INTRODUCTION

Conceptual Framework
Ethics (also known as moral philosophy) is a branch of philosophy that addresses questions about moralitythat is, concepts such as good and evil, right and wrong, virtue and vice, justice, etc. The meaning of "ethics" is hard to pin down, and the views many people have about ethics are shaky. Being ethical is not the same as doing "whatever society accepts." In any society, most people accept standards that are, in fact, ethical. But standards of behavior in society can deviate from what is ethical. What, then, is ethics? Ethics is two things. First, ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. The ethics play an important role in education system also. The education system is the instrument a society uses to equip its entire people to lead productive public lives and full personal lives according to their talent and interest. This system must be such that gifted individuals have full opportunity to develop their skills; it must give scope for the training of a leadership group and at the same time provide for the development of all the vocational abilities needed for the creation of a progressive and democratic society. The quality of education that we impart to our youth and the priority at which we rate it contribute largely to the formation of the attitudes they carry over into public life. So whatever kind of seed we sow in the classroom, the manner in which we nurture it and the strength which it imbibes in its various stages of growth will all determine the harvest that the nation will reap in the form of its educated youth coming out of the schools, colleges and universities. The imprints of these institutions of learning will become indelible marks clearly visible in all fields of our national life; be it a clerk in an office, a soldier in the battle field, a school master in a village school, a University Professor, a bureaucrat running the administration in a seat of power. This great impact of education on the national character is understandable once we recognise both the short term as well as long term power education wields over all who go through its process. In all the countries especially ours, the education is evaluated on the basis of the performance a student shows in their examinations. 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. The education level of the student is also adjudged on the basis of examinations. The examination system carries a great sense of importance and liability in it. It would be pertinent to
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examine the present system of examination with a view to determine as to whether it actually serves the purposes it purports to serve. The concept of reliability, of course, refers to consistency of measurement but the prevailing system of examination and its mode of conduct does not verify both these assumptions. The system has degenerated to an extent that its validity and reliability are questionable. If considered in real sense examination is no longer regarded as a test for evaluating the performance or judging the scholastic attainment of students. The system is crushed in such a way and up to the level that it seems to be difficult to follow the prevailing system if one actually wants to measure performance. The main objective of higher education is to equip the student with the requisite knowledge and skills to enable him or her to contribute effectively to the national development effort. Although examinations are not the only instrument for assessing and evaluating knowledge, it has emerged as the major established yardstick and the most practical way of assessment. This over-dependence on certificate as the key to employment has, however, led to a crazy rush by most people to try and acquire certificates either legitimately or illegitimately. The students have started using unfair means at all the levels during the examinations. Barring a few institutions, elsewhere in the country, the educational establishments are experiencing an ever increasing trend towards the use of unfair means in examinations. Such establishments are unable to stop this drive. The concerned governments -- Federal as well as Provincial -- though fully aware of the problem, have failed to take effective steps towards eradicating this evil. The intensity and pervasiveness of this problem can be gauged from the fact that apart from the students, some parents too positively intervene and help and facilitate their children in their cheating adventures. The use of unfair means in examinations in certain areas has indeed become a thriving business for the examination mafia.

Examination Malpractice Malpractice may arise from a professional's misconduct or failure to use adequatelevels of care, skill or diligence in the performance of the professional's duties that causesharm to another. Malpractice typically occurs if a professional fails to exercise his or herprofessional skills in an assignment he or she has accepted at the standard of care, skilland learning applied circumstances by the average prudent reputable member of theprofession in the give in the "community". Comparison of performance is based upon thestandard of care for the professional in the "community" - what other professionals in thesame field do for their clients who are located in the same geographic area.In order for malpractice to be actionable, injury, loss or damage must be sufferedby the person who retained the professional's services or those otherwise entitled tobenefit from or rely upon the professionals services. Examination malpractice is defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage.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. The malpractices that is commonly committed in examination not only include possessing cheating material (written/printed/electronic device etc) or copying from such material but also range from Allotment of choice examination centre, appointment of choice invigilating staff, leakage of question papers to copying,Possessing cheating material (written/printed/electronic device etc) or copying from such material, changing answer books, impersonation, misconduct in examination centre,Misconduct, carrying offensive weapons, refusing/resisting the lawful orders of supervisory staff, creating disturbance, instigating other candidates, threatening or assaulting the invigilating staff, impeding the progress of examination, in or outside the examination approaching invigilators/examiners, Misconduct, carrying offensive weapons, refusing/resisting the lawful orders of supervisory staff, creating disturbance, instigating other candidates, threatening or assaulting the invigilating staff, impeding the progress of examination, in or outside the examination making false entries in award list/ examination registers and issuing fake certificate/degrees etc.

