European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.170920
Volume 2│Issue 11│2016
ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT
STRATEGIES FOR CURBING EXAMINATION MALPRACTICES IN
SECONDARY SCHOOLS IN NIGERIA
Duvie, Adanma Nnekwu1i, Eluwa, Blessing Odochukwu2
Department of Educational Management, Michael Okpara University of Agriculture,
1
Umudike, Abia State, Nigeria
Comprehensive Secondary School, Okpu-Umuobo, Aba
2
Abia State, Nigeria
Abstract:
This study is an assessment of the management strategies for curbing examination
malpractices in Secondary Schools in Abia State, Nigeria, considering the persistence of
examination malpractices in the educational institutions. Three research questions were
raised to guide the study. A researcher constructed questionnaire titled, Assessment of
Management
Strategies
for
Curbing
Examination
Malpractices
Questionnaire
(AMSFCEMQ), was used in the data collection. A total of 560 teachers including
principals, selected through proportional stratified sampling responded to the
questionnaires administered. The reliability of the instrument was established using
Cronbach Alpha Coefficient. The reliability value was 0.67. The results showed that all
the five pre-examination malpractice curbing strategies identified were effective, such
as, the covering of syllabus by teachers . Six out of seven strategies identified during the
examination were effective, such as, having adequate number of invigilators in the hall .
The post- examination malpractice curbing strategies found effective were five out of
seven, such as examiners ensuring that the total number of answer scripts tallied with the
total number of examinees . With the persistence of examination malpractices in Nigeria,
despite the application of the identified effective strategies, it was recommended that
stiffer penalties be pronounced as deterrent. These include increasing the number of
years of de–registration of culprit centers and the finding of political will by
government to fully implement Examination Malpractice Act 33 of 1999.
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
Keywords: examination malpractices, curbing, assessment strategies
Introduction
Examination is the process of testing and judging by standard. It is also a means of
scrutinizing with a view to determine the level of performance and achievement.
Examination malpractice is any irregular behavior exhibited by a candidate or anybody
charged with the conduct of examination, before, during or after the examination that
contravenes the rules and regulations governing the conduct of such examination,
(Oluyeba & Daramola cited in Alutu & Aluede, 2006).Examination malpractice in this
study is therefore any irregular action taken by examinees, examiners or any other
persons associated with an examination whether before, during and after, that gives
undue advantage to certain individuals.
Examination malpractices in the developing countries of Africa are very
alarming. Boakye, (2015) lamented that in Ghana it was obvious that examination
malpractices were gradually turning out to be normal in that society and in the nation
as a whole. Kagete, (2008) confirmed that currently, examination security is a major
government s preoccupation in Kenya though not unique to that country alone. In
Zambia, the menace of examination malpractice has taken a dangerous and disturbing
turn in recent years. According to Ngosa, (2013), parents, teachers, supervisors and
even school managers were directly involved in examination malpractices.
Phiri & Nakamba, (2015) pointed out that despite strong measures instituted to
ensure the security of examination papers, conducting examinations in Zambia has
become one of the major problems facing the education sector. In Uganda, Tanzania
and many other developing African countries the story is the same (Anzene, 2014; Kato,
2015; Patrick, 2014). Examination malpractices seriously undermine the credibility of
any nation s quality of education.
It is common knowledge that in the last two decades, Nigeria has witnessed an
alarming rate of increase in incidents of examinations misconduct. Olatunbosun, (2009)
noted that every examination season witnesses the emergence of new and ingenious
ways of cheating. Vanguard Newspaper, Weekend Pointer and Daily Independent cited
in Olatunbosun, (2009) also remarked that evidences abound of increasing involvement
of students, teachers and parents in examination malpractices. Nwadiani also in
Olatunbosun, (2009) concluded that the process of examination in Nigeria Secondary
Schools has become a Contemporary Shame . Examination malpractice is much more
evident in external examinations in Nigerian Secondary School Certificate Examinations
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
conducted by the West African Examination Council (WAEC) and the National
Examination (NECO).
