, which does no good to an individual as a parent or a country;
thereby, discouraging those parents who have interest in it to shun it in its entirety.
The Federal and State Ministries of Education being policy makers as regards
education, at the federal and state levels in Nigeria should benefit from the findings
of the study in formulating educational policies, bearing in mind, how to stem
examination malpractice which has always led to wrong decisions about the products
of schools in Nigeria. The recommendations from the findings of the study could be
used by the federal and State Ministries of Education as a policy to all educational
22
institutions that are concerned with the administration of examinations and award of
certificates; to curb the menace of examination malpractice in all examinations these
bodies conduct in order to enhance the validity and reliability of such examinations;
which also concerns the Ministry of Education.
The findings of the study are of great usefulness to all examination bodies
in and outside Nigeria in the sense that it gives adequate information on the different
new tactics candidates device in perpetrating examination malpractices. The
knowledge of both the old and new tactics used in committing examination
malpractices should enable the examination bodies to come up with adequate
measures to prevent them.
The employers of labour who are the main users of school products
would find the study very useful; as it aids them to know how to device diverse
employment procedures in order to employ the right candidate for a given vacancy in
a particular office. In this way they can separate the sheep from the goats and thus,
ensuring that round pegs are placed in round holes.
All school administrators in the primary, secondary and tertiary levels
would be made to realize and nip examination malpractices in the bud. The findings
of the study should show some of the known sophisticated methods of examination
malpractices. The findings of the study should further unfold the dangers of
examination malpractices and also enable these administrators to appreciate that,
only hard work alone can bring lasting success; a philosophy that should be
extended to their students.
All perpetrators of examination malpractices are expected to find the findings of
the study useful. The study should enable them to see the need to desist from such
23
unhealthy act(s) and turn a new leaf; since the study explains how examination
malpractices destroy individuals and the country at large.
The findings of the study would be very useful to all other stakeholders who
are interested in eradicating the scourge of examination malpractice, as they can see
the dangers caused by examination malpractices, thereby, enabling them to see the
need to discourage cheating during examination.
Scope of the Study
The study was conducted in Kaduna State of Nigeria. Kaduna State was
chosen because in 2006 Kaduna State in the Annual Examination Ethics Report was
seen to record the highest cases of examination malpractices in the whole of the
North West of Nigeria (Onyechere, 2007). The study is specifically restricted to
innovative strategies for curbing examination malpractice in the West African Senior
School Certificate Examination (WASSCE); Unified Tertiary Matriculation
Examination (UTME) and National Examinations Councils (NECO) SSCE in Nigeria
alone.
Research Questions
The following research questions guided the study:
(i) What are the strategies for curbing parents related examination malpractices
in public examination in Nigeria?
(ii) What are the strategies for curbing school personnel/teachers related
examination malpractices?
(iii) What are the strategies for curbing internet related examination malpractices
in public examinations in Nigeria?
(iv) What are the strategies for curbing examination body officials/examination
personnel related malpractices in public examinations in Nigeria?
24
(v) In what ways can candidates/peers related examination malpractices be
curbed?
(vi) In what ways can security agents related examination malpractices in
public examination in Nigeria be curbed?
(vii) What are the strategies for curbing school location/environmental related
examination malpractice?
(viii) What are the strategies for curbing Ministries of Education related
examination malpractice?
Hypotheses
These null hypotheses were formulated to guide the study and were tested at
0.05 level of significance:
i) There is no significant difference (p<.05) in the mean ratings of the strategies for curbing examination malpractice by students of universities and those of other higher institutions.
ii) There is no significant difference (p<.05) between the mean ratings of the strategies for curbing examination malpractice by secondary school students and their teachers.
iii) There is no significant (p<.05) difference in the mean ratings of parents and
school personnel on the strategies for curbing examination malpractice.
25
CHAPTER TWO
REVIEW OF LITERATURE
The review of literature related to this study is presented under the sub-
headings:
Conceptual Framework
� Concept of examination system in Nigeria
� Examination malpractice
� Perpetration of examination malpractices by Stakeholders
� Curbing examination dishonesty through value education
� Hi- Tech examination malpractices
� Computer-based examination
Theoretical Framework
� Communist theory
� Transformative theory
Review of Related Empirical Studies
Summary of Literature Reviewed.
26
Conceptual Framework
Concept of Examination System in Nigeria
The periodic testing and measurement of students after acquisition of
experience is known as examination (Efe, cited in Olushola, 2006). Examination is
the pivotal point around which the whole system of education revolves and the
success or failure of the system of examination is indeed an indicator of the success
or failure of that particular system of education (Olushola, 2006). Examinations vary
in style, rigour and requirements. For example, in a closed book examination, an
examinee is often required to rely upon memory to respond to certain items, where
as in open book examination, the examinee may use one or more supplementary
tools such as reference books or calculators. Examination may be administered
formally or informally. An example of a formal examination is the final examination
administered by a teacher in the class room while informal examination would be a
reading examination administered by a parent to a child. Similarly, standard
examinations are scored in consistent manner while non-standard examinations are
usually flexible in scope and format. Examination could be in written form, multiple
choice, completion type, essay, true/false, mathematical question, or performance
test. Olushola further submitted that the two basic assumptions of any examination
worth its name are that (a) it should be valid and (b) it should be reliable. The two are
distinct concepts. An examination is said to be valid if it performs the functions which
it is designed to perform while the concept of reliability, refers to consistency of
measurement. In actual fact, the prevailing system of examination and its mode of
conduct defy both these assumptions. The system has degenerated to an extent that
its validity and reliability are questionable.
27
Olushola went further to state that undoubtedly, standards of performance at
examinations have declined considerably within the past ten years or there about. So
also has every sector of the societal development in the country. The most disturbing
aspect of it all is the participation or involvement of school administrators,
parents/guardians, and examinations personnel in examination malpractice. The
rampant private and special centres for external examination like JAMB, WAEC and
NECO are clear manifestations of the involvement of non- school administrators in
the perpetration of examination malpractice. A former Nigerian President, Obasanjo,
sighted Olushola, (2006) stated that by 2010 if educationists and stakeholders did
not pay adequate attention on the re-orientation and re-channelling of the youth at
the post-primary schools to a more acceptable and drastic reduction in examination
malpractices, the nation’s educational standard is bound to rot in pains. How one
comes to acquire knowledge, what one comes to know and why such knowledge is
possible is a function of cognitively learning in schools, said Mbanefo (1998). As it is
known that learning goes hand in hand with malpractice and misconduct in Nigeria
and other parts of the world, the students’ cognition is derailed and it is gradually
killing the society.
Concept of Examination Malpractice
Olushola, (2006) stated that examination malpractice is an unlawful behaviour
or activity engaged in by students to have personal advantage in an examination
over their colleagues or mates who are taking the same examination. Malpractice
could be committed before, during or after the examination by either the students
taking the examination or by officials assigned with the administration of the
examination. Dike (1996) from the psychological point of view saw examination
28
malpractice as all forms of cheating which directly or indirectly falsify the ability of the
students. It refers to counter practice that is against the ethics of examination. It is
also an act of disrespect to all rules and regulations guiding the good conduct of any
examination or any evaluation process.
In citing Soyele, Olushola (2006) stressed that examination malpractice is not
a new phenomenon in Nigeria, as well as other parts of the world. The first
examination malpractice in Nigeria was reported in 1914, when there was a leakage
of question paper of the Senior Cambridge Local Examination. The most pronounced
malpractice in Nigeria in early examinations was that of 1964 that was tagged “Expo”
and subsequently in 1970, 1973, 1974, 1979, 1981, 1988 and 1991 Olushola, cited
by Oladope, (1997). Olushola went further to use the words of a former Nigerian
President, Chief Olusegun Obasanjo, who said that students in the country
perceived education as a means of getting a meal ticket and getting a job. The
President further argued that this 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.
Onyechere (2007) noted in the Annual Examinations Ethics Report that
examination malpractice in the country had worsened. He stated that examination
malpractice had graduated from acts involving students to ‘an organized crime
controlled by syndicates with links in education ministries, examination boards and
education institutions’. The report disclosed that the National Examination
Malpractice Index, (EMI), a measure for examination breaches, increased from 6.9%
in 2005 to 7.2% in 2006, representing an increase of 0.3% in one year. The report
further showed that Borno State led in the North-East with an EMI of 17.26%; Abia
29
State led in the South-East with an EMI of 15.11% while Bayelsa State led in the
South-South with 12.10%. Others were Lagos State in the South-West, 11.95%,
Benue State in the North-Central with an EMI of 8.22% and Kaduna in the North-
West with 5.21%.
Examination Malpractice is caused by a number of factors all related to moral
decadence in Nigeria. Some candidates find that cheating, dishonesty; including
embezzlement and stealing of public funds and property do not attract the
condemnation and punishment they deserve and therefore see nothing wrong with
those bad virtues. Jibril (1991) in a contribution on incidence of examination
malpractice in society, admitted that it is a reflection of the moral decadence of our
country. Jibrin supported this by seeing examination malpractice as one of the
features of a society that nurtures cheats and mediocre and turns them into
celebrities. A lot of unemployed graduates and undergraduates see examination
period as an avenue for making money. Some of them refer to the period of
WASSCE and other similar examinations as ‘harvest time’. (Newswatch Magazine
May 19, 2008).
In the Eastern part of Nigeria, the activities of hooligans which include, gaining
entry into examination halls by force as examinations are in progress to remove
question paper, is another worrisome development. Dare (1994) identified plagiarism
as a form of examination malpractice and subscribed that perpetrators of it should be
investigated and punished in the same way as cheating in the examination hall.
Plagiarism is the use of another person's work without appropriate acknowledgement
both in the text and in the references at the end of the work. Dare further added that
other forms of plagiarism include: writing of project(s), carrying out laboratory
30
analysis or writing report on behalf of a student(s) by a member of staff, co-student
or anybody. While we keep waiting on more unknown methods of examination
malpractice, stakeholders must hold their heads high to fight this menace headlong.
The concept of examination malpractices according to Jekayinfa (2006) is discussed
thus:
Dishonesty before examination
A typical examination dishonesty that happens before an examination is
conducted, which is the most serious and which undermines completely the integrity
of the examination and also the entire purpose of the examination is the leakages of
questions. This involves the granting of privy access to the content of an examination
either directly to a candidate or a number of them or their agents. This is most
serious in the sense that it renders all efforts irredeemably futile. In this age of
Information Communication Technology, (ICT), this type of dishonesty can be
pervasive, covering a very wide scope. This type of question leakages does not give
room for rescue intervention because live questions are usually targeted by
dishonest syndicates. It completely erodes the basis of certification, which is learning
and character. It also falsely confers honour on those that are not all due for such
honours. Leakages of examination questions can occur from a number of sources. In
public examinations, the staff at the production site, who are responsible for the
printing of examination questions, those who package examination materials and
those who convey the question papers from the press to the centers have become
sources of concern because many of them have been linked to matters of question
leakages (Awanbor, 2006). In school examinations examiners, typists and
messengers constitute a major source as questions are shared to favourable
31
candidates for one kind of gratification or the other. The preparation of answers,
which candidates bring to the examination hall, is majorly caused by the leakage of
questions. Students who have privy knowledge of the examination, in addition to
preparing answers on papers which they bring into the examination hall are known to
write answer points on the convenient parts of the body, covered with their clothes.
Questions leakage also can lead to student going to the examination venue ahead of
the commencement of the examination to inscribe answers on desks or take vantage
seats in order to be able to receive undue assistance in the course of the
examination. When these types of candidates are caught in the act of
cheating/dishonesty; it constitutes a breach of the examination.
Another practice that is also common is for school officials (principals or
proprietors) to be active participants in examination dishonesty during public
examination. They do this in several ways through creation of ‘Miracle Centers’ by
school authorities who charge the students exorbitantly well above the
recommended fees to secure the cooperation of some of the examination officials to
compromise the examination. School authorities in some instances have contracted
out their examination centers to touts who perpetrate unwholesome acts of
compromise of the examination; e.g. hiring of subject specialists to solve leaked
questions and these solutions are either dictated to the candidates in the
examination hall, if they had all paid the exorbitant charges, or a selected group of
candidates hidden away in a private secured room. School authorities, according to
Awanbor (2006) are also known to have pooled money collected from students to
desperately bootleg live questions from the production point. Leakages of
examination questions have become a very deeply worrying phenomenon because
the practices undermine the conduct of valid assessment of learning.
32
Dishonesty during examination
Researchers and educationists like Adesina (2006), Awanbor (2006), Banwo
(2006), Solake (1997), Olaniyan (1997), Olasehinde (1993), have written on a
number of behaviors that are exhibited by students during examinations in order to
cheat. Some of these activities are listed by Jekayinfa (2006) with the special names
they are referred to by their perpetrators as follows:
Giraffing: This is an act of sticking out one’s neck to see another student’s answer
sheet.
Abracadabra: It is a method common in rural schools. It is a magic term connoting
the more you look, the less you see. The students will use spiritual power so that
when they go to examination hall with ‘foreign material’, it will be seen by members
of the class excluding only the invigilator. Also, they may use the same power to
make the invigilator a living robot till the end of the examination.