Effects of Examination Malpractice

Discourage good candidates from studying hard Good candidates are tempted to believe if u cannot beat them, join them especially as they see other candidates get away with their corrupt behaviors. This behavior may be contagious as more and more candidates tend to join in examination malpractice. They believe that even if they are caught, they will get away with it and the end will justify the means Denies innocent students opportunity for admission Many good students have been denied admission by the corrupt ones who through examination malpractice have better scores and grades. The best brains that could help in research and development are likely to be thrown out or frustrated while seeking admission Delays the processing of examination scores and grades Every year, many students are caught for engaging in various examinations malpractices which needs to be investigated before results are released. Though some results are withheld pending the determination of the cases, some are decided before results are released. This extends processing time. Dissatisfies candidates Candidates who possess certificates they cannot defend are dissatisfied. They have psychological problems arising from the way they acquired their certificates. In some instances, they will not be bold to present the certificates because they can be presented with tasks that will require them to defend the certificates

Decreases job efficiency This has a serious implication on the gross domestic product of the country. It also has effect on the general quality and standard. Imagine the havoc of a half backed medical doctor could wreck on human lives. What about teachers who cannot competently handle the subject they
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are trained to teach. There is a chain effect of examination malpractices on the educational system and the society as a whole. Management of malpractices in examination More than one set of question paper in each subject should be generated to create uncertainty as to which paper will be finally used in the examination.Multiple sets of question paper may also be used to ensure that all the students do not get the same question paper. Question paper may contain space for answering the question thus eliminating the need for separate answer book. 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. Give magisterial powers (including right to arrest) to examination board officials. Conduct frequent and unannounced visits to examination centres. Conduct a public awareness campaign to highlight the importance of integrity of the examination system. Not writing names on answer scripts. Writing fictitious roll numbers that will be substituted later with the real candidates number. Adequate sitting arrangement should be provide during exams to discourage cheating. National and international examination board and organization should share information on new threats to examination security and procedures for counteracting malpractice.

Review of Literature
Olatoye (2008) has revealed the root cause of examination malpractice is that there is poor preparation as a result of decreasing level of quality teaching and learning in our schools. Proper preparation prevents poor performance. On the other hand, poor preparation promotes poor performance. He held that there is gross inadequacy of qualified teachers in his schools. Al-Qaisy (2008) has unearthed three major conclusions in his study; the first conclusion is that there are differences between the factuality and the trend toward cheat due to humanity faculties. The second conclusion is that there is no difference between the educational level of students and attitude toward cheat. The third conclusion is that there is difference between gender and the trend toward cheat due to males. Similar study by Prenshaw and Straughan (2008) has clearly indicated in their studies that students are likely to observe cheating or at least perceive cheating is common. One of the correlates of perceptions of commonplace cheating relates directly to the classroom instructor. Lenient instructors perpetuate the problem of commonplace cheating. Thus, in addition to concerns voiced in many forums about grade inflation and student qualifications, lenient instructors potentially damage the university's reputation with its own students. Also Jimoh and Olatunbosun (2009) treated examination malpractice as a social problem that has wrecked unimaginable havoc to the entire fabric of education. It is a hydra headed problem that requires a multidimensional approach to its resolution. Any effort aimed at resolving this problem must be collaborative, that is, involving all stakeholders in the education sector, if not, and such effort will end up being an exercise in futility. Alutu and Aluede (2006) reported that majority of the students believe that examination malpractice is a common feature and their indulgence in it has the support of some parents teachers and school principals. Lazy teachers who have not taught would at all cost want their student to pass examination since it is seen as a measure of good teaching. On the part of school principals, they arrange corporate cheating for their schools believing that when their students do very well in any given external examination, it will attract other students who may not believe in hard work. Oduwaiye (2007) has concluded from his study that students agree with the different forms of examination malpractices identified, the causes of which they blame on themselves as not being adequately prepared for examinations. Students face lots of struggle to getting academic certificate therefore they do all sorts of malpractices at examination. Uduak and Ekpoh (2004) found out that Examination malpractice is dishonesty during examinations. Examination malpractice has come to be a monster among us, and poses a very serious threat to educational standards and credibility of certificates awarded to us. Generally