The examination malpractices are graded into those that take place before,
during and after examinations. Those that take place before the examinations include
the following among others, the sale of live question papers; multiple registration,
(where the same candidate makes two or more entries for the same examination, two
candidates write the examination while only one submits a script. This is done with the
help of Principals and Examination Officials). Others include impersonation; delay in
commencement of examination, to allow mercinaries work out answers to questions
for special candidates) and citing of examination centers in very remote areas of
difficult terrain, (Nzene, 2014; Obudigha, 2010; Aworanti, 2012). The examination
malpractices that
take place during the actual examination among others include
impersonation, collusion, swapping of scripts, girrafing
sitting space to copy from other candidates ;
bullets
stretching beyond normal
hard squeezed papers
containing answers thrown to well-wishers in the wall); and assistance rendered by the
invigilators and supervisors, (Oreidein, 2014; Nwankwo, 2012 ; Omenu, 2015). Also
involved is the use of electronic devices like global system of mobile telephone via SMS,
smuggling answer scripts and question papers in and out of the examination hall,
thuggery, hooliganism and physical assault that constitute confrontational means of
perpetuating examination malpractices, (Wilayat, 2009; Adeyemi, 2010 ; Nwadiani in,
Olatunbosun, 2009). Also, the use of guns, knives and horsewhip to intimidate
examination officials to create enabling environment for cheating is another means of
perpetrating examination malpractice during examination (Aworanti, 2012; Nwankwo,
2012). Aworanti, (2012) asserted that examination malpractices carried out at the end of
examinations are considered by the perpetrators to be the safest, surest and most
reliable form of malpractice capable of achieving their desired objectives. The agents
commonly used here are supervisors, custodians, examiners, computer operators,
subject officers, office clerks, typists and many others. This occurs by inducing the
personnel with sex, gifts, money to buy the personnel of examining bodies as well as
those connected with the marking and coordinating of candidates scripts, storing of
scores and other key functions. Also the unwillingness of the supervisors to move out
used answer booklets immediately after the examination create room for substituting
answer scripts from outside.
Asuru in Aworanti, (2012) also affirmed that the substitution of a candidate s
original script with a re-written one, alteration of scores in favour of candidates and the
falsification of statement of results are very common at this stage of the examinations.
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
However, despite all these desperate measures by perpetrators of examination
malpractices, concerted efforts are being made by governments, administrators, and
managers of public examination to alleviate this social plague. In 1984, an examination
malpractice decree was passed in Nigeria with a sentence of 21 years imprisonment on
conviction (Anzene, 2014). This was revisited and reviewed into Examination
Malpractice Act No 33 of 1999 which stipulated a minimum punishment of fifty
thousand naira (equivalent of 450USD) and a maximum of five years imprisonment,
without option of fine for the violators of the offences stipulated. The offences include:
cheating at examination, stealing of question papers, buying/selling of question papers,
impersonation, disturbance at examination, obstruction of supervision, forging of result
slip, breach of duty, conspiracy and aiding among others, (Nwankwo, 2012). The
managing strategies for curbing examination malpractices depend on whether the
malpractice occurred before, during and after the examination. Several management
strategies have been preferred to curb the malpractice before the examination. These
include, ensuring that teachers cover their scheme of work to reduce the anxiety often
faced by students when they feel deficient (Onyechere, 2010; Anzene, 2014; Onuka &
Durowoju, 2013). This is because teachers are regarded as having crucial roles to play in
the success or otherwise of any education system (Omemu, 2015).
The use of Continuous Assessment and the sending of correct grades to the
examining bodies is an important measure of curbing malpractice before examinations,
(Trakiriowei, 2016; Adeyemi, 2010; Akanni & Odofin, 2015). This is because Continuous
Assessment (CA) compels students to make adequate use of their time for studies while
teachers have early opportunity to review their teaching methods. The CA also reduces
anxiety associated with one shot examination. Oladipo, Adenuga & Emanoselu, (2010)
in their study on predictors of examination malpractice found that test anxiety
significantly, dependently and jointly predicted examination malpractice. This directly
emphasizes the key roles of the teacher covering the scheme of work and the important
role of Continuous Assessments in external examinations. Another method include
engaging officers regarded as honest and trustworthy as supervisors aid examiners
(Onyebe, Uma and Ibina, 2015). Such people are recommended by the Ministries of
Education. Other methods include; selecting centers with large halls that can make
room for good sitting arrangement and easy movement by invigilators (Oladipo et al.,
(2010). This reduces overcrowding of examination halls which gives room for cheating,
such as giraffing , exchange of bullets /answer booklets and copying of answers from
one another. Safe keeping of question papers and answer booklets is also crucial (Orji,
Madu and Nwachukwu, 2016). Concerted effort to allocate adequate number of
supervisors and invigilators in all the examination centers is also one of the
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
management strategies (Ukpabi, 2015). This ensures that students are properly marked
and closely watched by the examination officials. Some of such centers have also
stopped registering external candidates as it is generally believed that they are a major
source of examination malpractices (Adenipekun, 2016). Attention has critically been
paid to proper time selection and adequacy for each paper as it is very crucial,
(ACOPASS nd). Where this is not taken care of it may lead to students not being
allowed to make full use of the time allocated to the paper creating room for cheating.
Effective supervision is usually advocated, (Adeyemi, 2010). Jokthan (2013) has
proffered the use of biometrics at the point of registration and at the gate of
examination hall with adequate security but this has not been actually explored.