Lateral Connection: This is a sitting arrangement whereby the “bright” student is
seated in the center, flanked on both sides by other students.
Nothing-nothing: This involves the use of empty biro to trace information on a blank
white piece of paper. Seeing this on the table, one would think there is nothing on
the paper, but on closer observation, one would realize that the paper is well loaded
with facts related to the examination.
Livewire: This is when students have access to live question paper before the
examination.
33
Dubbing: This is when students copy in the examination hall either from their
partner’s paper or the material they brought into the examination venue.
Contract: This is when a student’s grade is influenced with the assistance of a
friendly teacher.
Tattoo: This is when a female/male student writes information on the tender part of
his/her thigh where they can easily adjust to reveal the materials and can be cleared
within a second when there is a problem (Samuel, 1995).
Rank Xeroxing: This is when a student collects and writes a colleague’s answer
word for word.
Computo: This involves the use of calculators, which have facilities for multiple
entries. The invigilator may not know that it has such facilities and may think it is an
ordinary calculator.
Missile Catch: represents answers written on pieces of papers, squeezed and
thrown to a colleague in the hall while the examination is going on.
Swapping: Exchanging answer booklets so that the bright student can write
answers out for his/her colleague.
Tokens: Jotting points on the mathematical set, razor blades, rulers, hankies and
others of the likes for referencing during examinations.
Sign Language: Using fingers and sounds as coded, for responses on objective
tests.
34
Body Aids: Jotting points on the underwear, under dress or thighs for referencing
during examination.
Mercenary Service: Employing the services of another student to write the
examination.
Table Top: Writing anticipated answers on top of a desk before the commencement
of examination.
CNN: Sharing questions and answers between a group for eventual connection in
the examination hall.
Time Out: Going out to the ‘toilet’ to read up answers.
Direct Access: Examiner providing ‘HINTS’ to help out during examination.
Stroke: Pretending to be sick during examination to attract examiner’s sympathy
while marking.
Post examination dishonesty
Examination Dishonesty is not limited to examination time only. A lot of activities go
on at short, medium or long-term range from the moment of examination, which
impinges on the integrity of an examination. The following are some of the ways
cheating can take place after examination.
(a) Students tracing their scripts to the point of marking and seeking to and/ or
successfully influencing their grades.
35
(b) Alteration of marks which is a case where the initial score earned by a student
is altered in order to enhance the academic standing of the student.
(c) In public school examinations, some candidates even trace their results to the
last point of call; that is the computer rooms where marks are stored for final
processing and grading. Awanbor (2006) while elaborating on the wide spread
nature and scope of post examination cheating, revealed that parents and/ or school
examination authorities go cash in hand after examination have been written with the
motive to influence the score of their wards. He remarked that in some cases, mark
sheets are blatantly mutilated, the score altered to the bargained price and level in
order to provide soft landing for the candidate in the quest for a brilliant certificate for
selection into higher institution of learning.
(d) Swapping of answer scripts; the answers written by the examination
mercenaries are smuggled into the examination hall and replaced with the actual
scripts. This, according to Awanbor (2006), is the most violent means of dishonesty
in an examination because of the unruly atmosphere created by the candidate and
their agents to execute this plan.
However, many factors have been reported to be the causes for examination
dishonesty in Nigerian schools. These had been discussed in various dimensions by
researchers like Ipaye (1982), Adeyinka (1993), Olasehinde (1993), Adesina (2006)
and Banwo (2006). All these causes have also been highlighted by Jekayinfa (2006)
to include:
Pressure to obtain good grades, the fear of failure, unpreparedness by students, too
much emphasis on paper qualification, desire to meet societal and parental
36
expectations, accessibility to question papers, inadequate time and facilities for
study, crowded work load, unannounced tests, poor instructions, lack of proper
supervision, pressure by peers to cheat, poor course materials, inability to cope with
school work, lack of understanding of questions, questions not relevant to topic
taught, too difficult examination questions, lack of confidence in one’s ability,
indolence of teachers and students, inadequate coverage of syllabus/course study,
poor counseling services and influence of peer groups. In most of the studies
conducted on examination malpractices in schools, there is a consensus that the two
greatest causes of examination malpractice were and are still the fear of failure and
too much emphasis, which the government and society attach to paper qualification.
Accordind to Jekayinfa (2006) The Nigerian government, in order to curtail the
trends of examination cheating in schools, has made some laws and these laws are:
(i) Decree 27 of 1973 on the West African Senior School Certificate Examination
(WASSCE) which prescribed two years jail term for offenders.
(ii) Decree 20 of the 1984 amended by Decree 22 of 1986.
(iii) Decree 33 of 1999 which prescribed 21 years jail term for any offender.
All these penal codes made by the military have not been implemented. No
offender on record is known to have been tried under any of these decrees. It has
been observed that the decrees/laws are too draconian, un-reformative and hence,
un-foreseeable. So, there is the need to curb examination cheating through some
other ways like teaching of value education in Nigerian schools.
37
Perpetration of Examination Malpractices by some Stakeholders
Oluwarotimi (2008) saw parents to be direct contributors to this social evil that is
ravaging the Nigerian educational sector. Oluwarotimi cited a former WAEC boss
who indicated that, most of the examination malpractices perpetrated by students
were encouraged by parents. This shows that many parents or guardians encourage
their children or wards to cheat in examinations. Wilayat (2009) observed that
parents stand indicted for abdicating their cardinal responsibility of ensuring the
morality of their young ones. They corrupt their children by providing them with bribe
money and gifts for supervisors, school authorities or custodians of examination
materials, who in return allow cheating. Many of the parents have the ambitions that
their children would study particular courses in the university. They therefore go out
of their way to secure good performance on the relevant subjects. Often, the sheer
desperation to have their children in the universities as their peers is the only
motivation for aiding and abetting malpractices.
Another reason why they play the roles of financiers of examination
malpractice is that many of them live well below the poverty line and cater for large
families. They therefore see education as a costly investment that must yield profit.
Apart from providing the funds for the children to use to court malpractice, they
usually procure the services of examination helpers or writers for their children
directly. They could also directly buy question papers or results for their children if
possible. Parents also often fail to give sufficient attention to the educational growth
of their children. Malpractice occurs when parents and children discover too late that
they are ill-equipped for the examinations. Finally, parents, in various communities,
especially in the rural areas, often intimidate upright supervisors and school heads. A
38
number of upright and committed examination official and supervisors have been
maimed for just standing their ground by not allowing examination malpractice to
take place.
Oluwarotimi, (2008) emphasized that, “No teacher, no Nation” is a popular
saying of the teachers. This shows that when teachers are faithful in teaching
students, the students will succeed in examinations. But today, the teachers fail to
internally drill their students and yet want their school to remain as examination
centre. This makes the principals and teachers in such schools to connive with
disloyal supervisors or low integrity examination body officials to provide an avenue
for cheating.
Wilayat (2009), further submitted that School Heads are seen to condone
examination malpractice when they wink at cheating by their invigilators and
students. They even do not punish students who cheat in internal examinations.
Entrusted, as they are, with the responsibility of guarding educational values and
standards in a constituency under violent assault, they are always found wanting in
that regards. Often, their giving in to examination malpractice arises from the fear of
community reprisals or even negative reports on their school. Most public and private
school heads fall into this category. Other school heads go beyond mere keeping
their peace, they co-ordinate the collection of illegal levies and hand the bribes to the
supervisor. Others recruit intelligent ex-students to help provide answers for
distribution to candidates. A combination of anxiety for good results and greed lead
many school heads to intentionally work hand-in-hand with corrupt supervisors and
invigilators. Finally, the school head, by failing to ensure good-quality education in
areas of supervision or teaching, the provision of adequate staffing, equipment and
39
space, encourages the ill-prepared students to cheat. Flooding of the schools with
hardened and hard-to-control external candidates and over-crowding of the
laboratories all encourage examination malpractice. Also overcrowded examination
centres, lack of enough space, poor seating arrangement and poor observational
strategies could encourage examination malpractices. Other contributing factors to
examination malpractice include; gross inadequacy of qualified teachers in schools,
lack of devotion to their profession, unawareness towards teaching learning
objectives, not properly trained, no capacity building, not providing moral training to
students.
Oluwarotimi (2008) stated that other contributors to the social evil of
examination malpractice are some officials of various examination bodies in Nigeria.
Some of the officials who collect question papers, supervise examinations and
transport worked scripts are also major contributors to examination malpractices.
According to Ojerinde (2007) sometimes, “some supervisors, recruited and paid by
examination bodies even appear to be working against such bodies by contributing
to examination malpractices.” To him, “examination malpractices are probably, the
greatest challenges Nigeria has to contend with. Similarly, Wilayat (2009) noted that
negligence on the part of the invigilators/supervisors exhibited either advertently or
inadvertently could result in examination malpractices. when teachers/supervisors
are non-vigilant during supervision there is the use of mobile phones, cribs,
collusion and even watchmen or security men to aid candidates to cheat.
Examination bodies can aid and abet examination malpractices through:
♦ poor paper setting: When paper is too difficult for the candidates, they take solace
in malpractice;
40
♦ low honoraria for invigilators and examination officials: When examination officials
are poorly paid, they are liable to compromise standard by allowing examination
malpractice;
♦ examination centres are overcrowded and porous examination centres: There is
no check as to who should be allowed and who should not be allowed in. This makes
perpetrators of malpractice to have access to examination halls.
♦ allotment of choice examination centres. This is normally called special centre
where all kinds of malpractices occur.
♦ appointment of choice supervisory and invigilation staff: When supervisors and
invigilators are unfairly selected on the basis of nepotism, they are not devoted to
their duties and that can lead to examination malpractice;
Other contributors to this social evil are the students. Many of the students
today have poor study habits and are lazy; these makes them to look for various
ways of making it by all means. In most cases, students collaborate with disloyal
supervisors or hire mercenaries to help them in writing papers which they feel are
too difficult for them (Oluwarotimi, 2008). Inadequate preparation and desire to pass
at all cost stimulates candidates to indulge in examination malpractice. Poor
preparation they say promotes poor performance. And for the fear of poor
performance by those candidates who are ill prepared, they resort to examination
malpractices (Wilayat, 2009).
Police and other security agencies are often drafted to examination centres to
enhance law and order and also provide security. Ironically, most of these law
enforcement agents sometimes do more harm than good as a number of them aid
41
and abet various forms of examination malpractice at the centres. Most often,
culprits caught in the act of impersonation and other forms of irregularities, are often
set free after taking bribe. This laxity shown in prosecuting offenders and lack of
serious penalty for past offenders is enough to render the fight against examination
malpractice useless.
Some communities where examination centres are located are also
perpetrators of examination malpractices. Oluwarotimi (2008) quoted Ojerinde as
saying that, “at times personnel, other relations and communities are involved in the
act.” Members of some communities always compel examination supervisors to
accept scripts of candidates that were written outside the examination hall. Some
students freely commit malpractice by the force of the pistol and other dangerous
weapons which in most cases are aided by the members of the communities. They
intimidate supervisors to give in to examination malpractice (Wilayat, 2009).
The Government at both the National, State and Local levels who serve as
custodians of education are also contributors to this social ethical problem. The
failure of the government to provide adequate number of qualified teachers for
schools paves way for students to seek every avenue of making it at all cost. Though
there is an Examination Malpractice Act 33 of 1999 but there is neither proper
implementation nor adequate enforcement of it (Oluwarotimi, 2008).
In another vein, Fasua, and Oseghale (2005) stated that with the introduction
of photo embossed certificates by WAEC, effective from 1999, cases of
impersonation at examination halls have drastically reduced. Yet, a cartel, fattening
the symbol of examination malpractice appears to fester. It was gathered that this
group comprises owners of study centres, who in connivance with WAEC accredited
42
examination centres link up with the examination supervisor and security operatives
to sell academic success to any dull candidate, as long as the consideration can be
met. They stated that the WAEC case is simply a grim reminder of the rot in the
Nigerian society, where quest for excellence through hard work is gradually losing its
hold on national life. This is also the case with other examining bodies.
Oluwarotimi (2008) stated that, “the Nigerian society attaches more
importance to examination success.” Sometimes the class of certificate of an
individual must be spelt out before such a person gains admission into institutions of
higher learning or gain employment with any good organization. A person may be
able to do a job and do it well but because he or she does not have the necessary
educational qualifications, no one considers him or her for such a job. Thus,
acquisition of certificates becomes the only pre-requisite for obtaining jobs and
admission into higher institution in Nigeria. As a result of such attachments to
educational qualifications, lazy students indulge in examination malpractice to meet
societal expectations. Oluwarotimi went further to state that pressure from parents
and peers, high desire to secure admission into tertiary institution, the need to attract
parents to a school, laziness, poor study habits, lack of adequate and qualified
teachers and fear of failure were the reasons for indulging in examination
malpractices.