teachers and parents who are guide and invigilators, most of the times have the key to curbing this menace. Until they rise up with the support of school administrators/proprietors against examination malpractice, this monster will continue to loom in our midst, destroy our fabric gradually, and violently consume us ultimately. Also Aksoy (2007) explain teacher candidates perceptions and views about the partial behavior in their colleges and find out students experiences related with partial behaviors occurred in their campuses. There are so many differences between universities about discrimination and equality subjects While students from one university faces discriminating behaviors in others university some faculty members behave discriminatorily and Universities should have an equity policy and it students behaviors are affected negatively from this. It should be prepared by extension participation of all Students do not trust totally to faculty. Some students discriminative behaviors, because some faculty members behave discriminatorily behaviors.The researches and the courses about for various reasons. These are especially political view these subjects should be supported morally and apple-polishers economically. Struyven, Dochy, Janssens(2002)changes in learning methods are useful if they are constructive in nature.The characteristics and impact of assessment are examined from the student's point of view and suggest that students' perceptions about assessment have considerable influences on students' approaches to learning. It was found that students have different views about formats and methods of assessment. And compared different assessment, essay type question and perceive alternative assessment as being more 'fair' than the traditional 'normal' assessment methods. Cavanagh, Waldrip, Romanoski, Dorman,Fisher (2005)This research developed and applied an instrument to measure student perceptions of the assessment procedures applied to gauge their classroom learning and an interval-level scale to measure five aspects of student perceptions of classroom assessment: congruence with planned learning; authenticity; student consultation; transparency; and accommodation of student diversity. This theory also revealed model fit for the majority of the items when data were assigned to a three point response scale and analytic techniques and results, how the instrument could be improved, and identifies common and uncommon student perceptions based on a posthoc analysis. Ogu.Odimba (2010) found out how effective guidance and counseling services can be used to tackle and redused examination malpractices ravaging the Nigerian school system. The researcher interviewed students of College of Education Jalingo and carried on-thespot assessment of facilities available to obtain insight into the problem. It was discovered that a significant difference exists between the satisfaction of the counseled and non-counseled. The paper recommends among others the followings, establishment of well-equipped counseling units in schools and recognition of counseling as a veritable tool in the fight against
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examination malpractice.Odia1, Omofonmwan (2007) this paper examines the problems and prospects of educational environment in Nigeria. Education in Nigeria facing problems like poor funding ,poor educational infrastructures, inadequate classrooms, teaching aids (projectors, Computers, Laboratories and libraries), paucity of quality teachers and poor / polluted learning environment. Therefore Nigeria educational system become damage and examination malpractices rise in students perception. The purpose of this research is to examine student perceptions of academic integrity among faculty and peers. The current study surveys 173 business graduate students in two universities to examine potential determinants of academic dishonesty perceptions. The study explores the factors that influence academic dishonesty among business graduate students and compares the relative importance of faculty influences and peer influences on students ethical behavior. The results showed that the degree of students academic dishonesty in graduate school is influenced by the quality and relevance of instruction and the academic dishonesty of instructors and peers. Implications for student learning and the enhancement of academic integrity in the classroom are discussed.Omoluabi andUzoka (1993), our value system has broken down completely and so adults and youths alike act without moral scruples. The general emphasis in our society today is on materialism, bribery, corruption, cultism, sexual promiscuity, fraud, violence, certificate racketeering and a host of other social vices. Omotune (1992), institutionalarrangements require certain norms known asthe code of conduct of examinations designedby authorities concerned with examining theCandidates for the specific examination to ensureabsolute integrity of the results. In occasions wherethese rules are boycotted either by the teachers orlearners, they lead to examination irregularities andmalpractice. This pollutes the results of thestudents in examination and poses a great threatto the validity and reliability ofexamination resultsand certification.Oluyeba and Daramola(1992) remarked that examination malpractice include the following: examinationmalpractice is any irregular behavior exhibitedby a candidate or anybody charged with theconduct of examination before, during or afterthe examination which contravenes the rulesand regulations governing the conduct of suchexamination. Such examination malpractice willinclude any of the following: examination leakage, impersonation, cheating, collusion,swapping of scripts, smuggling of answer scriptsin examination halls, result/certificate forgery,verbal/physical assault on examination administrators.Kibler (1993) defined examination mal-practices as formsof cheating and plagiarism that involve studentsgiving or receiving unauthorized assistance inan academic exercise or receiving credit for workthat is not their own.Cohen, Pant and Sharp (2001) studied differences in ethical decision-making among three groups namely students starting their business studies, those in the final year, and professional accountants. They found
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few differences between the two-student groups, suggesting that their education had negligible effect on raising students' awareness of the ethical issues. In fact the study reported the graduatingStudents' scores to be marginally lower than those of the entry-level students. TheProfessionals regarded some actions as significantly less ethical than did the graduatingstudents. In our study, we carried out a similar exploration of ethical attitudes in India. Dochy, Segers, &Buehl, 1999). These changes in learning theory go together with innovations in instruction and evaluation: new instructional methods are introduced in educational practice, the latest technologies and media are used, and alternative modes of assessment are implemented Birenbaum, (1996). Belief in the active role of the learner and finding that it is the student's perceptions of the learning environment that influence how a student learns, not necessarily the context in itself, both gave rise to this review that focuses on the influences of conventional and alternative assessment methods from the students' perspective.Zeidner (1987) found that multiple choice type exams are generally perceived more favorably than essay type items along most dimensions of the inventory (i.e. perceived difficulty, anxiety, complexity, success expectancy, feeling at ease), by both boys and girls. The smallest differences between the formats were evidenced on the dimensions of trickiness, perceived interest, and perceived value. Furthermore, it was found that students perceive essay type exams to be somewhat more appropriate than multiple choice exams for the purpose of reflecting one's knowledge in the subject matter tested. Traub and MacRury (1990) reviewed the empirical research on Multiple choice (MC) and Free response (FR) tests since 1970, and indicated several tendencies. Overall, students report that they are influenced by the expectation that a test will be in MC or FR format. In particular, students report more positive attitudes towards MC tests on grounds that these tests are easier to prepare, are easier to take, and hold forth hope for higher relative scores. As to whether the expectation that a test will be in MC or FR format influences learning, several studies show significant effects. In these studies, the performance of a MC test by students expecting MC is not significantly different from that of students told to expect a FR test, but students expecting a FR test performed on the FR test significantly better than students told to expect a MC test. Slater (1996) found that overall, students like this alternative procedure for assessment. Portfolio assessment seems to remove the students' perceived level of 'test anxiety'. This reduction shows up in the way students attend to class discussions, relieved of their traditional vigorous note- taking duties. Students thought that they would remember what they were learning much better and longer than they would the material for other classes they took, because they had internalized the material while working with it, thought about the principles, and applied concepts
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creatively and extensively over the duration of the course. The most negative aspect of creating portfolios is that they spend a lot of time going over the textbook or required readings. Students report that they are enjoying time spent on creating portfolios and that they believe it helps them learn concepts. Orsmond and Merry (1997) implemented and evaluated a method of student self- assessment. A comparison between the tutor and the student self- assessed mark on the poster assignments revealed an overall disagreement of 86%, with 56% of students over- marking and 30% under- marking. It is noticeable that poor students tend to over- mark their work, whilst good students tend to under- mark. If the individual marking criteria are considered, than the number of students marking the same as the tutor ranged from 31% to 62%. The agreement among students marks ranged from 51 to 65%. The individual evaluation forms revealed that students acknowledged the value of the self- marking task. They thought that selfassessment made them think more and felt that they learned more. Most of the students reported that selfassessment made them more critical of their work and they felt that they worked in a more structured way. Self- assessment is perceived as challenging, helpful and beneficial. Hounsell (2002) has called for a bottom up approach to the issue, where students experiences ofteaching-research links are investigated. This paper utilizes such an approach in order to offercomment on not only teaching-research links in practice, but also on whether the policy steer towardsteaching-only universities is desirable. It does so to connect the sometimes abstract policy debateswith students perception of what actually happens to them. Neumann (1992) suggests that there may be differencesbetween the reality of what actually happens and what academics think happens. This all means thatthere is a need for a more sophisticated understanding of the relationship between teaching andresearch. Elton (2001) maintains that the idea of a positive link between good research andgood teaching is a myth, with no rigorous evidence to underpin it. He maintains that the myth hasbeen institutionalized in UK universities by fears for the future of Higher Education and for peoplesjobs within the sector. Of course, it is unsurprising that research-active lecturers claim that theirresearch benefits their teaching. Brew and Boud (1995) thus argue that learning is the significant andsubstantial element that teaching and research both share. Furthermore, the distinction betweentransferring knowledge (teaching) and generating knowledge is artificial. Whetherstudents, teachers or researchers recognise it or not, when they acquire new knowledge they placetheir own interpretation on it. This means that new knowledge is constructed during both the teachingand research process. Knowledge does not exist independently of the researcher, teacher or student.Boyer (1990)who sees scholarship as having four strands: discovering new knowledge, integrating different strandsof research, applying research and theory to practice and, finally, the teaching
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of knowledge. Howeverscholarship is defined, an investigation of the views of students in a teaching-led institution offers anopportunity to test the claims in such universities surrounding scholarship's impact and worth.