Some of the management strategies applied to curb examination malpractices
during the actual examination include, increased number of invigilators and
supervisors to match the population of the candidates; examination officers, principals
and vice principals paying visits to examination halls to observe what goes on there;
students being thoroughly searched by invigilators before they enter the examination
hall (Ukpabi 2015, Jokthan, 2013). Other measures include adequate sitting arrangement
for students; allowing only formally registered candidates to sit for the examination
after thorough screening; support of the law enforcement agents like the police to
restrain visitors such as parents, relations and mercenaries from entering the environs
of the examination center when the examinations are on, (Orji, et al., 2016; Jokthan
2013). The issue of proper time keeping cannot be over-emphasized. Sometimes when
invigilators do not start the paper at the right time there is the tendency for invigilators
to collect papers before the time was up. Accurate time keeping saves the invigilators
from having a rowdy atmosphere in the examination hall which encourages fraud
(Oladipo, et al., 2010 and ACOPASS, n.d).
Sometimes unqualified invigilators and supervisors are used but this is often
discouraged (Adeyemi, 2010). Effort is also made towards curbing malpractice after the
examination. The management strategies involve outright cancellations of candidates
results and the closing down of the special centers where monumental frauds take
place, as well as de-recognition or de-registration of schools and centers involved in
malpractices from being future centers for a period of time.
Others include safe keeping of used answer booklets, societal re-engineering and
re-orientation to revamp moral values have been suggested and tried in some schools
through counselors, (Trakiriowei 2016; Onyibe, Uma, and Ibina (2013) & Aworanti
2012). Peters and Okon (2013) also suggest effective counseling services in schools to
assist students acquire effective study habits. Onuka and Durowoju (2013) have also
suggested the building of large examination halls that could accommodate more
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
students and also create adequate space between candidates. Others have asserted that
reducing examination malpractices in Nigerian schools would work more effectively
through effective continuous assessment technique which would act as an alternative to
one-shot examination (Akanni and Odofin 2015; Trakiriowei 2016).
However, the societal pressures on success and the acquisition of certificates
have made all these efforts unsuccessful. As aptly expressed by Aworoanti (2012) these
solutions by both the government, managers of public examinations have continued to
defy solutions. Based on this premise, this paper assessed the various identified
management strategies to curb examination malpractices at the secondary school level
to find out how relatively effective they are from the point of view of teachers and
principals.
Theoretical Framework
The theories on which this study was based are the self-efficacy by Bandura and
Expectancy-value theory of achievement motivation by Wigfied and Eccles. Bandura
99
reiterated that the extent by which one s belief in one s own ability to complete a
task and reach goals or succeed in specific situations play a major role in how one
approaches these tasks. He hypothesized that the level of self-efficacy can determine
whether a task will be initiated, the amount of effort that will be expended and the level
of persistence to complete the task when faced with obstacles. Many studies in the
academic environment have shown significant positive correlation between self-efficacy
and academic achievements (Jones, Paretti, Hein and Knotl, 2010; Lodewyk and Winne
2005; Louis and Mistele 2011 cited in Loo and Choy 2013 and Purzer, 2011).
Examination is a task that needs to be done by secondary school students. The extent to
which students believe in themselves or their abilities to carry out this task of
examination and succeed, play a major role on how they approach this examination.
Where the students have high self-efficacy, they are more likely to approach the
examination with absolute readiness and calmness. The stronger the students selfefficacy, the more active their effort to succeed. But where their self-efficacy is low the
tendency is that the students will suffer from anxiety and look for fraudulent ways to
pass the examinations.
The low academic performance of Nigerian students in secondary schools and
their desperation to cheat is as a result of self-efficacy which is their ability to perform a
difficult task in difficult situations. This study is also based on the expectancy value
theory of achievement motivation by Eccles, Wigfied and their colleagues. This theory
attempts to explain people s choice of achievement task, persistence on those tasks, and
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
vigor in carrying them out and performance on them. The theorists argue that
individuals choice, persistence, and performance can be explained by their beliefs
about how well they will do on the activity and the extent to which they value the
activity. Expectations and values are assumed to influence directly achievement choices.
They also influence performance, effort and persistence. The secondary school students
believe they would perform better in an examination through malpractices and they are
aware of the value the certificate they would obtain would be to them hence their choice
to cheat. Expectances and values are assumed to be influenced by task specific beliefs
such as ability beliefs, the perceived difficulty of different tasks and individual goals
among others. Students are usually ill-prepared for examinations consequently; they
dread them and look for easier ways. This theory aptly describes the reason why
students indulge in examination malpractices and the persistence of the act. A good
number of students have been getting excellent results through examination
malpractices with which they gain admission into the tertiary institutions which has
motivated others to follow suit. Their choice of achievement tasks through negative
values is strengthened by what they see and this has sustained their belief on how well
they will do on the activity which is the examination if they made the choice of
examination malpractice.
Statement of the Problem
Examinations in secondary schools should be true judgment by standard. With it, one
can determine the true level of performance in each subject by students as well as their
achievement standing from one level of class to the other.