Curbing Examination Dishonesty through Value Education
Jekayinfa (2006), in a paper entitled ‘Curbing examination dishonesty through
value education’ submitted that, the development of a nation largely depends on the
types of values that are cherished, vigorously pursued and applied by majority of its
citizens. Although values vary from place to place, from people to people and from
43
one country to the other, still there are universal values that are recognized
generally, and accepted in societies throughout the world. These include honesty,
hard work, justice and patriotism. Nigerian society has gradually relapsed in its
adherence to laudable traditional values for which traditional societies of the pre-
colonial era were known. Most of the traditional folklores and fireside stories contain
lessons to be learnt in honesty, humility, and charity. These values have been
greatly eroded and many anti social vices have emerged and these are threatening
to wipe out these cherished values.
Some Nigerian students in primary, secondary and tertiary institutions are
known to exhibit several unhealthy attitudes, which are reflections of a lack of moral
integrity in the educational system. Such unhealthy attitudes include indiscipline,
fraud and drug abuse. The most conspicuous indiscipline and devastating of these
social ills in the Nigerian schools system is examination malpractice. It has become a
cankerworm in the Nigerian education system over the years. It has graduated from
being an educational issue to an educational crisis. This monster has many forms,
causes and consequences. Government and school authorities have tried to curb the
occurrence of examination cheating but to no avail. Decisive measures should be
taken to curb this menace.
Jekayinfa saw examination dishonesty, examination malpractice or
examination cheating as the intent to challenge through foul and unconventional
means, the integrity of an examination with a view to obtaining higher score or rating
than the examinee deserves. Dishonesty in an examination setting is any activity
carried out before, during or after an examination by a candidate or agents who can
be parents, siblings or hired persons, aids, personnel of examination bodies or stake
44
holders like the school officials (examiners, invigilators, supervisors) that distort the
expected and valid outcomes of the examination(Awanbor,2006).
Value is a predisposition to believe that something is good or bad. Values are
determined by the belief we hold. They are ideas about what someone or group
thinks is important in life. Values play important role in decision-making. We express
our values in the way we think and act (Lemin, as stressed by Jekayinfa, 2006).
Values are taught so that students can know in advance the actions they can take in
any given situation. “Values education” involves “educating for character” and for
“morality”. It is the teaching of respect and responsibility and other good virtues to
citizens for good character development and for the health of the nation. As Lickong
pointed out in Dike (2005), respect and responsibility are two fundamental moral
values” that a society should teach its citizens. Other values are fairness, self-
discipline, compassion, prudence and other democratic values. However, rule of law,
due process, equality of opportunity, checks and balances and democratic decision-
making are “procedural values. All these would enable the people to create a viable
humane society and to act “respectfully and responsibly”. Thus, taking responsibility
for the things we do wrong as well as the things we do right is the way to move the
society forward. Dike (2005) claimed that responsibility matters in all what we do.
There is increasing moral problems in the society (corruption, greed, violent crimes,
political killings) and in Nigerian schools (examination dishonesty, drug abuse and
other destructive behaviors). These behaviours, call for ‘value education’ in the
schools which will spread to the larger society. Some individuals and institutions with
morality problems are known to have ‘aided and abetted frauds’ during the Joint
Admissions and Matriculation Board (JAMB), the West African Senior School
Certificate Examinations (WASSCE) and National Examinations Council (NECO),
45
examinations leading to the frequent cancellations of results. The Daily Independent
of May 22, 2005 reported that in the past nine years, about ‘five million’ results had
been cancelled. Many students have been involved in examination dishonesty and
have been rusticated.” Moral education’ or value education is essential for the
success of a democratic society. “Value education” or good education consists of
knowing what is good, desiring what is good and doing what is good. This should be
instilled in the children right from the elementary schools. People who have good
character, according to Bernest in Dike (2005),”act truthfully, loyally, kindly and fairly
without being much tempted (or pulled) by the opposite forces to indulge in
unproductive behaviours. Value education should be planned for, by the curriculum
developers so that the teaching of respect, responsibility, and other moral values like
honesty should be in the nation’s schools curricula for good character development.
The alarming rate of examination dishonesty in Nigeria in particular, calls for
the teaching of value education. Children and youth must not just be educated “to
know “and “to do”, we must educate them “to be and to live together (Jacques 1996).
Quality education recognizes the whole person and promotes education that involves
the affective as well as the cognitive domains. Values such as peace, honesty,
forthrightness, dedication, and diligence are cherished and aspired the world over.
Such values are the sustaining force of human society and progress. What children
and youth learn is later woven into the fabric of the society. So, positive values
should be passed on to the school children if we wish to create a better world for all.
Jekayinfa has given the following suggestions as ways for teaching value education:
46
1. Educators should give room for activities that actively engage and allow
students the opportunity to explore and experience their own qualities which are of
crucial importance.
2. Use a child-centered approach, flexible and interactive session to make
students engage in reflection, visualization and artistic expression to draw out their
ideas.
3. Educators should create a value-based atmosphere in which all students can
feel respected, valued, understood, loved and safe.
4. Allow students to think about and reflect on different values and the practical
implications of expressing them in relation to themselves, others, the community,
and the world at large.
5. Inspire students to choose their own personal, social, moral and spiritual
values and be aware of practical methods for developing and deepening them.
6. Let students appreciate that although values differ from people and vary from
place to place, there are universal or generally accepted and cherished values in
societies throughout the world which they should also imbibe. Such values are
honesty, integrity, dedication and openness.
7. Educators are to utilize their own rich heritage while integrating values into
everyday’s activities and the curriculum. In lower classes and among children of
ages 6-14 years, most of our traditional folklores and fireside stories that contain
lessons to be learnt on honesty, values of hard work, and social service to the
community, should be made use of . Stories from modern African Writers and stories
47
that have their origin in the White man’s culture which highlight universal values
should also be encouraged.
8. Let students be aware of possible penalties and sanctions against people
who depart from the cherished values of the society.
9. Let student know what lying, stealing, dishonesty and so forth, amounts to,
and let them know that they should be regarded as wrong or immoral
10. Teach them knowing “how”. This is what researchers called procedural
knowledge, knowing how to do something. For example, ”knowing to be honest
involves knowing that if you find someone’s purse, you should return it with the
money and all the valuables you found in it intact as that’s how to be honest.
11. Students do need assistance in developing values that is “know how”. Assist
students to develop the values of “know to” This is the type of knowledge that leads
to action. If for instance, a student “knows to” be honest, he/she will not cheat even if
he can get away with it, He/she will return lost and found belongings regardless of
their value, and so forth (Clabaugh, 1999).
12. Educators should conduct themselves more decently because, generally,
many students who “know that” honesty is the best policy, and “knowing how” to be
honest still are dishonest. This is because the students need quantum leap from the
“knowing that” and “, knowing how”, to “knowing to”. The student can only develop
“knowledge about values only when the important people in their lives live that way.
The best way to really help students “how to” act more morally is for the educators to
conduct themselves morally, to be people to be emulated and to be above board.
48
From the foregoing, it is crystal clear that there is need for everyone to
discharge his/her duties in a faithful and honest manner in order for Nigeria to solve
the problem of examination malpractice.
Hi- Tech Examination Malpractices
Sean (2012) submitted that more than 4,400 people were caught cheating in
the 2009 GCSEs and A-levels examination in England, Wales and Northern Ireland,
the examinations watchdog said via BBC News on the net. Figures from Ofqual
(examination ethics body) showed a 6% rise in cheating by candidates, although the
body pointed out that cheating is still very rare, affecting 0.03% of exams taken. The
main way candidates cheat now is by using mobile phones or other technologies.
Schools are being sold detection equipment to trace devices being used secretly in
examination rooms. As mobile phones have become more sophisticated, for
example, providing internet access, they have become one of the biggest problems
for examination invigilators.
Schools are also receiving adverts from technology firms selling detection
equipment, promising to identify texting, e-mails or pupils using mobiles to search
the internet. The firm's owner, David Spurr, says invigilators are faced with
communications devices and mobiles which are getting smaller and more powerful.
Tackling cheats who try to use mobile phones is a difficult challenge for examiners.
Another approach, tested in Denmark, has been to stop trying to prevent the use of
technology in examinations and allow pupils to have open access to the internet. It is
not just mobiles which can be misused. All kinds of other types of electronic devices
commonly used by teenagers, such as music players, are able to carry useful data or
images for an examination. There are other types of electronics openly sold online
49
as "exam cheat equipment" - including concealed ear-pieces which would allow
candidates to receive information in an examination hall. There are also ear-pieces
which can be used wirelessly with concealed digital music players with the
suggestion that lecture notes could be played back to the examination candidate.
These are openly advertised as being of use to students wanting to cheat. Awarding
bodies should report annually on the number of candidates notified as having
particular requirements and the number of malpractice incidents reported and
investigated. Any kind of cheating in examinations is unacceptable.
Wilayat (2007) observed that at present highest attention is paid to the
performance of students in the terminal examinations. This induces a tendency of
last hour preparation in great hurry leaving no scope for digesting the knowledge.
Learning is a continuous process and hence evaluation of learning outcome must be
done on a continuous basis. National and international examination boards and
organizations should share information on new threats to examination security and
procedures for counteracting malpractice.
Computer-Based Examinations
The Managing Director of electronic Testing Company (eTC), Tunde Oladipo
has called on tertiary institutions, companies and all examination bodies in Nigeria to
have confidence in Computer-Based Testing (CBT) as it is now being extensively
used in many parts of the world for the past fifteen years, stressing that it is in
Nigeria that the workability of the innovation is still under consideration. Tunde
maintained that CBT is a paperless process by which examinations are designed,
developed, delivered and scored by computer with the key element of Multiple
Choice Question (MCQ) “The questions are authored and loaded onto the servers,
50
these questions are then delivered to the test-taker base, a randomization algorithm;
the assessment is marked by the computer and result is instantly made available.
This is the beauty of the CBT as it takes off the stress of having to mark from the
examiners (as is the case with paper tests). CBT is employed in diverse applications
such as employment aptitude, admission selection, drivers’ license theory tests,
language proficiency and technology certification assessments. Examination bodies
like ACCA and City & Guild have also introduced CBT as instrument for assessment.
According to the Managing Director, beyond all the arguments for or against
MCQs, it has been established that intelligently compiled multiple choice questions
are fast becoming the order of the day and will soon become the future of
assessments for the corporate, government and indeed educational segments of the
learning society. Tunde further said that, in order to achieve this goal, eTC has put in
place a fool-proof modality to ensure that CBT is properly and efficiently executed. In
every institution that has embraced this concept or that will do so hereafter, the
company will partner with it to develop a professionally run CBT centre that is
adequately equipped with all necessary facilities in order to implement and achieve
this concept. Computers, servers, network and VSAT infrastructures and appropriate
testing software platform are all installed in a secured, distraction-free environment.
Besides, power backup and subsistence technologies that are best-fit for particular
geographies and locations are also explored and implemented.
In proffering solution to the argument on whether CBT can effectively be used
for non-MCQ assessments, he said, this should really not be a cause for worry as
essay type questions can also be provided for in this concept. Though the skill and
proficiency required for taking assessment in a CBT environment is very little,
51
students and indeed examiners should therefore avail themselves of this opportunity
and familiarize themselves with the methodology and concept of CBT. Candidates
can choose the most convenient time and location to take their tests. Candidates
may reschedule, up to two working days before their scheduled test time and date
with instant on-screen and follow-up email confirmations of appointment details. eTC
takes test security issues very seriously. To this end, the best available physical and
data security techniques are implemented to protect the integrity of the tests and to
ensure that each candidate takes the test in a controlled environment. There is also
the introduction of stringent security policies and procedures to protect the content of
all tests and ensure that the candidate taking the test is the person that is supposed
to be and also that the candidate takes the test unaided and maintain the security of
all data concerning the candidate and the testing session. The logistics of ensuring
all candidates write an examination at the same time has been a major nightmare for
the examination bodies.
With e-examination, tests and examinations can be offered ‘on demand’ at
times convenient for the candidates. Test questions can be created in ‘banks’ and
delivered at random, cutting out ‘battery’ testing, i.e. the need to test all candidates at
the same time on the same day. For example, if there is a bank of 50,000 questions
in a subject that can be delivered randomly, the chances are that question repetition
would be greatly minimized thereby reducing cheating. Scoring is carried out
instantly and as such, instant and immediate results are available. The results and a
comprehensive test report are sent to the appropriate authorities in real-time. For
example, test results and report would be sent to the appropriate authorities in the
Human Capital Management Departments. A Predetermined short listing criteria
could also be setup as parameters, such that second or third level short-listing could
52
be carried out completely by automation. Being able to introduce audio and video
into test items is a very attractive feature of CBT. Innovative tests may also create a
simulated environment in which students are asked to demonstrate particular
proficiencies. For example, a virtual chemistry laboratory could be set up in which
students might be asked to demonstrate particular proficiencies. The computer
provides many possibilities for new methods to assess student outcomes, and a
great deal of innovation should emerge in the coming years.