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Rationale of the Study

Malpractices and irregularities in high stakes examinations have become a common place in the day-today talk .This paper sets off in the introduction by defining important terms that frequently appear in the presentation, such as equity in education, high stakes examinations, and malpractices, irregularities and examination ethics. The aim of this paper is to highlight and present some of the possible reasons that could explain the influence of high stakes examination malpractices and examination ethics. The paper tries to elucidate how these irregularities and malpractices come about and the possible culprits. Finally it ends with a short reminder of the backwash effects of examinations and concludes that backwash effects of examinations is the root cause of examination malpractices and irregularities.

Objectives To standardized the measure to evaluate students perception towards examination malpractices and examination ethics. To standardized the measure to evaluate students perception of examination ethics. To identify factors underlying students perception towards examination malpractices. To identify factors underlying students perception towards examination ethics. To compare students perception among genders and educational level towards examination malpractices and examination ethics.

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RESEARCH METHODOLOGY

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Hypothesis H01: There is no difference between the perception of graduate and post graduate students towards examination malpractices. H02: There is no difference between the perception of graduate and post graduate students towards examination ethics.

Research Methodology 1. The study The present investigation is a non-experimental study of the higher education students perception of examination malpractices and examination ethics. The methodology used was through the questionnaires filled by the students.

2. Sample design a) Population The graduates and post graduate students were considered as a sample population. b) Sample element The sampling elements in the research were the individual students. c) Sample size The sample size consisted of 300 respondents. d) Sampling techniques Purposive sampling techniques were used.