For a long time, particularly in the last two decades examination malpractices
have made it impossible for examinations at any level in the secondary schools in
Nigeria to be a true test of students knowledge. Many have graduated with very good
results but could neither construct a simple letter nor express themselves effectively. A
good number have acquired little or no skills taught at that level. The government and
the citizens who were educated before this new trend find it very worrisome. If the
situation is not arrested, Nigeria will definitely retrogress educationally and
technologically while the rest of the world progress steadily. This will spell doom for
the younger generation. The researcher therefore thinks it timely to identify the
strategies currently in use to curb examination malpractices before, during and after
examinations in secondary schools in Nigeria and assess their effectiveness in order to
pick out the effective ones.
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
Research Questions
The following research questions were formulated to guide the study;
1. To what extent are the identified pre-examination malpractices curbing strategies
effective?
Covering of syllabus by teachers,
Minimizing the registration of external candidates,
Detecting multiple registrations on time,
Appropriate allocation of examination officers,
Forwarding of the actual continuous assessment grades to examining bodies.
2. To what extent are the identified curbing strategies of malpractices during the
examinations effective?
Having adequate number of invigilators,
Searching of students before they enter the examination hall,
Monitoring of students closely,
Engaging honest supervisors,
Accurate time keeping,
Trusting the students,
Presentation of identity cards by students before admission into
examination hall.
3. To what extent are the identified post-examination malpractices curbing
strategies effective?
Orderly leaving of the examination hall by examinees,
Immediate packaging of live scripts for dispatch by supervisors,
candidates.
Implementation of examination malpractice Act 33 1999.
Total number of answer scripts tallying with the total number of
Examinees not having access to the examiners until results are published.
De- registration of centers found guilty for three years and
Cancellation of results of candidates involved in examination malpractices.
Methodology
Research Design
The descriptive survey research design was adopted for the study because none of the
variables was manipulated.
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
Study Population
The study population comprises all the secondary school teachers, including the
principals in the three Education zones in Abia State, Nigeria, numbering 3855.The
teachers and the principals are the people directly involved in the secondary school
external examinations as supervisors and invigilators. The principals are considered in
this study as teachers as well. The distribution of the population in the three zones
were, 1838, 1205, and 812 respectively.
Sampling and Sampling Technique
Twenty percent of the total population was obtained as the total sample size since the
population was not too large (Airasian, 2014). This gave a sample size of 771.
Proportionate stratified sampling was applied in the selection of the sample sizes from
the 3 clusters. This gave corresponding sample sizes of 368, 240 and 163. Ten schools
were selected from each of the educational zones and random sampling was applied in
the selection of the sample subjects from the staff lists.
Research Instrument
Data collections were done with a researcher constructed instrument on a four-point
rating scale titled
Malpractices
Evaluation of Management strategies for Curbing Examination
EMSCEM . The questionnaire consisted of four sections “, ”, C, and D.
Section “ was made up of the demographics of the respondents and section ” had
item statements on the effectiveness of the pre-examination management strategies to
curb examination malpractices. Sections C and D contained item statements on the
effectiveness of the management strategies for curbing examination malpractices during
the actual examination and post-examination respectively.
Validation and Reliability
The content, construct and face validity of the instrument were carried out. Therefore,
the instrument was given to some experts in the area of evaluation and Educational
administration to validate the instrument. The experts made necessary corrections and
suggestions that improved upon the instrument. At the end Section B, had five items
while C, and D had seven items respectively. The reliability of the instrument was
established using Cronbach Alpha to determine the internal consistency of the items.
This yielded a reliability of 0.67.
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
Administration of Instrument
The questionnaires were administered by the researchers with two research assistants
and the instrument administered received 73% (560) return mean rate.
Method of Data Analysis
The data collected were analyzed using mean, weighted mean and standard deviation
to answer the research questions.
.
Research Findings
Research Question 1
To what extent, are the identified pre-examination malpractices curbing strategies
found effective?
Table 1: Mean ratings of the opinion of respondents on the effectiveness of the identified preexamination malpractices curbing strategies
S/N
X
SD
RK
2.56
1.36
Accepted
2.59
1.14
Accepted
2.68
0.68
Accepted
3.11
1.02
Accepted
2.50
1.34
Accepted
Items
To what extent does :
1.
Covering of the scheme of work by teachers curb examination
malpractices?
2.
Detection of multiple registrations on time by authorities curbs
examination malpractices?
3.
Minimizing the registration of external candidates by centers curb
examination malpractices?
4.
Appropriate allocation of examination officers to various examination
centers curb examination malpractices?
5.
Ensuring that the actual continuous assessment grades forwarded to
examining bodies without falsification curb examination malpractices?