Theoretical Framework
This study can be associated to certain existing theories as highlighted below:
Communist theory: communist theory is defined by Marx and Engels (1848) in a
single phrase as the abolition of private property. Marx and Engels stated that the
society as a whole is more and more splitting up into the great camps, or opposing
classes; the Proletariats and the Bourgeoisie. Political power depicts that property is
merely the organized power of one class oppressing another. Communism deprives
no man of the power to appropriate the product of the society but it deprives him of
the power to subjugate the labour of others by means of such appropriation.
Measures needed to convert to communism include: abolition of property in
land and application of all rents of land to the public, heavy progressive income tax,
abolition of all rights of inheritance, confiscation of the property of all emigrants and
rebels, centralizing of credit in the hands of the state, by means of a national bank
with a state capital, centralizing of the means of communication and transportation in
the hands of the state, factories and production owned by the state and cultivation of
wastelands, equal liability of all labour, establishment of industrial armies, especially
for agriculture and combining agriculture and manufacturing industries.
53
Since this study is concerned with ensuring malpractice free examinations
during all public examinations in Nigeria, it tends associate itself with the Communist
theory. The researcher admits with the fact that most candidates indulge in
examination malpractice in order to make good grades and increase their chances of
having better life through good employment. The theory emphasizes that
communism bridges the gap between the rich and the poor thereby, discouraging
candidates from seeing passing examinations excellently as the only resort to getting
a well paid job.
Transformative Learning Theory
Transformative learning theory as propounded by Mezirow (1981), explains
the process of constructing and appropriating new and revised interpretations of the
meaning of an experience in the world. Transformative learning is the cognitive
process of effecting change in a frame of reference. Although, it is recognized that
important emotional changes are often involved, these frames of reference define
our view of the world and we have a tendency as adults to reject or deem unworthy
any ideas that do not ascribe to our particular values, associations, concepts, etc.
Our frames of reference are composed of two dimensions; habits of mind and points
of view. Habits of mind, such as ethnocentrism, are more fixed and influence our
points of view and the resulting thoughts or feelings associated with them, whereas
points of view may change over time as a result of influences such as reflection,
appropriation and feedback. Transformative learners utilize discourse as a means of
critical examination and reflection “devoted to assessing reasons presented in
support of competing interpretations, by critically examining evidence, arguments,
and alternative points of view.” When circumstances permit, transformative learners
54
move toward a frame of reference that is more inclusive, discriminating, self-
reflective, and integrative of experience. Transformative learning leads to
autonomous and responsible thinking which is essential for full citizenship in
democracy and for moral decision making in situations of rapid change.
If candidates who perpetrate examination malpractices can be influenced by
positive minded people who frown at examination malpractices, the tendency for
those candidates who take part in examination malpractice to be transformed into
morally upright citizens is there. When all perpetrators of examination malpractices
turn a new leaf and are transformed into positive minded people, the problem of
examination malpractices will be curtailed.
The theories above are indications that malpractices cannot take place if
proper learning has taken place. If the classroom teacher, bearing in mind the
psychology of the learner, does his/her work well and if the learner appreciates his or
her position in the society and then work hard as the future leader of the country, and
above all if the learning environment is made conducive, then, learning activities will
be more interesting and permanent. When learning has taken place, many students
and candidates will not resort to examination malpractices. They will rather use their
talents to answer questions examinations. This can effectively be achieved if
adequate innovative strategies for curbing examination malpractices are being put in
place. Hence the need for the study.
Review of Related Empirical Studies
Examination malpractice has touched the hearts of many people who have
this country at heart. These are people who are interested in enhancing qualitative
55
education for the citizenries of Nigeria. These people wish to liberate the citizens of
Nigeria since education they say, is power. They want Nigerians that take any form
of examination to be awarded their deserved grades. They want people to carry
certificate they can defend.
Okechukwu (2002) in the research work entitled ‘Strategies for Curbing
Examination Malpractice in Senior School Certificate Examination in Anambra State,
observed that, adequate arrangements were not usually made to ensure both the
security of the question paper and their arrival in good time at various designated
examination centres. The data collecting instrument was a 40 item questionnaire
developed by the researcher. The questionnaires were administered to a total of 768
respondents, made up of 35 national and international staff of the West African
Examinations Council and 733 tutorial staff of sampled secondary school students in
Anambra State. While frequencies and means were used to provide answers to the
research questions, z-test statistics was used to test the hypotheses. The researcher
went further to state that , there is a strong indication that those appointed as
invigilators and supervisors lack proven integrity, thus, examination malpractice
becomes the order of the day. Again, it was noted by the researcher that
examinations in some places are conducted in over-crowded halls. To guide the
researcher in carrying out the work, five research questions and five null hypotheses
were formulated. The researcher recommended that WAEC should make effort to
secure its examination materials, provide adequate logistics, ban the registration of
external candidates in school examinations and then train and employ credible
supervisors. The researcher stated further that centres should be created on merit,
examination laws should be functional and then good morals should be inculcated in
students. Despite the work of Okechukwu, the need to carry-out the current work on
56
the innovative strategies for curbing examination was inevitable, considering the fact
that examination malpractices are getting more sophisticated by the day.
While Ikechukwu’s study was centered on the strategies for curbing
examination malpractice in Anambra State alone, this study is about the Innovative
Strategies for curbing examination malpractice in Nigeria using Kaduna State as a
case study. Innovative strategies are those new methods employed to identify and
combat the new and remote tides of examination malpractices. As the menace of
examination malpractice becomes more scientific, there is need to also change the
approach of combating which is the basis for this study and which Ikechukwu’s work
could not address.
Nwankwo (1997) in a research work entitled ‘School predisposing Factors in
Examination Malpractice’ submitted that factors that encourage malpractices vary.
Most of them have to do with psychological and social dispositions of the students to
obtain high grades and avoid failure. The researcher further stated that solving this
problem is dependent on teachers and student. To address the problem, four
research questions were used to guide the researcher. A 50 item questionnaire was
administered to 920 students and 72 teachers of Anambra State for the study. The
researcher then opined that examination malpractice can be eradicated in Anambra
State Secondary Schools if teachers are given adequate remuneration. Encouraging
good behaviours among students in order to instil confidence in them could also aid
in controlling the menace. Nwankwo, just like Ikechukwu narrowed his work to
Anambra State alone and the various methods of malpractice highlighted in work
have been over taken by new methods, thus the need for the current research.
57
Uzoigwe (2007) in a paper entitled “Corruption in Education and Assessment
Systems: The WAEC experience in Nigeria,” mentioned the trend of incidences of
examination malpractices in WASSCE for School Candidates’ and Private
Candidates’ Examinations in Nigeria, between 2000 and 2005. In the paper,
Uzoigwe stated that for a very long time the West African Examinations Council was
a lone voice in the fight against examination malpractice in Nigeria. Uzoigwe stated
that the situation has however, shown tremendous improvement as government
(States and Federal) and other stakeholders have not only expressed concern over
the problem but have indeed taken laudable steps to further the fight against it.
Uzoigwe enumerated the various efforts put in place by WAEC in curbing
examination malpractices to include:
1. Public Enlightenment: The current awareness in the country today on the
evils of examination irregularity/malpractice is attributable to the campaign
launched by WAEC in 1984. The campaign has indirectly given birth to
today’s Examination Ethics crusade in the country.
2. Information to Candidates: The Council publishes in book form and also on
its website, the rules and regulations guiding its examinations. These give
details of the various offences and the sanctions applicable to them.
3. Sensitization of Government/Stakeholders: The Council, as a matter of
policy, avails the government and stakeholders of decisions taken on reported
cases of malpractice by its appropriate Committees.
4. Sanctions: The Council promptly sanctions candidates caught cheating in its
examinations and reports teachers and other operatives to their employers for
appropriate sanctions. Any staff of Council found to have been involved in
58
examination irregularity/malpractice is regarded as a security threat and is
summarily dismissed.
Tables 3 and 4 in Appendix 5 and 6 contain sanctions applied for May/June
and November/December WASSCE respectively between 2000 and 2005.
5. Embossment of Certificates: The Council introduced photo-embossed
certificates to reduce the incidence of impersonation in its examinations.
6. Use of Security Bags for the collection of Security Materials: Question
papers are collected by supervisors in locked-up security bags to which they
do not have the keys. One set of the key is kept by the WAEC staff at the
custodian point where question papers are collected while the other set is
kept by the schools’ examination officers at the point of delivery to the school
centre.
7. Mounting of Anti-Malpractice Billboards: Anti-malpractice billboards are
mounted in vantage positions throughout the country to increase public
awareness of the ills of examination malpractice.
8. In-house Security Measures:
(i) The Council has created the Post-Examination Department to handle
cases of irregularity and malpractice in its examinations;
(ii) Newly recruited officers of Council are administered with Oaths of
Secrecy on assumption of duty;
(iii) The Council has developed security regulations which are reviewed
periodically and made available to officers for proper guidance. Any
breach of any of the regulations is promptly sanctioned.
9. Delivery of Examination Materials: The delivery of question papers and
other examination materials to custodian points/distribution centres is done on
59
daily basis and by senior officers of the Council. The custodian
points/distribution centres are also manned by senior officers.
10. Examination Centre Supervisors: The examination centre supervisors are
swapped on daily basis to guard against undue familiarity with and influence
from the schools.
Uzoigwe further stressed that the government and non-governmental
organizations (NGO’s) in Nigeria have joined the crusade against examination
malpractice. Some of the measures adopted by the government, Uzoigwe
outlined are:
(i) Deployment of senior officials of the Ministry of Education (Federal and
State levels) on inspection of examination centres.
(ii) Monitoring of the enrollment of candidates for school examinations to
prevent non-school candidates from registering for the examination.
(iii) Sanctioning of erring schools, principals, supervisors and other
examination officials.
In their bid to curb examination malpractices, Uzoigwe revealed that WAEC
and other examining bodies are faced with a number of challenges, among which
are:
(1) Poor Funding: The organizations rely heavily on revenue derived from
examination fees which are barely sufficient to run their operations. He
appreciated that Government financial assistance has improved in recent
years but needs to be increased in order to provide the required assistance.
(2) Inadequate Staffing: These bodies do not have enough senior
personnel to man all its examination centres nationwide. They therefore rely
60
on the use of teachers, principals, Ministry of Education officials, Banks,
Sub-Treasuries, and Security Agents for supervision, invigilation and custody
of security materials as well as marking of scripts.
(3) Existing Laws: There is need for existing laws to tighten the noose on
examination cheats.
(4) The problems posed by ICT: The incidence of fore-knowledge of
examination question papers or leakage which hitherto could be localized
now spreads fast through the use of mobile phones and internet facilities by
candidates.
(5) Degradation of Moral Values: Emphasis on materialism seems to
supplant societal ethos.
(6) Increasing Risk to Life: Examination officials now face increasing
risks to their lives and property as they dare to stand up against malpractice.
Despite the efforts of all researchers and contributors as seen above, this
work is eminent for the fact that it takes into cognizance the new trends of
perpetrating examination malpractices as seen in the instrument for this research,
which were not contained in the other works; since examination malpractice changes
from time to time to incapacitate people that may want to prevent it.
Summary of Literature Review
In the related literatures reviewed by the researcher, it was discovered that the
various studies on examination malpractices were narrow and not broad thereby
coming up with outdated strategies for curbing examination malpractice from
undiversified sampled populations. The reviewed literatures have brought the various
hi-tech methods of perpetrating examination malpractices to lime light. It also aided
61
in the knowledge of several ways of addressing the hi-tech malpractices through
modern electronics means. Some theories reviewed revealed that, to a large extend,
if morality is inculcated in the minds of the people of Nigeria and if all stakeholders
are willing to address the issue of examination malpractice with all sincerity, then the
problem of examination malpractice can be curtailed. The interest of this researcher
therefore is to identify those new methods used in the perpetration of examination
malpractices and then proffer useful innovative strategies for curbing both the new
and remote methods of examination malpractices. All stakeholders must show
commitment, determination and sincerity of purpose, for the innovative strategies for
curbing examination malpractice to actually make any significant impact in
preventing examination malpractices in Nigeria.
62
CHAPTER THREE
RESEARCH METHOD
This chapter deals with the methodology used in carrying out the study. It
describes the design used in carrying out the study, area of the study, the population
of the study, sample and sampling techniques, the instrument used in data
collection, validation and reliability of the instrument and method of data collection
and data analysis.
Design of the Study
This study is a descriptive survey design aimed at identifying the innovative
strategies for curbing examination malpractice in public examinations in Nigeria. Ali
(2006) stated that a survey is a descriptive study which seeks or uses the sample
data of an investigation to document, describe, and explain what is existent or non-
existent, on the present status of a phenomenon being investigated. Ali went further
to say that in surveys, views, facts etc are collected, analyzed and used for
answering research question. Similarly, Pure Research Paper, entitled Descriptive
Research Paper, posted on http://www.pureresearchpapers.com/types/descriptive-
researchpaper.asp. (2010), saw descriptive research as a research that is centered
on presenting realistic and detailed explanation of people, events or works of art in
details. In the website as stated above, it was indicated that descriptive research is
often written for the purpose of presenting events, emotions, sentiments or ideas and
images as realistic as possible. It is evident that descriptive research seeks to
communicate to readers what they would see, hear, feel, think or smell if they were
actually present in that environment. In that case, the descriptive research
possesses the ability to create realistic pictures in the minds of readers of the
research works. The study is therefore concerned with the survey of existing
63
conditions and practices that prevailed, the processes going on as well as the point
of view of all relevant stakeholders on the innovative strategies for curbing
examination malpractices in public examinations in Nigeria.