3. Tools for data collection

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The data was collected from the students through self-designed questionnaires for the study.

4. Tools for data analysis Various tools for data analysis were: Item to total correlation: to know the internal consistency. Reliability: to know the reliability of questionnaires. Factor analysis: to know the factor emerged during the study. T-test was applied to compare students perception across gender and academic level.

RESULTS AND DISCUSSIONS

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3. RESULTS AND DISCUSSION 3.1 Item to Total Correlation

Consistency of the all items in the questionnaires is checked through item to correlation. Under this correlation of every item with total is measured and the computed value is compared with standard value. If the computed value is found less than whole factor/item is dropped and will be termed as inconsistent. Item No. 1 2 3 4 5 6 7 8 9 10 11 Item Name Correlation Value I am interested in cheating if it is a difficult examination. 0.340 If I get an opportunity to see question paper before the 0.052 examination I will surely pass. If I am told to buy the examination question paper before the exams. I cheat in examination due to lack of confidence. I dont have enough time to read so I take interest in cheating. I will not feel guilty to cheat in the examination if the teacher fails to teach well. Teachers encourage cheating during the examination. I cheat because my friends cheat in examination. Most parents encourage their children to cheat. People those who only cheat have high scores. Cheating is very common in any examination these days.
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0.426 0.350 0.455 0.353 0.290 0.505 0.374 0.245 0.146

12 13 14 15 16 17 18 19 20 21 22

Is it difficult to stop cheating in examinations? 0.320 If I dont cheat, then those who do will have an advantage over 0.352 me. Cheating is helpful for those people who get nervous in 0.358 examination. Students are permitted to cheat if they are not found out. If I do not cheat in the examination it is difficult to pass well. 0.332 0.367

Some teachers help their students to pass. 0.320 Some principals arrange for cheating in their college for better 0.362 results. Some parents support cheating. 0.348 There is nothing wrong if I see the examination questions before 0.442 the day of examination. It is good to arrange to sit next to someone in order to copy from 0.523 his/her paper. I can allow my friend to copy from my paper during examination. 0.375

3.2 Reliability Measure

The reliability of both the measures viz. malpractices and ethics was computed by using SPSS software. Cronbach alpha reliability coefficients were computed to calculate reliability of all items in the questionnaire. Cronbach alpha reliability method has been applied to calculate reliability of all items in the questionnaire. During reliability analysis some items have been dropped due to their low reliability and after dropping the items the value of Cronbach alpha have been increased. Reliability test using SPSS software and the reliability test measures are given below: Measures Malpractices Ethics Cronbach Alpha value 0.711 0.694

It is visible that reliability values are almost equal to 0.7. It is considered that reliability of all measure is adequate. So the statements in the questionnaires were treated as reliable statements.

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3.3T-Test 1. 1. Malpractices
H01 : There is no significant difference between Male and Female and Post-Graduation and Graduation in Malpractices.

Gender/ N Education

Standard Standard M Deviation Error Mean Malpractices Equal variances Assumed.

Levenes test for Equality of variance F Sig. T 5.370 Sig. .000

Male

150

45.4414 6.15187

0.51088

16.045 0.000 Female 150 40.8529 8.09438 0.69439 Equal variances not Assumed

5.324

.000

Post150 Graduation

42.5425 6.65996

0.53843

Malpractices Equal variances Assumed. 9.109 0.003

-1.661 .098

Graduation 150

44.0312 8.35995

0.73892

Equal variances not Assumed

-1.628 .105

As the table above indicates the f value is significant so second hypothesis indicating Equal variance not assumed will be considered. Here, t value is not significant so the hypothesis is not rejected and it can be implied that there is significant difference in the perception of graduate and post graduate students towards examination malpractices. And there is no significant difference between male and female students perception towards examination malpractices hence the null hypothesis is not rejected.

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MALPRACTICES

FACTOR NAME
Confidence

EIGEN VALUE

% OF VARIANCE EXPLAINED
14.765

ITEM CONVERGED
I cheat due to lack of confidence. I dont have enough time to read so I cheat. Cheating is very common in exams. I cheat because my friends cheat. People who cheat get high scores. If I told to buy question paper I will be interested. Most parents encourage cheating. If I dont cheat other will get advantage. I will cheat if it is a difficult exam. If I get a chance to see question paper I will surely pass. Teachers encourage cheating. It is difficult to stop cheating. Cheating is helpful for nervous people. Students are permitted to cheat if they are not found.