Pooled mean score
2.67
Accepted
Bench mark mean score 2.50
Table 1 above presents the mean ratings of respondents on the effective management
strategies for curbing malpractice before examination in secondary schools. The
findings show that the covering of scheme of work by teachers was rated highly in
effectiveness in curbing examination malpractice, ( X 2.56). The respondents also rated
highly items 2, 3, 4 and 5. These include, the detection of multiple registration early
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
enough ( X 2.59), minimizing the registration of external candidates ( X 2.68), allocating
examination officers appropriately to the various examination centers ( X 3.11) and
ensuring that the actual continuous assessment grades were forwarded to examining
bodies without falsification (X2.50). All the means were above the bench mark of 2.5
which shows that the management strategies were accepted as effective. The grand
mean for respondents was 2.67 which is above the bench mark of 2.5. This indicates that
all the identified strategies before the examinations were accepted as effective.
Research Question 2
To what extent, are the identified curbing strategies of malpractices during
examinations found effective?
Table 2: Mean ratings of the opinions of respondents on the effectiveness of the identified
curbing strategies of malpractices during examination
S/N
6.
To what extent does:
X
SD
REMARK
Having adequate number of invigilators in each examination hall curb
2.60
0.84
Accepted
examination malpractices?
7.
Engaging honest supervisors curb examination malpractices?
2.51
0.23
Accepted
8.
Searching of students before they enter the examination hall curb
3.01
0.41
Accepted
malpractices?
9.
Accurate time keeping during the examination curb malpractices?
2.97
1.01
Accepted
10.
Monitoring the students closely in the examination hall curb
3.14
0.28
Accepted
2.31
0.65
Rejected
3.33
0.41
Accepted
malpractices?
11.
Trusting the students by allowing them to be in charge of their affairs like
decent people curb malpractices?
12.
Presentation of examinees identity cards as they file into the examination
hall curbs malpractices?
Pooled mean
Benchmark
2.76
Accepted
2.50
Table 2 shows the mean ratings of the opinions of respondents on the effective
management strategies to curb malpractices during examination in secondary schools.
The table shows that the respondents rated highly items 6, 7, 8, 9, 10 and 12 while item
11 was rated low. Those rated highly include, having adequate number of invigilators
in each examination hall (X = 2.60); engaging honest supervisors (X = 2.51); searching of
students before they enter the examination hall (X = 3.01); accurate time keeping (X =
.9 ; monitoring the students closely X = .
and the presentation of examinees
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
identity cards before filing them into the hall (X=3.33). The mean of each of the items
was above the bench mark of 2.5 indicating that they were accepted as effective.
However, the respondents rated low the idea of trusting the students to be in
charge during the examination by leaving them to conduct themselves as decent people
during examinations (item 11). This had a mean of 2.31 which was below the bench
mark of 2.5.The item was deemed to be ineffective and was rejected. The grand mean
was 2.76 which shows that generally the strategies applied during examinations were
effective.
Research Question 3
To what extent, are the identified post-examination malpractices curbing strategies
effective?
Table 3
Mean ratings of the opinion of respondents on the effectiveness of the identified postexamination malpractices strategies.
Teachers
S/N
To what extent does:
13.
Students working out quietly from examination hall after submitting
SD
REMARK
2.76
1.36
Accepted
3.41
1.02
Accepted
2.60
1.34
Accepted
2.68
0.63
Accepted
1.49
1.14
Rejected
2.17
0.95
Rejected
X
their answer scripts curb malpractice?
14.
Immediate packaging of all examination materials for onward
transmission to the appropriate quarters curbs malpractices?
15.
Examiners ensuring that the total number of answer scripts tally with the
total number of examinees in attendance curb malpractices?
16.
Security agents making it impossible for candidates to have access to
staff of examining bodies until results were published curb malpractices?
17.
The implementation of the examination malpractice Act 33 1999 by the
Federal Government curb malpractices?
18.
De-registration of examination centers involved in examination
malpractice for a period of three years curb malpractices?
Pooled mean score
2.52
Accepted
Bench mark 2.50
19.
Cancellation of the results of those found guilty of malpractice curb
examination malpractice
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
2.50
0.9
Accepted
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Duvie, Adanma Nnekwu, Eluwa, Blessing Odochukwu ASSESSMENT OF THE EFFECTIVENESS OF MANAGEMENT STRATEGIES FOR CURBING EXAMINATION
MALPRACTICES IN SECONDARY SCHOOLS IN NIGERIA
Table 3 presents the mean ratings of respondents on the effective management
strategies for curbing post examination malpractices. The results on table 3 show that
items 13, 14, 15, 16, and 19, were rated highly by the respondents and they all had
means above the decision bench mark of 2.5. These were, students working out quietly
after submitting their answer scripts, ( X = 2.56) ; immediate packaging of
all
examination materials for onward transmission to the appropriate quarters by
examiners ( X = 3.11); ensure ring that the total number of answer scripts tally with the
number of candidates on the attendance register, ( X = 2.6); security agents making it
impossible for candidates to have access to staff of examining bodies until results were
published, ( X = 3.68) and the cancellation of the results of those found culpable ( X =
2.50). This indicated that these identified strategies were effective and were accepted.