Area of the Study
The study was carried out in Kaduna State of Nigeria and three Education
Zones/Local Government Areas were used. The secondary schools used to draw the
samples were Government Day Secondary School, Unguwan Sarki, Government
Day Secondary School, Sabon Tasha and Government Secondary School, Jaji, for
Kaduna, Sabon Tasha and Rigachikun Education zones respectively. The higher
institutions to draw samples from students include Ahmadu Bello University, Zaria,
Kaduna Polytechnic, and College of Education, Gidan Waya, Kaduna State.
Population of the study
The population for this study is 10,750 which comprise students of the
sampled Universities, Polytechnics and Colleges of Education, secondary school
teachers/supervisors, staff of examination bodies and ministry of education officials
from the areas of the study. The students of higher institutions were sampled
because they must have taken an examination that was administered by at least one
of the three examination bodies under consideration.
Sample and Sampling Techniques
A total of 570 students from the population of 10750 was used; which is about
5% of the entire population. The stratified random sampling technique was used in
composing this research sample. The respondents were stratified according to their
various groups; that is students, teachers, senior officials of the Ministries of
Education and employees of the examination bodies under consideration. A number
of 450 respondents would be drawn from the students’ stratum, 45 from the
64
teachers’ stratum, 30 from the MOE and 45 from the three examination bodies in
Kaduna State which include: WASSCE, UTME and NECO. One secondary school
each was randomly selected in the three education zones that fell in the three
different Local Government Areas of Kaduna State under consideration, while three
higher Institutions from the different senatorial districts of the state were selected.
Simple random sampling was used to draw the required samples. Consequently, a
total number of 570 respondents were used in the state for the study. See table 7,
Appendix 7 for details. The use of the above sample size is in consonance with Ali
(2006) who stated that in the event of very large population, it is often feasible to
take a portion of the population which the researcher can handle.
Instruments for Data Collection
The instrument used for collection of the relevant data to answer the research
questions was a 50-item structured questionnaire titled “Innovative Strategies for
Curbing Examination Malpractice Questionnaire” (SCEMQ). The instrument which
was developed by the researcher has a four-point likert type scale. The four point
likert scale was used to accommodate all the research questions in the
questionnaire, as shown below:
Strongly Agree (4 Points), Agree (3 Points), Disagree (2 Points), Strongly Disagree
(1 Point). Items of the instrument were both positively and negatively structured.
Validation of the instrument
The instrument was face validated by 3 experts in the Educational
Measurement and Evaluation unit of Science Education Department, University of
Nigeria Nsukka. The validation was required in order for the lecturers to assess the
instrument’s relevance to the research questions and hypotheses, clarity of language
65
and adequacy of relevant strategies. The corrections by the validates were used in
producing the final copy of the instrument for data collection.
Reliability of the instrument
A trial testing of the instrument was carried out to determine the reliability. The
questionnaire was administered on respondents in Jos, Plateau State. The
Crombach Alpha method was used to find the reliability of the instrument in terms of
its internal consistency. Plateau State was used to determine the reliability of the
instrument because it had the category of the sampled population; which included
students, teachers, MOE officials and staff of the examination bodies under
consideration and also, it is not the state that was earmarked for the study. The
instrument was distributed to 20 respondents comprising students of University of
Jos, teachers and WAEC officials in the Plateau State and their responses were
used to find the reliability of the instrument. The reliability coefficient stood at 0.83.
Method of data collection
The data collection was done through the administration of questionnaires to
the respondents. The researcher, with trained assistants distributed the copies of the
questionnaire and then, retrieved them after the respondents had responded.
Method of data analysis
Mean and standard deviation were used in answering the research questions.
The t-test and Analysis of variance (ANOVA) were used in testing the hypotheses at
0.05 level of significance. A bench mark mean of 2.50 was used for decision making.
Any item that had a mean response of 2.50 and above were taken as agree while
those items that had mean response below 2.50 were taken as disagree.
66
CHAPTER FOUR
RESULTS
This chapter is presented according to the research questions and the hypotheses
that guided the study.
Research Question One: What are the strategies for curbing parents related
examination malpractices in public examination in Nigeria?
Table 1: Mean and standard deviation of the strategies for curbing parents’ related examination malpractices
Items/ strategies for curbing parents’ related examination malpractices N Mean
Std.
Deviation
Decision
Not choose courses/careers
for children 570 3.5070 .8156 Agree
Inculcate good moral values
in children 570 3.7702 .4976 Agree
Organize private lessons in
subjects children are weak 570 3.6333 .5536
Agree
Encourage children to work
hard in order to make
excellent grades in
examinations
570 3.8456 .3897
Agree
Buy all the text books and
other study materials children
need in school 570 3.6965 .4862
Agree
Be penalized by PTA
whenever they are involved in
examination malpractice 570 3.2263 .8149
Agree
Not relocate children during
exams from urban to rural
schools 570 3.3123 .8262
Agree
Not provide funds for
engaging the services of
mercenaries to aid children
during examinations
570 3.3333 .9399
Agree
67
Table 1 shows the mean and standard deviation for items 1 to 8 of the questionnaire.
The analysis shows that items 1to 8 have mean scores higher than the bench mark
mean of 2.50. This implies that items 1to 8 are the strategies for curbing parents
related examination malpractices in public examination in Nigeria. The standard
deviations for items: 1, 6, 7, and 8 show that there was more variation in the
responses of the respondents to those items than their responses to items 2, 3, 4,
and 5.
Research Question Two: What are the strategies for curbing school
personnel/teachers related examination malpractices?
68
Table 2: Mean and standard deviation of the strategies for curbing school personnel/teachers’ related examination malpractices
Items/ strategies for curbing personnel/teachers’ related examination malpractices N Mean Std. Deviation
Decision
Exam supervisors and invigilators
should be nominated by school
principals 570 2.8684 1.076
Agree
Only teachers of proven integrity
should be nominated and appointed
as supervisors/invigilators 570 3.5526 .6507
Agree
Supervisors/invigilators should be
adequately remunerated 570 3.4456 .6796
Agree
Teachers should not be allowed to
supervise/invigilate exams in
schools they are teaching 570 3.2614 .8774
Agree
School principals should be
sanctioned when their nominees get
involved in exam malpractice 570 3.0947 .9097
Agree
School authorities should organize
extra moral classes before
examination to assist weak students 570 3.6404 .5948
Agree
Only qualified and dedicated
teachers should be employed 570 3.7298 .5209
Agree
Any staff found aiding and abetting
examination malpractice should be
dismissed 570 3.3930 .7661
Agree
Principals of schools involved in
exam malpractices should be
dismissed 570 3.2561 .8328
Agree
Schools that perpetrate exam
malpractices should be closed 570 3.1211 .8860 Agree
Principals should be directed to
allow only genuine
inspectors/monitoring officers to
have access to their schools during
examination
570 3.4807 .6918
Agree
Establishing schools should not be
seen as a profit making ventures but
a social service 570 3.4474 .6849
Agree
All schools that inflate/increase their
final examination fees should be
sanctioned 570 3.3544 .7735
Agree
69
Analysis of data in Table 2 shows the mean and standard deviation of items 9 to 21.
This shows that items 9 to 21 have mean responses more than the 2.50 bench mark
mean. The standard deviations for those items show that the responses of the
respondents do not vary so much except for item 9 with a standard deviation of
1.076. Thus, items 9 to 21 are the strategies for curbing school personnel/teachers
related examination malpractices.
Research Question Three: What are the strategies for curbing internet related
examination malpractices in public examinations in Nigeria?
Table 3: Mean and standard deviation of the strategies for curbing internet related examination malpractices
Items/ strategies for curbing internet related examination malpractices
N Mean
Std.
Deviation
Decision
Biometric data capturing should be
used in all public examinations in
Nigeria 570 3.2895 .7946
Agree
Writing examination online should
be encouraged to replace the manual
methods being used now 570 2.8526 .9538
Agree
Mobile phone in examination hall
should be prohibited 570 3.5456 .7229
Agree
Closed Circuit Television (CCTV)
cameras should be installed in all
examination halls to check
malpractices
570 3.4404 .71203
Agree
Short Message Service (SMS)
tracking devices should be installed
at all examination centres that can
access network
570 3.2509 .80325
Agree
The use of ear piece in examination
hall should be discouraged. 570 3.5719 .73040
Agree
Table 3 shows that the mean responses of the respondents to items 22 to 27 are
more than the bench mark mean of 2.50. Standard deviations of those items show
70
that there were slight variations in the responses of the respondents. This means
that those items of table 3 are the strategies for curbing internet related examination
malpractices in public examinations in Nigeria.
Research Question Four: What are the strategies for curbing examination body
officials/examination personnel related malpractices in public examinations in
Nigeria?
Table 4: Mean and standard deviation of the strategies for curbing examination body officials/examination personnel related examination malpractices
Items/ strategies for curbing examination body officials/examination personnel related examination malpractices N Mean
Std.
Deviation
Decision
Examination officials should always be
paid their salaries and allowances
regularly 570 3.6965 .5004
Agree
Examination officials should maintain
high integrity at all times in order to
serve as example to other stakeholders 570 3.6772 .5145
Agree
Any examination body staff that
indulges in any form of examination
malpractice should be sanctioned 570 3.5140 .6580
Agree
Any examining body staff that collects
bribe from teachers to appoint them as
supervisors/Invigilators should be
sanctioned
570 3.5737 .6541
Agree
Application and problem-solving
questions should be used in exams 570 2.9175 .91954 Agree
Open book method of examination,
where candidates carry books into the
examination hall should be introduced
in public examinations in Nigeria
570 2.0684 1.1345
Disagree
The descriptive analysis of Table 4 shows that items 28 to 33 are the strategies for
curbing examination body officials/examination personnel related malpractices in
public examinations in Nigeria. This is for the fact that the mean responses of the
respondents to those items are more than the bench mark mean of 2.50. Item 33
71
was not accepted as a strategy because the mean response of the respondents is
below the bench mark mean of 2.50. Besides, the standard deviation of 1.13448
implies a high variation in their responses to item 33 compared to other items.
Research Question Five: In what ways can candidates/peers related examination
malpractices be curbed?
Table 5: Mean and standard deviation of strategies for curbing candidates/peers’ related examination malpractices
Items/ strategies for curbing candidates/peers’ related examination malpractices N Mean
Std.
Deviation
Decision
Maximize the guidance and counseling
units of their various schools to aid
them in the choice of their career 570 3.5491 .7004
Agree
Not cheat in examination even when
their parents encourage them to do so 570 3.5930 .6040 Agree
Avoid bad companies who are not
serious with their studies at school 570 3.7193 .5253 Agree
Be encouraged to make morality their
watchword at all times 570 3.6368 .5463 Agree
Request for more explanation in areas
they are deficient or did not understand 570 3.6684 .5174
Agree
Analysis of data in Table 5 shows that items 34 to 38 of the questionnaire were
adopted as the strategies for curbing candidates’/peers’ related examination
malpractices. This is for the fact those items have mean response of the
respondents more than the 2.50 bench mark mean.
Research Question Six: In what ways can security agents related examination
malpractices in public examination in Nigeria be curbed?
Table 6: Mean and standard deviation of the strategies for curbing security agents’ related examination malpractices
72
Items/ strategies for curbing security agents’ related examination malpractices N Mean
Std.
Deviation
Decision
Security personnel should be
deployed to all exams centres during
the conduct of any public
examination
570 3.1912 .8895
Agree
Any security agent that is caught
aiding and abetting examination
malpractice should be dismissed 570 3.3982 .7436
Agree
Any security personnel that frees
any examination malpractice convict
should be dismissed 570 3.2474 .7617
Agree
The mean response of the respondents to items 39 t0 41 are 3.1912; 3.3982 and
3.2474 respectively. Since these mean responses are more than 2.50 bench mark
mean, they are adopted as the strategies for curbing security agents’ related
examination malpractices in public examination in Nigeria.
Research Question Seven: What are the strategies for curbing school
location/environment related examination malpractice?
73
Table 7: Mean and standard deviation of the strategies for curbing school location/environment related examination malpractices
Items/ strategies for curbing school location/environment related examination malpractices N Mean
Std.
Deviation
Decision
Schools in both rural and urban areas
most meet all needed requirements
before they are recognized as exams
centres
570 3.6246 .6185
Agree
Schools in both remote and urban
areas should be given close
supervision during examination 570 3.5105 .6308
Agree
Adequate materials/teachers should
be provided to schools in both rural
and urban centres 570 3.7246 .4885
Agree
Candidates from urban centres that
choose to write their examination in
rural areas should be disallowed 570 2.6667 1.0808
Agree
The analysis of data in Table 7 shows the mean responses of the respondents to
items 42 to 45. These items are taken to be the strategies for curbing school
location/environment related examination malpractice for the fact that their mean
responses are more than 2.50 bench mark mean. However, the standard
deviation of 1.08080 shows that there was high variation in the responses of the
respondents to item 45 than other items.