FACTOR LOAD
0.672 0.640 0.604

1.025 0.917 0.588 Cheating Environment 1.473 0.694 0.686 0.663 0.500 Cheating Tactics 3.210 1.562 0.823 Cheating Phenomenon 1.625

13.512

0.686 0.682 0.415 0.623 0.505 0.791 0.711 0.428

12.049

11.606

0.724 0.547 0.603

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Ethics
FACTOR NAME Students Help 0.797 0.539 31.066 Some teachers help students to pass. Its not wrong If I see question paper before exam. Its good to arrange to sit next to someone to copy. I can allow my friend to copy from my copy. It is difficult to pass if I dont cheat. Some principals arrange for cheating in their college. Some parents support cheating. 0.533 0.698 EIGEN VALUE % OF VARIANCE EXPLAINED ITEM CONVERGED FACTOR LOAD

0.686

0.664

0.699 Students Support 0.892 0.634 45.387

0.715

0.712 0.483

0.585

0.845

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IMPLICATIONS AND SUGGESTIONS

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3. Implications and Suggestions

Implications
The research is intended to be useful for further research studies where researchers want to find the students perception towards examination malpractices and examination ethics. This study is also intended to be useful contribution in understanding the difference between examination malpractices and examination ethics. This study can also act as a base for other than educational staff. Reference of study can also be helpful for researchers for their research. Researchers for their further research may use questionnaire.

Suggestions
The analysis is based on 300 respondents and if we increase the number of respondents result may vary. To ensure generalization further study should be carried out a much larger sample. The study has been done in Gwalior region only so it is suggested to take larger area or other region so that more appropriate results can be obtained.

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SUMMARY AND CONCLUSION

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4. Summary and Conclusion

Summary

The study has been divided into four parts includes introduction and its subparts were conceptual Framework, review of literature, rationale and objectives. In conceptual framework all definitions and introductions about the topic was there, in literature review, all researchers has been written which has been done previously, The rationale of study and objectives were set. Second part is research methodology, which includes study (exploratory in nature), sample design which includes (population, sample size, sample frame, sample element, sampling techniques) and tools used for data collection (questionnaires), tools used for data analysis (ITC, reliability test, regression and t-test).

Conclusion The study was conducted on the basis of 300 respondents and observed the perception of higher education students towards examination malpractices and ethics. It was found that there was significant difference in perception of male and female student towards examination malpractices. So the study represented that both perceive examination malpractices differently. Also there was significant difference in perception of post graduate and graduate students towards malpractices.

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But the study found that there was significant difference in perception of post graduate and graduate students towards examination ethics and it represented that PG students have higher perception towards ethics. There was a significant difference in perception of male and female student towards ethics. The mean value was higher for female students so the females follow ethics more sincerely than male students. Hence it is concluded that post graduate students are not declined to malpractices because they are more serious towards their career and follow the examination ethics.

REFERENCES

Retrieved on http://ezinearticles.com/?Advocates-Of-Examination-Malpractice&id=292923 on 24/11/10 Retrieved on http://www.nigeriansinamerica.com/articles/2681/1/Examination-Malpractice-OurToday-amp-Tomorrow/Page1.html on 24/11/2010 Retrieved on http://hadizaoyas.com/tips16.html on 24/11/2010 Retrieved on http://research-education-edu.blogspot.com/2009/07/examinationmalpractice.htmlon 24/11/2010 Retrieved on http://www.krepublishers.com/02-Journals/JHE/JHE-20-0-000-000-2006-Web/JHE20-4-000-000-2006-Abstract-PDF/JHE-20-4-295-300-2006-1510-%20Alutu-A-N-G/JHE-20-4295-300-2006-1510-%20Alutu-A-N-G-Text.pdfon 24/11/2010 Retrieved on http://www.ghanaweb.com/GhanaHomePage/features/artikel.php?ID =79190 on 24/11/2010 Retrieved 24/11/2010 on http://www.academicjournals.org/jeaps/PDF/Pdf2010/Apr/Adeyemi.pdfon

Retrieved on http://www.unilorin.edu.ng/publications/oniye/FEMALE%20STUDENT %20PERCIEVED%20(DR.%20ONIYE).htm on 25/11/2010

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Retrieved on http://www.anglia.org/pages.php?cat=t&page=3032 on 25/11/2010 Retrieved on http://www.commonlii.org/pk/other/PKLJC/report/20.html on 25/11/2010 Retrieved http://www.naere.org/journal/checking_examination_malpractice_nigerian_schools.pdf 23/11/2010. from on

Retrieved from www.academicjournals.org/jeaps/PDF/Pdf2010/Apr/Adeyemi.pdf on 23/11/2010. Retrieved from http://ozelacademy.com/EJESV1N3_1.pdf on 24/11/2010. Retrieved from http://www.krepublishers.com/02-Journals/JHE/JHE-20-0-000-000-2006-

Web/JHE-20-4-000-000-2006-Abstract-PDF/JHE-20-4-295-300-2006-1510-%20Alutu-A-NG/JHE-20-4-295-300-2006-1510-%20Alutu-A-N-G-Text.pdf on 24/11/2010. Retrieved from http://mak.ac.ug/documents/policy/exam_malpractices.pdf on 25/11/2010. Retrieved from http://www.krepublishers.com/02-Journals/JHE/JHE-20-0-000-000-2006-

Web/JHE-20-4-000-000-2006-Abstract-PDF/JHE-20-4-295-300-2006-1510-%20Alutu-A-NG/JHE-20-4-295-300-2006-1510-%20Alutu-A-N-G-Abstract.pdf on 25/11/2010. Retrieved from http://www.aeaafrica.org/2009PAPERS/MANAGING%20-EXAMINATION

%20CRISIS%20THE%20MENACE%20OF%20EXAMINATION%20MALPRACTICE%20IN %20NIGERIA%20by%20Monday%20T%20Joshua.pdf on 25/11/2010.