The respondents rated items 17 and 18 low and they both had mean values below the
decision mark of 2.5. These were, the implementation of examination malpractice Act 33
of 1999, ( X =1.49) and de-registration of examination centers involved in examination
malpractices ( X =2.17). These strategies were therefore found to be ineffective and were
rejected. The grand mean was 2.52 indicating that the strategies applied at post
examination were generally effective.
Discussion of Results
The research questions that guided this study focused on the assessment of
management strategies that were effective in curbing examination malpractices before,
during and after secondary school external examinations. On the
management
strategies applied before the examinations, the respondents rated highly all the five
management strategies identified as effective. These were, covering of the scheme of
work by teachers; detecting multiple registrations on time; minimizing the registration
of external candidates by centers; appropriate allocation of examination officers to
examination centers and the forwarding of actual continuous assessment scores to
examining bodies in that order. Item one agrees with the findings of Onyechere, (2010)
that students often engage in examination malpractice when the teachers fail to cover
the scheme of work thus inadequately preparing them for the examination. Onuka and
Durowoju, (2013) also thinking in the same line pointed out that teachers should ensure
that they adequately cover the syllabi, work to their conscience by ensuring that they
attend school and classes regularly. This is usually an issue in Nigeria where poor
teachers remuneration and late payment of salaries as much as three months in areas
often lead to incessant industrial actions. The students at the end of the day bear the
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brunt. The teachers therefore have crucial roles to play in reducing anxiety on the part
of the students to enable them face their examinations with confidence.
On item 2, the respondents pointed out that detecting multiple registrations early
enough was an effective way of curbing examination malpractice. This was supported
by the assertion of Jokthan, (2013) that surprise visits should often be paid to officials
involved in registration of candidates since according to Aworanti, (2012) the multiple
registrations was usually done with the help of examination officials and principals. On
item 3, respondents also showed that the registration of external candidates in schools
should be minimized. This agrees with the findings of Inyang, (2012) who called for the
registration of external candidates in schools is stopped forthwith. Many believe that
external candidates were one of the sources of examination malpractices. Adenipekun,
(2016) a school proprietor claimed that his school stopped the registration of external
candidates since 2007 because they did not know much about the academic and moral
backgrounds of such candidates. He pointed out that many of them were ready to cheat
if given the opportunity and he did not want them to corrupt his regular students. The
respondents also rated highly item 4, that there should be appropriate allocation of
examination officers to the various examination centers for effective curbing of
examination malpractices. This agrees with the findings of Aworanti (2012) that
thuggery, hooliganism and assault are usually perpetuated by some candidates in the
examination hall to intimidate strict examination officials with a view of creating an
enabling environment for examination malpractice. Having adequate number of
invigilators would go a long way to match those who want to foment confusion. This
will also curb spying or giraffing , illegal inter-group communication and the bringing
in of prohibited material into the examination hall as adequate eyes would be on all the
examinees.
The respondents also indicated in item 5, that continuous assessment grades sent
to the examining body without falsification as a component of the examination would
go a long way to curb examination malpractice. This agrees with the findings of
Trakiriowei, (2016) that continuous assessment is capable of reducing examination
malpractice since it is marks accumulated from various class assessments to
complement the examination. This is corroborated by Akanni and Odofin, (2015) who
pointed out that continuous assessment compels students to make adequate use of their
time for studies which reduces anxiety associated with one-shot examination. Such
anxiety is likely to tempt a student to cheat in an examination. However, it is one thing
to carry out a continuous assessment and another to send the actual scores earned by
the students to the examining bodies. Since the continuous assessments have scores that
complement the examination scores there is the tendency for teachers to manipulate the
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scores by beefing them up to ensure that many students come up with good grades
which is a malpractice. In this study, the respondents indicated that the actual scores
genuinely earned should be forwarded. When this is done, it will make the students
work harder if they found out that they were not doing well. However if they made
good grades with manipulated scores they would be tempted to depend more on
malpractices with their teachers. This kind of situation of manipulated scores occurs
when teachers lack the zeal to work but want to be praised for job not done as pointed
out by Olatunbosun, (2009). On the whole all the item statements were found to be
effective strategies of curbing malpractice before the examination. The most effective
strategies identified in this study in order of importance include, appropriate allocation
of examination officers to examination halls, minimizing the registration of external
candidates, detecting multiple registration in time, covering of the scheme of work by
teachers and ensuring that the actual continuous assessment grades were remitted to
the appropriate examination bodies. It is surprising that the role of the teacher in terms
of covering the scheme is almost the least. This could be because the teachers have
never been making their impact felt. On the effective management strategies during the
examination, the respondents indicated that having adequate number of invigilators for
each examination hall was an effective way of curbing examination malpractice. This
agrees with the assertion of Ukpabi, (2015) who after considering the number of
invigilators and supervisors who actually participate in the external examinations
stated that the number of invigilators and supervisors should be increased according to
the size of the hall and the population of candidates. He went further to add that
examination officers vice principals and principals should occasionally pay visits to the
examination halls in their centers to observe what was going on. Adequate number of
invigilators in an examination hall is very necessary such that it would be easy for the
invigilators to monitor every move of every student in the examination hall.