Research Question Eight: What are the strategies for curbing Ministries of
Education related examination malpractice?
74
Table 8: Mean and standard deviation of responses of respondents on the strategies for curbing Ministries of Education related examination malpractices
Items/ strategies for curbing Ministries of Education related examination malpractices N Mean
Std.
Deviation
Decision
Ministry of Education officials
should be paid well and promptly too 570 3.5509 .5702
Agree
Ministry of Education should
recognize only the schools that have
required facilities 570 3.1965 .9430
Agree
All private secondary schools must
meet the minimum standards for
establishing such schools before they
are allowed to serve as exam centres
570 3.5930 .6098
Agree
Examination monitoring unit of the
Ministry of Education should send
only credible staff to monitor public
examinations
570 3.5158 .6390
Agree
Ministry of Education should
sanction schools and individuals
involved in exam malpractice 569 3.5132 .6897
Agree
Table 8 shows that items; 46 to 50 had mean responses of 3.5509; 3.1965; 3.5930;
and 3.5158; 3.5132 respectively. Thus, items 46 to 50 are the strategies for curbing
Ministries of Education related examination malpractice.
Hypothesis one: There is no significant difference (p<.05) in the mean ratings of the
strategies for curbing examination malpractice by students of universities and those
of other higher institutions.
75
Table 9: Mean and standard deviation of responses of students of different higher institutions
Schools N Mean Std. Deviation
Universities 149 3.4505 .2851
Polytechnics 149 3.4015 .2889
Colleges of Education 149 3.4321 .2671
Total 447 3.4280 .2806
Table 9 shows that the mean of university students on the strategies for curbing
examination malpractice is 3.4505; those from polytechnics had a mean response of
3.4015 while those form colleges of Education had mean response of 3.4321. This
shows a slight difference in the mean responses of the students from various higher
institutions.
Table 10: One way Analysis of Variance of the responses of students from
different higher institutions
Table 10 shows that the probability associated with the calculated value of F =
1.1600 for the differences in the mean responses of students of various higher
institutions is .3150. Since the probability of .3150 is greater than .0500 level of
significance, the null hypothesis is accepted. Hence, there is no significant difference
in the mean ratings of the students of universities and students of other higher
institutions on the strategies for curbing examination malpractice
Sum of
Squares df
Mean
Square F Sig.
Between
Groups .1830 2 .0910 1.1600 .3150
Within Groups 34.9430 444 .0790
Total 35.1250 446
76
Hypothesis Two: There is no significant difference (p<.05) between the mean
ratings of the strategies for curbing examination malpractice by secondary school
students and their teachers.
Table 11: t-test analysis of the responses of teachers and students on the strategies for curbing examination malpractice
Group
Number
Mean
Std.
Deviation
df t-cal
Sig. (2-tailed)
Teachers 52 3.3531 .3097 568
-1.3580
.1750
Students 518 3.4106 .2891
The analysis above shows that the probability associated with the calculated value of
t (-1.3580) is .1750. Since the probability value of .1750 is greater than the .0500
level of significance, the null hypothesis is accepted. Hence, there is no significant
difference between the mean ratings of secondary school students and teachers
on the strategies for curbing examination malpractice.
Hypothesis Three: There is no significant (p<.05) difference in the mean ratings of
parents and school personnel on the strategies for curbing examination malpractice.
Table 12: t-test analysis of the responses of parents and school personnel on the strategies for curbing examination malpractice
Table 12 shows that the probability associated with the calculated value of t (-.5110)
is .610. Since the probability value of .6100 is greater than the .0500 level of
significance, the null hypothesis is accepted meaning that there is no significant
Group
Number
Mean
Std.
Deviation
df t-cal Sig. (2-tailed)
Parents 126 3.3930 .2731 198
-.5110
.6100
School
personnel 74 3.4152 .3108
77
difference in the mean ratings of parents and school personnel on the strategies for
curbing examination malpractice.
Summary of Findings
From the analysis of data, the following findings were determined;
1. Strategies for curbing parents related examination malpractices in public
examination in Nigeria include; not choosing courses/careers for children;
inculcate good moral values in children; organize private lessons in subjects
children are weak; encourage children to work hard in order to make excellent
grades in examinations; buy all the text books and other study materials
children need in school; be penalized by PTA whenever they are involved in
examination malpractice; not relocate children during examinations from
urban to rural schools; and not provide funds for engaging the services of
mercenaries to aid children during examinations.
2. Strategies for curbing school personnel/teachers related examination
malpractices include; exam supervisors and invigilators should be nominated
by school principals; only teachers of proven integrity should be nominated
and appointed as supervisors/invigilators; supervisors/invigilators should be
adequately remunerated; teachers should not be allowed to
supervise/invigilate exams in schools they are teaching; school principals
should be sanctioned when their nominees get involved in exam malpractice;
school authorities should organize extra moral classes before examination to
assist weak students; only qualified and dedicated teachers should be
employed; any staff found aiding and abetting examination malpractice should
be dismissed; principals of schools involved in exam malpractices should be
dismissed; schools that perpetrate exam malpractices should be closed;
78
principals should be directed to allow only genuine inspectors/monitoring
officers to have access to their schools during examination; establishing
schools should not be seen as a profit making ventures but a social service;
all schools that inflate/increase their final examination fees should be
sanctioned.
3. Strategies for curbing internet related examination malpractices in public
examinations in Nigeria are; biometric data capturing should be used in all
public examinations in Nigeria; writing examination online should be
encouraged to replace the manual methods being used now; Mobile phone in
examination hall should be prohibited; Closed Circuit Television (CCTV)
cameras should be installed in all examination halls to check malpractices;
Short Message Service (SMS) tracking devices should be installed at all
examination centres that can access network; the use of ear piece in
examination hall should be discouraged.
4. Strategies for curbing examination body officials/examination personnel
related malpractices in public examinations in Nigeria include; examination
officials should always be paid their salaries and allowances regularly;
examination officials should maintain high integrity at all times in order to
serve as example to other stakeholders; any examination body staff that
indulges in any form of examination malpractice should be sanctioned; any
examining body staff that collects bribe from teachers to appoint them as
supervisors/Invigilators should be sanctioned; application and problem-solving
questions should be used in exams; open book method of examination, where
candidates carry books into the examination hall should be introduced in
public examinations in Nigeria.
79
5. Ways in which candidates/peers related examination malpractices be curbed
include; maximize the guidance and counseling units of their various schools
to aid them in the choice of their career; not cheat in examination even when
their parents encourage them to do so; avoid bad companies who are not
serious with their studies at school; be encouraged to make morality their
watchword at all times; request for more explanation in areas they are
deficient or did not understand.
6. Ways in which security agents related examination malpractices in public
examination in Nigeria be curbed are; security personnel should be deployed
to all exams centres during the conduct of any public examination; any
security agent that is caught aiding and abetting examination malpractice
should be dismissed; any security personnel that frees any examination
malpractice convict should be dismissed.
7. Strategies for curbing school location/environmental related examination
malpractice include; schools in both rural and urban areas most meet all
needed requirements before they are recognized as exams centres; schools
in both remote and urban areas should be given close supervision during
examination; adequate materials/teachers should be provided to schools in
both rural and urban centres; candidates from urban centres that choose to
write their examination in rural areas should be disallowed.
8. Strategies for curbing Ministries of Education related examination
malpractice include; Ministry of Education officials should be paid well and
promptly too; Ministry of Education should recognize only the schools that
have required facilities; for establishing such schools before they are allowed
to serve as exam centres all private secondary schools must meet the
80
minimum standards; examination monitoring unit of the Ministry of Education
should send only credible staff to monitor public examinations; Ministry of
Education should sanction schools and individuals involved in exam
malpractice.
9. There is no significant difference in the mean ratings of the students of
universities and students of other higher institutions; who are products of
secondary schools, on the strategies for curbing examination malpractice.
10. There is no significant difference between the mean ratings of secondary
school students and teachers on the strategies for curbing examination
malpractice.
11. There is no significant difference in the mean ratings of parents and school
personnel on the strategies for curbing examination malpractice
81
CHAPTER FIVE DISCUSSION, CONCLUSION, RECOMMENDATION AND SUMMARY
This chapter presents the discussion of the findings and based on the discussion,
conclusions were drawn and the recommendations made. Furthermore, the chapter
contains educational implications of the study, limitations of the study and suggestion
for further study, before the summary of the study.
Discussion of the Findings
The discussion of the findings was done under the following subheadings.
• Strategies for curbing parents related examination malpractices in public
examination in Nigeria
• Strategies for curbing school personnel/teachers related examination
malpractices
• Strategies for curbing internet related examination malpractices in public
examinations in Nigeria
• Strategies for curbing examination body officials/examination personnel
related malpractices in public examinations in Nigeria
• Ways candidates’/peers’ related examination malpractices can be curbed
• Ways security agents related examination malpractices in public examination
in Nigeria can be curbed
• Strategies for curbing school location/environmental related examination
malpractice
• Strategies for curbing Ministries of Education related examination
malpractice
82
Strategies for curbing parents related examination malpractices in public examination in Nigeria
The strategies for curbing parents related examination malpractices in public
examination in Nigeria have been determined as shown in chapter four. The findings
are in total agreement with the views of Oluwarotimi (2008) and Wilayat (2009).
Oluwarotimi (2008) saw parents to be direct contributors to this social evil that is
ravaging the Nigerian educational sector. Oluwarotimi cited a former WAEC boss
who said that, most of the examination malpractices being perpetrated by students
were encouraged by parents. This shows that many parents or guardians encourage
their children or wards to cheat in examinations. Wilayat (2009) observed that
parents stand indicted for abdicating their cardinal responsibility of ensuring the
morality of their young ones. They corrupt their children by providing them with bribe
money and gifts for supervisors, school authorities or custodians of examination
materials, who in return allow cheating. Many of the parents have the ambitions that
their children would study particular courses in the university. They therefore go out
of their way to secure good performance on the relevant subjects. Often, the sheer
desperation to have their children in the universities as their peers is the only
motivation for aiding and abetting malpractices. Another reason why they play the
roles of financiers of examination malpractice is that many of them live well below
the poverty line and cater for large families. They therefore see education as a costly
investment that must yield profit. Apart from providing the funds for the children to
use to court malpractice, they often usually procure the services of examination
helpers or writers for their children directly. They could also directly buy question
papers or results for their children if possible. Parents also often fail to give sufficient
attention to the educational growth of their children. Malpractice occurs when parents
and children discover too late that they are ill-equipped for the examinations. Finally,
83
parents, in various communities, especially in the rural areas, often intimidate upright
supervisors and school heads.
Strategies for curbing school personnel/teachers related examination
malpractices
These strategies as identified will help to reduce the different kinds of examination
malpractices practiced by some school personnel/teacher as pointed by Oluwarotimi,
(2008) and Wilayat (2009). Oluwarotimi, (2008) emphasized that, “No teacher, no
Nation” is a popular saying of the teachers. This shows that when teachers are
faithful in teaching students, the students will succeed in their examinations. But
today, the teachers fail to internally drill their students and yet want their school to
remain as examination centre. This makes the principals and teachers in such
schools to connive with disloyal supervisors or low integrity examination body
officials to provide an avenue for cheating. Wilayat (2009) further submitted that
School Heads are seen to condone examination malpractice when they wink at
cheating by their invigilators and students. They even do not punish students who
cheat in internal examinations. Entrusted, as they are, with the responsibility of
guarding educational values and standards in a constituency under violent assault,
they are always found wanting in that regards. Often, their giving in to examination
malpractice arises from the fear of community reprisals or even negative reports on
their school. Most public and private school heads fall into this category. Other
school heads go beyond mere keeping their peace, they co-ordinate the collection of
illegal levies and hand the bribes to the supervisor. Others recruit intelligent ex-
students to help provide answers for distribution to candidates.
84
Strategies for curbing internet related examination malpractices in public examinations in Nigeria
The following are the strategies for curbing internet related examination malpractices
in public examinations in Nigeria as indicated in Table 3; biometric data capturing
should be used in all public examinations in Nigeria; writing examination online
should be encouraged to replace the manual methods being used now; Mobile
phone in examination hall should be prohibited; Closed Circuit Television (CCTV)
cameras should be installed in all examination halls to check malpractices; Short
Message Service (SMS) tracking devices should be installed at all examination
centers that can access network; the use of ear piece in examination hall should be
discouraged. Literatures to support this finding were not found at the period of the
study. This might be due to the fact that similar works are not available.
Strategies for curbing examination body officials/examination personnel related malpractices in public examinations in Nigeria
Strategies for curbing examination body officials/examination personnel related
malpractices in public examinations in Nigeria include; examination officials should
always be paid their salaries and allowances regularly; examination officials should
maintain high integrity at all times in order to serve as example to other stakeholders;
any examination body staff that indulges in any form of examination malpractice
should be sanctioned; any examining body staff that collects bribe from teachers to
appoint them as supervisors/Invigilators should be sanctioned; application and
problem-solving questions should be used in exams; open book method of
examination, where candidates carry books into the examination hall should be
introduced in public examinations in Nigeria. Literatures to support this finding were
not found at the period of the study.