Retrieved

from

http://feathersproject.wordpress.com/2008/07/16/the-menace-of-examination-

malpractice/ on 26/11/2010. Retrieved 26/11/2010 Retrieved from http://www.alwaysme2u.com/hotzone/index.php?topic=131.0 on 26/11/2010 from http://www.naere.org/journal/CURBING_EXAMINATIONon

_MALPRACTICE_UNIVERSITY_SYSTEM_MANAGEMENT_PERSPECTIVE.pdf

27

Retrieved

from

http://www.unilorin.edu.ng/journals/education/ije/aug2005/-Students

%20Perception%20Of%20Factors%20And%20Solutions%20To%20Examination %20Malpractices%20In%20Nigerian%20Universities%20A%20Case%20Study%20Of%20The %20University%20Of%20Ilorin.pdf on 26/11/2010. Retrieved from http://www.aeaafrica.org/2009PAPERS/PERCEPTION%20-OF

%20EXAMINATION%20MALPRACTICE,%20AND%20PREFERRED%20INTERVENTION %20STRATEGIES,%20BY%20SOME%20STAKEHOLDERS%20IN%20THE%20NIGERIAN %20SCHOOL%20SYSTEM%20by%20Monday%20T%20Joshua.pdf on 26/11/2010 Retrieved from http://www.scribd.com/doc/34145428/Malpractice-Guidelines on 28/11/2010

TABLE OF CONTENTS

ParticularsPage No. Chapter 1 Introduction 1.1 Conceptual Framework 1.2 Review of Literature 1.3 Rational of the study 1.4 Objectives of the study Chapter -2 Research Methodology 2.1 The study 2.2 Sample Design 2.2.1 Population 2.2.2 Sample Frame

28

2.2.3 Sample Size 2.2.4 Sample Element 2.2.5 Sample Techniques 2.3 Tools used for Data Collection 2.4 Tools used for Data Analysis Chapter Scheme References Annexure

Questionnaires
We, PragatiAnand, PriyaTomar and AbhishekLaghate, students of Prestige Institute of Management, Gwalior, are undergoing a research project that is a part of our MBA programme. The information so collected will be used strictly for academic purpose only and the identity of the respondent shall remain confidential.You are kindly requested to respond to this questionnaire listed below. Name (optional): Age: 18-22 23-above Phone No. (Optional): Gender: M F

Educational Qualification:

Institute/College:

Kindly evaluate the following statements on a scale 1-5 where 1 stands for strongly disagree and 5 stands for strongly agree. 1. I am interested in cheating if it is a difficult examination. 1 2 3 4 5

2. If I get an opportunity to see the question paper before the examination I will surely pass. 1 2 3 4 5

3. If I am told to buy the examination question paper before the exams I will surely be interested to get it. 1 2 3
29

4. I cheat in examination due to lack of confidence in myself. 1 2 3 4 5

5. I dont have enough time to read for exams so I take interest in cheating. 1 2 3 4 5

6. Cheating in examination makes me feel guilty. 1 2 3 4 5

7. I will not feel guilty to cheat in the examination if the teacher fails to teach well. 1 2 3 4 5

8. Some teachers encourage cheating during the examination. 1 2 3 4 5

9. I cheat because my friends cheat in examination. 1 2 3 4 5

10. Most parents encourage their children to cheat. 1 2 3 4 5

11. People those who only cheat have high scores in internal and external examinations. 1 2 3 4 5

12. Cheating is very common in any examination these days. 1 2 3 4 5

13. Is it difficult to stop cheating in examinations in our colleges? 1 2 3 4 5

14. If I dont cheat, then those who do will have an advantage over me. 1 2 3 4 5

15. Cheating is helpful for those people who get nervous in examination. 1 2 3 4 5

16. Examination Ethics means cheating is not allowed during examination. 1 2 3

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17. Students should strictly follow the correct examination guidelines. 1 2 3 4 5

18. Students are permitted to cheat if they are not found out. 1 2 3 4 5

19. If I do not cheat in the examination it is difficult to pass well. 1 2 3 4 5

20. Some teachers help their students to pass. 1 2 3 4 5

21. Some principals arrange for cheating in their college for better results and to maintain reputation. 1 2 3 4 5

22. Some parents support cheating. 1 2 3 4 5

23. There is nothing wrong if I see the examinations questions before the day of examination. 1 2 3 4 5

24. It is good to arrange to sit next to someone in order to copy from his/her paper. 1 2 3 4 5

25. I can allow my friend to copy from my paper during examination. 1 2 3 4 5

Date: Place:

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Reliability of Malpractices
RELIABILITY STATISTICS

Cronbach's Alpha 0.711

Cronbach's Alpha Based On Standardized Items 0.714

No Of Items 14

Reliability of Ethics
RELIABILITY STATISTICS

Cronbach's Alpha 0.694

Cronbach's Alpha Based On Standardized Items 0.692

No Of Items 8

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T-Test for Malpractices

Group Statistics Gender Malpractices 1 2 N 145 136 Mean 45.4414 40.8529 Std. Deviation 6.15187 8.09438 Std. Error Mean .51088 .69409

Group Statistics Educatio n Malpractices 1 2 N 153 128 Mean 42.5425 44.0312 Std. Deviation 6.65996 8.35995 Std. Error Mean .53843 .73892

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Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2F Malpra Equal ctices varia nces assu med Equal varia nces not assu med -1.628 240.9 18 .105 -1.48877 .91428 -3.28977 .31224 9.109 .003 -1.661 279 .098 -1.48877 .89621 -3.25296 .27543 Sig. t df tailed) Mean Difference Std. Error Difference Lower Upper

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Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2F Malpracti Equal ces varian ces assum ed Equal varian ces not assum ed 5.324 251.655 .000 4.58844 .86184 2.89111 6.28577 16.045 .000 5.370 279 .000 4.58844 .85445 2.90645 6.27043 Sig. t df tailed) Mean Difference Std. Error Difference Lower Upper

T-Test for Ethics

Group Statistics Gender Ethics 1 2 N 158 118 Mean 29.5190 29.9407 Std. Deviation 5.79778 5.66032 Std. Error Mean .46125 .52107

35

Group Statistics Educatio n Ethics 1 2 N 150 126 Mean 30.4800 28.7698 Std. Deviation 5.58007 5.79539 Std. Error Mean .45561 .51629

Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of Sig. (2F Ethics Equal varian ces assum ed Equal varian ces not assum ed -.606 255.35 2 .545 -.42169 .69589 -1.79211 .94873 .321 .571 -.604 274 .546 -.42169 .69833 -1.79646 .95308 Sig. t df tailed) Mean Differen ce Std. Error Difference Lower Upper the Difference

36

Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2F Ethics Equal variances assumed Equal variances not assumed Sig. t df tailed) Mean Difference Std. Error Difference Lower Upper 3.0612 7 3.0660 1

.046

.831

2.492

274

.013

1.71016

.68631

.35905

2.484

262.13 0

.014

1.71016

.68858

.35431

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Factor Analysis - Malpractices

Total Variance Explained Extraction Sums of Squared Initial Eigenvalues % of Compo nent 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total 3.210 1.562 1.473 1.025 .917 .859 .823 .694 .686 .663 .588 .530 .500 .470 Varianc Cumula e tive % Total 3.210 1.562 1.473 1.025 % of Variance Cumulative % 22.929 11.158 10.525 7.321 22.929 34.087 44.612 51.933 Total 2.067 1.892 1.687 1.625 % of Variance 14.765 13.512 12.049 11.606 Cumulative % 14.765 28.277 40.326 51.933 Loadings Rotation Sums of Squared Loadings

22.929 22.929 11.158 34.087 10.525 44.612 7.321 6.549 6.134 5.882 4.956 4.900 4.738 4.198 3.786 3.571 51.933 58.482 64.616 70.498 75.454 80.354 85.091 89.289 93.075 96.646

3.354 100.000

38

Rotated Component Matrixa Component 1 VAR00005 VAR00004 VAR00011 VAR00008 VAR00010 VAR00009 VAR00013 VAR00003 VAR00001 VAR00002 VAR00007 VAR00012 VAR00015 VAR00014 .403 .672 .640 .604 .686 .682 .623 .505 .415 .791 .711 .428 .724 .603 .547 .465 2 3 4

39

Ethics
Total Variance Explained Initial Eigenvalues Compon ent 1 2 3 4 5 6 7 8 Total 2.485 1.146 .923 .892 .797 .634 .585 .539 % of Variance 31.066 14.322 11.537 11.150 9.957 7.922 7.315 6.732 Cumulative % 31.066 45.387 56.925 68.074 78.031 85.953 93.268 100.000 Total 2.485 1.146 Extraction Sums of Squared Loadings % of Variance 31.066 14.322 Cumulative % 31.066 45.387 Total 1.977 1.654 Rotation Sums of Squared Loadings % of Variance 24.709 20.678 Cumulative % 24.709 45.387

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Rotated Component Matrixa Component 1 VAR00010 VAR00008 VAR00009 VAR00005 VAR00003 VAR00007 VAR00004 VAR00006 .845 .712 .483 .715 .698 .664 .533 2

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42