The respondents also indicated that engaging honest supervisors was an
effective way of curbing examination malpractice. This agrees with the findings of
Jokthan, (2013) which stated that the appointment of supervisors of proven integrity
should be encouraged. It also agrees with the finding of Onyibe, Uma and Ibina, (2015)
which pointed out that only honest persons should be engaged in examination
management. There is a great deal of sense in these findings because a supervisor of
proven integrity would make it a duty to prevent examination malpractice.
However with the depth of fraud in the Nigeria society it may be difficult to
identify all the supervisors of proven integrity correctly .Where such persons were
however found they may not be enough to go round all the examination centers in the
whole country during the secondary school external examinations. And besides, most
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people of proven integrity do not offer themselves easily for such jobs because of the
risks of bodily harm involved.
The respondents also indicated that thorough searching of students before they
enter the examination halls was an effective management strategy. This is to ensure that
no prohibited materials such as scientific calculators in which mathematical formulars
and short- notes were stored, cellular phones, pieces of papers with relevant materials
written on them and students coming in with materials relevant to the exam written on
their bodies (Aworanti 2012; Obudigha 2010; Daramola in Alutu and Aluede, 2006).
This finding agrees with the finding of Ukpabi, (2015) that students should be
thoroughly searched before entering the hall.
Respondents indicated that accurate time keeping during examination was an
effective way of curbing examination malpractice. This agrees with the findings of
ACOPASS, (n.d) which stated that time selection and adequacy were crucially
associated with examinations. In other words, the system should allow student
examinees full use of the allocated time. The examination should also start at the
stipulated time and end at the stated time. Delay in starting examinations gives room
for examination malpractice. Aworanti, (2012) noted that there is usually intentional
delay in the commencement of examination in some centers to allow mercenaries
work out answers to questions for some special candidates who may have concluded
arrangement with principals and supervisors.
The respondents further indicated that the close monitoring of students writing
examination is an effective strategy for curbing examination malpractice. This is
supported by the findings of Adeyemi, (2010) which asserted effective supervision of
students during examination. For this to be possible there should be adequate
examination halls to accommodate all the students without taking the examination in
batches. The examination halls should not be crowded, giving adequate room for the
invigilators and supervisors to move around. This will minimize cheating through
varied means like giraffing , exchange of papers containing answers and copying
answers from one another. The respondents also indicated that keeping people who
have no business with the examination away from the vicinity of the examination centre
to avoid distracting the invigilators is an effective management strategy. Law
enforcement agents could be used to restrain visitors from entering the environs of the
examination centre.
The respondents however rejected the idea of trusting the students to be incharge of their affairs during examination and act as decent people as an effective
management strategy. This is supported by Olatunbosun, (2009) who pointed out that
Nigeria in the last two decades has witnessed an alarming rate of increase in incidents
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of examination misconduct. He further lamented that every examination season
witnesses the emergence of new and ingenious ways of cheating. Aworanti, (2012)
further regretted that despite concerted efforts by government, administrators and
managers of public examinations to alleviate this social plague, it has continued to defy
solutions. With this parading atmosphere over examination there is therefore no way
invigilators can leave the examinees to work on their own on trust. The respondents
also indicated that the presentation of the examinees identity cards of the examining
body was an effective way of curbing examination malpractice. This was supported by
the findings of Jokthan, (2013) that using biometrics at the point of registration and at
the gate of examination hall with adequate security was an effective way of curbing
examination malpractice. This seems to be a good check on impersonation as only the
candidate for the examination whose photograph appeared on the ID card would be
allowed to take the examination. It will also help in the easy identification of trouble
makers who may want to cause confusion to create enabling environment for cheating.
However, this may not have any effect on multiple registrations since each
candidate would have his or her own identity card.
On the whole the strategies that were found to be most effective during the
examination in order of importance were, presentation of identity cards by examinees
before entering the examination hall; close monitoring of students during the
examination; accurate time keeping; searching the students thoroughly before entering
the hall; adequate number of invigilators in an examination hall and engaging honest
supervisors.