Ways candidates’/peers’ related examination malpractices can be curbed
85
Ways in which candidates/peers related examination malpractices be curbed
include; maximize the guidance and counseling units of their various schools to aid
them in the choice of their career; not cheat in examination even when their parents
encourage them to do so; avoid bad companies who are not serious with their
studies at school; be encouraged to make morality their watchword at all times;
request for more explanation in areas they are deficient or did not understand.
Literatures to support this finding were not found at the period of the study.
Ways security agents related examination malpractices in public examination in Nigeria can be curbed
Ways in which security agents related examination malpractices in public
examination in Nigeria be curbed are; security personnel should be deployed to all
exams centers during the conduct of any public examination; any security agent that
is caught aiding and abetting examination malpractice should be dismissed; any
security personnel that frees any examination malpractice convict should be
dismissed. Literatures to support this finding were not found at the period of the
study.
Strategies for curbing school location/environmental related examination
malpractice
Strategies for curbing school location/environmental related examination malpractice
include; schools in both rural and urban areas most meet all needed requirements
before they are recognized as exams centres; schools in both remote and urban
areas should be given close supervision during examination; adequate
materials/teachers should be provided to schools in both rural and urban centres;
candidates from urban centres that choose to write their examination in rural areas
should be disallowed. Literatures to support this finding were not found at the period
of the study.
86
Strategies for curbing Ministries of Education related examination
malpractice
Strategies for curbing Ministries of Education related examination malpractice
include; Ministry of Education officials should be paid well and promptly too; Ministry
of Education should recognize only the schools that have required facilities; for
establishing such schools before they are allowed to serve as exam centres all
private secondary schools must meet the minimum standards; examination
monitoring unit of the Ministry of Education should send only credible staff to monitor
public examinations; Ministry of Education should sanction schools and individuals
involved in exam malpractice.
The test of hypothesis on the opinions of various groups reveals the following; there
is no significant difference in the mean ratings of the students of universities and
students of other higher institutions; who are products of secondary schools, on the
strategies for curbing examination malpractice. There is no significant difference
between the mean ratings of secondary school students and teachers on the
strategies for curbing examination malpractice. There is no significant difference in
the mean ratings of parents and school personnel on the strategies for curbing
examination malpractice. Literatures to support this finding were not found at the
period of the study.
Conclusion
In Nigeria, examination malpractice has become a hydra-headed problem that
touches the entire educational system. It is caused by several agents such as
students, staff, parents, examination bodies, internet and other agents by means of
different techniques that grow by the day. This results to gradual loss of confidence
in Nigerian certificates. Most education stakeholders abhor the presence of
87
examination malpractice and the damages caused by it in our school systems, and
are ready to cooperate with relevant authorities to fight the menace to minimize its
damaging influence. However, a good number of the stakeholders hold and manifest
attitudes, perceptions and practices that really nurture the perpetration of this
menace and invariably threaten the success of the fight against it. In this study,
several innovative strategies that can be used to curb examination malpractice of
any source have been outlined. It then behooves on all of us to apply these
strategies in order to minimize the dangers of examination malpractice.
Educational implications of the study
The findings of this study have implications for all the stakeholders; parents,
teachers, ministries of education, examination body personnel amongst others.
Proper implementation of these indentified strategies for curbing examination
malpractice by the various stakeholders implies that the products of such public
examinations will be able to defend the result so obtained. This will on the other
hand improve the quality of education in Nigeria.
Recommendations
Based on the findings of the study, the following recommendations are proffered.
1. Pending the provision of adequate hall and seats for examinations, adequate
number of invigilators should be assigned to examination room (the policy of a
chief invigilator and at least one invigilator to every 40 students should be
adhered to).
2. All activities relating to examinations such as question paper production,
invigilation, marking and result collation as well as computation should be
handled with a high sense of responsibility by those concerned.
88
3. Concerted efforts should be made to properly acquaint staff and students with
regulations governing examination conduct in the university. Towards this end,
workshops and orientation programmes should be carried out periodically to
acquaint staff with their duties as examiners and invigilators and students of
their expected preparation for, and conduct at examinations.
4. For the many examination offenders now and the few that would still violate
even after self-discipline has been enshrined in the long run, appropriate
sanctions should be applied.
5. All hands must be on deck towards eradicating academic dishonesty,
including the menace of examination malpractices in the university.
Limitations of the study
The following must have in one way of or the other affected the outcome of this
study.
1. Some of the respondents may have faked their responses since the study
was purely a survey.
2. Some of the respondents were not met at the point of the collection of data
due to their indisposition.
Suggestions for further study
1. A study of this nature should be carried out in which different means of
obtaining data other than survey will be used.
2. Similar study can be conducted but not be limited to a particular state. Two or
more states can be studied using a larger population.
89
Summary of the study
This study sought to identify some of the innovative strategies for curbing
examination malpractice in Nigeria’s public examinations. The study was guided by
eight research questions and three hypotheses. The study adopted a survey
research design. The area of the study was Kaduna State of Nigeria and three
Education Zones/Local Government Areas therein. The secondary schools used
were Government Day Secondary School, Unguwan Sarki, Government Day
Secondary School, Sabon Tasha and Government Secondary School, Jaji, for
Kaduna, Sabon Tasha and Rigachikun Education zones. The higher institutions used
for the study were Ahmadu Bello University, Zaria, Kaduna Polytechnic, and College
of Education, Gidan Waya, Kaduna State. The population for this study is 10750
which comprise students of the sampled Universities, Polytechnics and Colleges of
Education, secondary school teachers/supervisors, staff of examination bodies and
ministry of education officials from the areas of the study. A total number of 570
respondents was used for the study. The instrument used for the collection of the
relevant data was 50-item structured questionnaires titled “Innovative Strategies for
Curbing Examination Malpractice Questionnaire” (SCEMQ). Mean and standard
deviation were used to answer the research questions. t-test and Analysis of
variance were used to test the null hypotheses at 0.05 level of probability. From the
analysis of data, the following were found;
1. Strategies for curbing parents related examination malpractices in public
examination in Nigeria include; not choosing courses/careers for children;
inculcate good moral values in children; organize private lessons in subjects
children are weak; encourage children to work hard in order to make excellent
grades in examinations etc.
90
2. Strategies for curbing school personnel/teachers related examination
malpractices include; exam supervisors and invigilators should be nominated by
school principals; only teachers of proven integrity should be nominated and
appointed as supervisors/invigilators; supervisors/invigilators should be
adequately remunerated; teachers should not be allowed to supervise/invigilate
exams in schools they are teaching; etc.
3. Strategies for curbing internet related examination malpractices in public
examinations in Nigeria are; biometric data capturing should be used in all
public examinations in Nigeria; writing examination online should be
encouraged to replace the manual methods being used now; Mobile phone in
examination hall should be prohibited; Closed Circuit Television (CCTV)
cameras should be installed in all examination halls to check malpractices;
Short Message Service (SMS) tracking devices should be installed at all
examination centres that can access network; the use of ear piece in
examination hall should be discouraged.
4. Strategies for curbing examination body officials/examination personnel
related malpractices in public examinations in Nigeria include; examination
officials should always be paid their salaries and allowances regularly;
examination officials should maintain high integrity at all times in order to serve
as example to other stakeholders; any examination body staff that indulges in
any form of examination malpractice should be sanctioned; etc.
5. Ways in which candidates/peers related examination malpractices be curbed
include; maximize the guidance and counseling units of their various schools to
aid them in the choice of their career; not cheat in examination even when their
parents encourage them to do so; avoid bad companies who are not serious
91
with their studies at school; be encouraged to make morality their watchword at
all times; request for more explanation in areas they are deficient or did not
understand.
6. Ways in which security agents related examination malpractices in public
examination in Nigeria be curbed are; security personnel should be deployed to
all exams centres during the conduct of any public examination; any security
agent that is caught aiding and abetting examination malpractice should be
dismissed; any security personnel that frees any examination malpractice
convict should be dismissed.
7. Strategies for curbing school location/environmental related examination
malpractice include; schools in both rural and urban areas most meet all needed
requirements before they are recognized as exams centres; schools in both
remote and urban areas should be given close supervision during examination;
adequate materials/teachers should be provided to schools in both rural and
urban centres; candidates from urban centres that choose to write their
examination in rural areas should be disallowed.
8. Strategies for curbing Ministries of Education related examination
malpractice include; Ministry of Education officials should be paid well and
promptly too; Ministry of Education should recognize only the schools that have
required facilities; for establishing such schools before they are allowed to serve
as exam centres all private secondary schools must meet the minimum
standards; examination monitoring unit of the Ministry of Education should send
only credible staff to monitor public examinations; Ministry of Education should
sanction schools and individuals involved in exam malpractice.
92
9. There is no significant difference in the mean ratings of the students of
universities and students of other higher institutions; who are products of
secondary schools, on the strategies for curbing examination malpractice.
10. There is no significant difference between the mean ratings of secondary
school students and teachers on the strategies for curbing examination
malpractice.
11. There is no significant difference in the mean ratings of parents and school
personnel on the strategies for curbing examination malpractice
Based on the summary of the findings, conclusions were made. Educational
implications of the study were x-rayed from where some recommendations
were proffered. Finally, limitations and suggestions for further studies were
made.
93
REFERENCES
Acton, C., Miller, R., Fullerton, D., Maltby, J. (2009). SPSS statistics for social scientists. Palmgrave Macmillan.
Adekale,A.(1993). Incidence and causes of examination malpractices among
students of the University of Ilorin. Nigerian Journal of Educational Foundations.4(1). Adeoye, S. (2007). Needed! A State of Emergency, Tell Magazine. 25-27. Adesina,S. (2006). Examination malpractices. The Nightmare of the Nigerian Educational System”. Keynote Address at the national Workshop on
Examination Malpractice in Nigerian Educational System organized by the African University
Institute Imeko,Ogun State,14 16th March. Adeyinka,A.A.(1993). Examination examined, the Nigerian secondary school system Inaugural Lecture. April,29. Aina, O and Aliyu, S. (1991). In Advocates of Examination Malpractice
www.albaspectrum.com/articles. Retrieved 23rd June, 2012. Airahuobhor, A. (2007). Fraud Incorporated. Newswatch Magazine. 46(24) 34-36. Ali, A. (2006). Conducting research in education and the social sciences. Tashiwa
Networks Ltd. Awanbor,D.(2006). The nature and form of examination malpractices some
measures towards its eradication. Lead paper presented at the National Workshop on Examination Malpractices in Nigerian Educational System organized by the African University Institute,Imeko,Ogun State. March 14 16th. Bernard, M.O. (1998). Examination malpractice in tertiary institution in Nigeria:
Types, Causes, Effects and solution. (Unpublished Ph.D Thesis). Banwo,F. (2006). Examinations malpractice in Nigerian educational system. The scope and implications on National Development. Lead paper presented at the National Workshop organized by the African University of Institute,
Imeko,Ogun State, March 14th 16th
Ciwar, A.M. (2007). Working towards a healthier education system. Tell Magazine.
44. Clabaugh, G.K.(1999).What is worth, knowing about values?
http://www.newfoundations.com/clabaugh/cuttingedge/values%20Education.htm/retrieved 29/4/2008
94
Coughlan, S. (2010). Hi-tech examination cheating increases says Ofqual. BBC News, education and family.
Dare, M. (1994). In advocates of examination. www.albaspectrum.com/articles.
Retrieved 23rd June, 2012. Denga, D. I. (1981). The effects of counseling on the development of self concept.
Apilla Students Education in Africa. 2 (1) Denji, D.T. (1976). Curbing examination traumas in our higher institution of learning. New Nigerian June 12. Dike, V.E. (2005), Values education and national development http://www.nigerianvillagesquare.com/content/view/0132/55.retrieved 24/4/2008 Federal Republic of Nigeria. (1998). National policy on education, 3rd edition, Yaba,
Lagos, Nigeria. NERDC Press. Gibbons, A. S., & Fairweather, P. G. (1998). Computer-based instruction: design and
development. Englewood Ciffs, NJ: Educational Technology Publications. Hinkle, D.E., Wiersma, W., Jurs, S.G. (1988). Applied Statistics for the Behavioral
Sciences; Houghton Mifflin Company. Illeris, K. (2004). Three dimensions of leaving. Malabar, FL: Krieger Publishing. 6 Ipaye, J.B. (1982). Continuous Assessment in Schools, Ilorin; University Press,
Ilorin. Jacques.(1996).Learning: The Treasure Within, Report to UNESCO of the
International Commission on Education for the Twenty First Century,UNESCO publication. Jekayinfa A.A. (2006).”Examinations Malpractice and the Law: The Nigerian experience”, Segun Adesina and Lekan Adeniyi (eds),Examination
malpractices in Nigerian education system in Lagos: Yemab Investment Limited.