On the effective management strategies after the examination, the respondents
indicated the following as effective. That the students should workout quietly after
submitting their answer scripts. This was supported by (ACOPSS paper n.d) which
noted that at the end of examinations the atmosphere are sometimes, rowdy and noisy
with people hurrying to compare notes interjected with the commotion caused by those
arrested for fraud or invigilators dealing with one fraud action or the other. If students
are made to walk out quietly there should be no enabling environment for cheating.
The respondents also accepted as effective strategy the immediate packaging of
all examination materials for onward transmission to the appropriate quarters at the
end of the examination. As noted by Aworanti, (2012) that post examination
malpractices are considered by perpetrators to be the safest, surest and the most reliable
in achieving its objective, it is therefore necessary that examination materials were all
collected as soon as the examination ended and packaged for onward transmission to
the appropriate quarters. This is strengthened by the fact that supervisors and
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examiners are some of the people that can be induced by the examinees to commit
fraud (Aworanti, 2012).
Examiners ensuring that the total number of the answer scripts tally with the
number of examinees in attendance, was also seen as effective management strategy by
respondents. In other words, there should be no false entry in examination register
(Willayat, 2009). This also forestalls the smuggling out and in of answer scripts as noted
by Wilayat, (2009) and Aunu in Aworanti, (2012). If the number of examination answer
scripts tally with the number of candidates who sat for the examination, the
examination would be judged to have been successful all other things being equal.
The respondents also saw as effective management strategy, where security
agents make it impossible for candidates to have access to staff of examining bodies
until results were published. This agrees with the findings of Aworanti, (2012) that
examination malpractice perpetrators tend to concentrate more on post examination
malpractices since they consider fraud after the examination to be the safest, surest and
most reliable that was capable of achieving its desired objectives. The agents commonly
used were supervisors, custodian examiners, computer operators, subject officers,
typists, clerks and many others. These people are said to be usually induced with, sex,
gifts, and cash to buy the personnel of examining bodies as well as those connected
with the marking and coordination of candidates scripts and storing of scores.
Asuru in Aworanti, (2012) also pointed out that at this stage there was usually
substitution of a candidate s original script with a re-written one. Others include
alteration of scores in favour of candidates and the falsification of statements of results.
The respondents rejected the Federal Government implementation of the Examination
malpractice Act 33 of 1999 as effective management strategy to curb examination
malpractice. This is because no culprit has actually been sentenced and jailed by the
judiciary. It is therefore necessary for the government to demonstrate the political will
to curb examination malpractice, since every examination season now witnesses the
emergence of new and ingenious ways of cheating (Olatunbosun, 2009).
De-registration of examination centers found wanting by examining bodies was
also indicated as effective strategy. This is one of the strategies currently explored. From
the responses of the participants, it shows that the duration of the blacklisting was not
adequate and effective. Hence, there is need for a review of the duration of deregistration.
Implication of Findings to External Examinations in Nigerian Secondary Schools
The findings of the study have implications for the administration of external
examinations in Secondary Schools. It is clear that most of the management strategies
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evaluated were found to be effective. However, the persistence of examination
malpractices in the system according to the findings of this study lies outside the
strategies. In other words, there may be very little political will to enforce these
strategies by those who it is their responsibilities to do so. This is evident
in the fact
that nobody has ever been sentenced or jailed since the promulgation of the
examination malpractice Decree in 1984 amended to Act No 33 of 1999. Also, no heavy
punishment has been meted out to defaulting centers and schools apart from a mere
three year ban. Curbing examination malpractice may continue to be effort in futility if
Nigerians in general do not have a change of mindset towards this crime. The results of
the hypotheses seem to indicate that each stage of the examination has its specific
strategy to curb the malpractice in which case if these are assigned to specific panels
there may be some positive results.
Conclusion
From the study, it was found that all the strategies for curbing examination
malpractices before and after the examinations were considered effective. Also six out
of the seven strategies applied during the actual writing of the examinations and five
out of the seven strategies at post examination were found to be effective. But
surprisingly examination malpractices have been growing in leaps and bounds in the
secondary schools which indicate that there may be other factors that can be considered
to help check examination malpractices. Finally, it is noteworthy that the examination
malpractice Act 33 of 1999 is yet to be fully implemented and the current number of
years a school is de-recognized has not deterred other centers. These two strategies
need to be respectively implemented fully and reviewed for final decision to be taken
on their effectiveness.
The findings of this study show that 16 out of the 19 strategies employed to curb
examination malpractices were effective. What then could have been responsible for the
persistence of examination malpractices in Nigeria?
Recommendations
Based on the findings of the study it was recommended:
1. That Examination malpractice act 33 of 1999 is fully implemented.
2. That the number of years a center is de-registered be reviewed upwards.
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3. There should be a study on the level of involvement in examination malpractices
by all levels of examiners to get to the root of examination malpractice
persistence in Nigeria.
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