Kpangban, E., Ajaja, P. O. and Umedhe, S. E. (2008). Sound moral values and
development of right attitude as a panacea to Exam Malpractice in Nigeria. Delta State University.
Lemis, M, Potts H., and Welshord, P. (eds). Values strategies for classroom teacher. Hawthorn, Vic, and Australian Council on Higher Educational Research. Mbanefo, I. M. (1998). Introduction to psychology (A contemporary approach).
Onitsha: Onwubike Press Ltd. Nwakwo,C. E. (1997). School predisposing factors in examination malpractice in
Anambra State Secondary Schools. (Unpublished M. ED Thesis), UNN.
95
Okechukwu, C. P. (2002). Strategies for curbing examination malpractice in senior
school certificate examination in Anambra State.(Unpublished Ph.D Thesis), UNN.
Oladope, O. (1997). In advocates of examination malpractice”.
www.albaspectrum.com/articles. Accessed 23rd June, 2012. Olaniyan, J.O. (1997). Perception of examination malpractice in our system. KONJOST 1, (2&3). Olasehinde, F.A.O. (1993).”Cheating in examination in the University of Ilorin, Styles, Causes and remedies”, Nigerian Journal of Educational Foundations, 4, (1) Olushola, A, (2006). Advocates of Examination Malpractice. Retrieved February, 13,
2011 from http://ezinearticles.com/?Advocates-of-Examination-Malpractice&id=292923
Oluwarotimi, S.Y.B., (2008). Examination malpractice in Nigeria educational sector:
A Spiritual Solution. A Paper presentation. Ormrod, J. E. (1995). Human learning. Englewood Cliffs: N.J: Prentice Hall. Pure Research Papers (2010). Descriptive research paper.
http://www.pureresearchpapers.com/types/descriptive-research-paper.asp. Salim, B. (2002). In advocates of examination malpractice”
www.albaspectrum.com/articles. Retrieved 23rd June, 2012. Sean, C. (2012). Education and Family. BBC News. E:/Hi-techexamcheating.mht. Siegel, S., (1956). Nonparametric statistics for the behavioral sciences: Mcgraw-Hill
Book Company. Solake, A.A. (1997). Examination cookery in higher institution of learning issues involved and solutions to the problems. The Educator1,(1)July. Shonekan, M. O. (1996). Various forms of examination malpractice and WAEC
penalties for them. Paper presented at the symposium organized the Federal Ministry of Education on character formation in secondary schools, May 22, National Theater Lagos.
Uzoigwe, G.U. (2007). Corruption education and assessment systems: The WAEC
experience in Nigeria Retrieved February, 12, 2011 from http://www.iaea.info/documents/paper_1162dlb538.pdf
Wilayat, M. (2009). Causes of examination malpractice/unfair means. Retrieved on
February, 12, 2011 from http://research-education-edu.blogspot.com/2009/07/examination-
malpractice.html
96
Wollherm, J. (1996). In advocates of examination malpractice
www.albaspectrum.com/articles. Accessed 23rd June, 2012. www.cyberessays.com/lists/examine-the-soviet
communist/en.wikipedia.org/wiki/learning-theory- (education) www.http://hdl.handle.net/123456789 www.hyperdictionary.com/dictionary/examination www.idosi.org/aejsr/5(1)10/1o.pdf www.Shvoong.com/books/795518-curbing-examination-malpractice-counselling www.unilorin.edu.ng/publictions/oniye/FEMALE%20STUDENT www.worrells.net.au/content/factsh
97
APPENDIX 1
INSTRUMENT FOR DATA COLLECTION Department of Science Education University of Nigeria, Nsukka.
7th January, 2012. Dear Sir/Madam,
INNOVATIVE STRATEGIES FOR CURBING EXAMINATION MALPRACTICES IN
PUBLIC EXAMINATIONS IN NIGERIA
I am a Master’s Degree Student of Science Education Department, University of Nigeria, Nsukka. I am carrying out a study on the Innovative Strategies for Curbing Examination Malpractice in Nigeria. The purpose of the study is to identify strategies for curbing examination malpractices in Nigeria. Please, I require your cooperation in order to successfully carry out this work. You are requested to tick the item you feel is most appropriate. All information given by you will be treated as confidential and purely for the purpose of the research. Thank you for the anticipated cooperation. Yours Sincerely, Zakka John (Student)
98
APPENDIX 2
INNOVATIVE STRATEGIES FOR CURBING EXAMINATION MALPRACTICE
QUESTIONNAIRE (ISCEMQ) You are provided with four options A-D; Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD). Please tick (/ ) in the column provided, on the option you consider appropriate.
S/N ITEM (SA)
(A)
(D)
(SD)
TO CURB PARENTS-RELATED-EXAM MALPRACTICES, PARENTS SHOULD:
1 not choose courses/careers for their children
2 inculcate good moral values in their children 3 organize private lessons in subjects their children are
weak
4 encourage their children to work hard in order to make excellent grades in examinations
5 buy all the text books and other study materials their children need in school
6 be penalized by PTA whenever they are involved in examination malpractice
7 not relocate their children during exams from urban to rural schools
8 not provide funds for engaging the services of mercenaries to aid their children during examinations
TO CURB SCHOOL PERSONNEL RELATED EXAM MALPRACTICES:
(SA) (A) (D) (SD)
9 exam supervisors and invigilators should be nominated by school principals
10 only teachers of proven integrity should be nominated and appointed as supervisors/invigilators
11 supervisors/invigilators should be adequately remunerated
12 teachers should not be allowed to supervise/invigilate exams in schools they are teaching
13 school principals should be sanctioned when their nominees get involved in exam malpractice
14 school authorities should organize extra moral classes before examination to assist weak students
15 only qualified and dedicated teachers should be employed
16 any staff found aiding and abetting examination malpractice should be dismissed
17
principals of schools involved in exam malpractices should be dismissed
18 schools that perpetrate exam malpractices should be closed
99
19 principals should be directed to allow only genuine inspectors/monitoring officers to have access to their schools during examination
20 establishing schools should not be seen as a profit making ventures but a social service
21 all schools that inflate/increase their final examination fees should be sanctioned
TO CURB ICT RELATED EXAMINATION MALPRACTICE: (SA) (A) (D) (SD) 22 biometric data capturing should be used in all public
examinations in Nigeria
23 writing examination online should be encouraged to replace the manual methods being used now
24 Mobile phone in examination hall should be prohibited 25 Closed Circuit Television (CCTV) cameras should be
installed in all examination halls to check malpractices
26 Short Message Service (SMS) tracking devices should be installed at all examination centres that can access network
27 the use of ear piece in examination hall should be discouraged.
TO CURB EXAM OFFICIALS RELATED EXAM MALPRACTICES:
(SA) (A) (D) (SD)
28 examination officials should always be paid their salaries and allowances regularly
29 examination officials should maintain high integrity at all times in order to serve as example to other stakeholders
30 any examination body staff that indulges in any form of examination malpractice should be sanctioned
31 any examining body staff that collects bribe from teachers to appoint them as supervisors/Invigilators should be sanctioned
32 application and problem-solving questions should be used in exams
33 open book method of examination, where candidates carry books into the examination hall should be introduced in public examinations in Nigeria
TO CURB CANDIDATES/PEERS-RELATED EXAM MALPRACTICES, CANDIDATES SHOULD:
(SA) (A) (D) (SD)
34 maximize the guidance and counseling units of their various schools to aid them in the choice of their career
35 not cheat in examination even when their parents encourage them to do so
36 avoid bad companies who are not serious with their studies at school
37 be encouraged to make morality their watchword at all times
38 request for more explanation in areas they are
100
deficient or did not understand TO CURB SECURITY AGENTS RELATED EXAMINATION
MALPRACTICE (SA) (A) (D) (SD)
39 security personnel should be deployed to all exams centres during the conduct of any public examination
40 any security agent that is caught aiding and abetting examination malpractice should be dismissed
41 any security personnel that frees any examination malpractice convict should be dismissed
TO CURB SCHOOL LOCATION RELATED EXAMINATION MALPRACTICE
(SA) (A) (D) (SD)
42 schools in both rural and urban areas most meet all needed requirements before they are recognized as exams centres
43 schools in both remote and urban areas should be given close supervision during examination
44 adequate materials/teachers should be provided to schools in both rural and urban centres
45 candidates from urban centres that choose to write their examination in rural areas should be disallowed
TO CURB MINISTRIES OF EDUCATION RELATED EXAM MALPRACTICE
(SA) (A) (D) (SD)
46 Ministry of Education officials should be paid well and promptly too
47 Ministry of Education should recognize only the schools that have required facilities
48 all private secondary schools must meet the minimum standards for establishing such schools before they are allowed to serve as exam centres
49 examination monitoring unit of the Ministry of Education should send only credible staff to monitor public examinations
50 Ministry of Education should sanction schools and individuals involved in exam malpractice
KEY: SA= Strongly Agree, A= Agree, D= Disagree, SD= Strongly Disagree In your personal opinion, how can Examination Malpractices be eradicated in Nigeria? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
101
APPENDIX 3
TREND OF INCIDENCE OF EXAMINATION MALPRACTICE IN WAEC SCHOOL CANDIDATES’ EXAMINATION (2000-2005) IN NIGERIA TABLE 1. S/No TYPE OF MALPRACTICE PERCENTAGE OF CANDIDATES
INVOLVED
2000 2001 2002 2003 2004 2005 1 Bringing in of foreign
materials 1.23 1.27 1.43 1.34 1.60 1.17
2 Irregular activities inside and outside The examination hall
1.16 1.45 1.81 2.80 2.35 1.46
3 Collusion 3.71 2.21 7.05 6.00 6.45 4.06
4 Impersonation 0.07 0.06 0.09 0.11 0.11 0.06
5 Leakage Nil Nil Nil Nil Nil Nil
6 Mass cheating Nil Nil Nil 0.61 0.40 0.01
7 Insult/Assault on supervisors and Invigilators
0.04 0.04 0.02 0.02 0.07 0.07
8 New/ Miscellaneous cases 0.25 0.04 0.07 Nil 0.19 0.03
TOTAL 6.45 5.07 10.47 10.88 11.17 6.86
102
APPENDIX 4 TREND OF INCIDENCE OF EXAMINATION MALPRACTICE IN WAEC PRIVATE CANDIDATES’ EXAMINATION (2000-2005) IN NIGERIA TABLE 2. S/No TYPE OF MALPRACTICE PERCENTAGE OF CANDIDATES
INVOLVED
2000 2001 2002 2003 2004 2005 1 Bringing in of foreign
materials 2.83 3.70 2.06 1.82 1.99 3.20
2 Irregular activities inside and outside The examination hall
1.24 1.32 2.20 4.52 3.65 5.37
3 Collusion 1.27 1.33 1.70 1.89 4.20 6.75
4 Impersonation 0.39 0.44 0.33 0.73 0.70 1.01
5 Leakage Nil Nil Nil Nil Nil Nil
6 Mass cheating 0.18 Nil 0.12 0.07 Nil 0.26
7 Insult/Assault on supervisors and Invigilators
0.12 0.06 0.07 0.03 0.03 0.03
8 New/ Miscellaneous cases 0.19 0.19 0.06 0.10 0.05 0.06
Total 6.22 7.04 6.54 9.16 10.62 16.68
103
APPENDIX 5 SANCTIONS APPLIED IN THE MAY/JUNE 2000-2005 WASSCE TABLE 3. S/No
DECISIONS
NUMBERS INVOLVED
2000 2001 2002 2003 2004 2005
1 Entire results cancelled
30,216 28,605 30,384 50,602 31,897 16,821
2 Subject results cancelled
9,340 23,507 65,135 61,362 82,117 56,109
3 Candidates barred or handed over to the police
417 643 891 1,362 1,814 133
4 Principals warned 19 04 20 31 02 17
5 Supervisors blacklisted 02 04 07 09 Nil Nil
6 Schools warned 02 Nil 32 60 132 178
7 Schools derecognized 03 02 09 33 40 11
8 Supervisors/Invigilators reported
06 06 05 04 13 09
104
APPENDIX 6
SANCTIONS APPLIED IN THE NOVEMBER/DECEMBER 2000-2005 WASSCE TABLE 4. S/No
DECISIONS
NUMBER INVOLVED
2000 2001 2002 2003 2004 2005
1 Entire results cancelled
65,093 43,564 45,070 40,031 26,188 25,116
2 Subject results cancelled
12,674 15,459 18,176 10,397 26,704 38,759
3 Candidates barred or handed over to the police
3,407 3,847 3,181 4,037 3,629 3,852
4 Supervisors/Invigilators reported for sanction
03 08 04 19 61 11
5 Centres warned 02 Nil Nil Nil Nil Nil
6 Centres discontinued from usage for conducts of examination
Nil 07 Nil 03 Nil Nil
7 Supervisors/Invigilators blacklisted
03 Nil 01 04 Nil Nil
105
APPENDIX 7
SAMPLING INFORMATION TABLE 5.
State Respondents No. Total
Kaduna Students
Teachers
MOE Staff
Ex. Officials
150×3 sch
15×3 schs
30×1
office
15×3
offices
=570
Total N 570 570