AMERICAN JOURNAL OF SCIENTIFIC AND INDUSTRIAL RESEARCH

© 2015,Science Huβ, http://www.scihub.org/AJSIR

ISSN: 2153-649X, doi:10.5251/ajsir.2015.6.1.5.11

Students perception of examination malpractice in rivers state

university of education port Harcourt
Dr. Pepple Tamunosisi Furo
Chemistry Department, Ignatius Ajuru University of Education
Rumuolumeni P.M.B 5049, Port Harcourt
Email: tammyfuro@yahoo.com, Tel:- 08037073515, 07081085450
ABSTRACT
Examination remains the only way of testing a person’s ability and the only way through which
certificates are issued at the end of an educational programme or training. The importance
attached to certificate in Nigeria has prompted most students to engage in examination
malpractice to get a certificate, perhaps a meal ticket. Many students and even parents do not
seem to see what is wrong in examination malpractices and this is a big hindrance even to its
eradication. There is need to investigate students' attitude to this national menace and
subsequently find means of combating the problem. The study is therefore set out to examine
students' perception of examination malpractice in Rivers State University of Education Port
Harcourt. This research is descriptive survey. The study comprises of three hundred (300)
students. Simple random sampling was used to select two departments from the faculty of
humanities, Business Education and faculty of natural and applied science. Stratified random
sampling technique was used to select a sample of one hundred and fifty (150) students each
from the selected departments in year 2 and year 3. Four research questions were answered and
two hypotheses were tested. A questionnaire tagged Examination malpractice questionnaire
(ENQ) (0.87) was used to collect data from students. The instrument was subjected to validity
and reliability test and the data collected were analyzed using frequency counts, percentages,
Students-Test and Analysis of variance (ANOVA). The result of the study shows that the students
of Rivers State of Education perceived examination malpractice as an antisocial behaviour, and
in-preparation, lack of confidence. laziness among others are factors contributing to examination
malpractices. In order to combat examination malpractice, less emphasis should be placed in
certificate. and parents should be counseled not to mount pressure on their wards to study the
courses oftheir interest.
Key words: Students, perception, examination, malpractices,
INTRODUCTION phenomenon of examination malpractice that has
become endemic in the educational system. The
The value and functionality of any educational,
Examination Malpractice Act (1999) explains
system lies in its ability to actualize the goals of
examination malpractice as any act of omission or
education. The world over the examination process
commission by a person who in anticipation of,
makes the difference. The goals of national
before, during or after any examination fraudulently
educational systems and indeed national
secure any unfair advantage for himself or any
development become like mirage if examination
other person in such a manner that contravenes the
ethics is not encouraged and instituted (Nwadiani,
rules and regulations to the extent of undermining
2005). Till date, examinations still remain the best to
the validity, reliability, authenticity of the
for an objective assessment and evaluation of what
examination and ultimately the integrity of the
learners have achieved after a period of schooling.
certificates issued.
Hence, any action that undermines examinations
poses a great threat to the validity and reliability of The incidence of examination malpractice comes so
examination results and certification. widespread that there is virtually no examination
anywhere at all levels and outside the formal school
Unfortunately, the process of examination in Nigeria
system that there is no form of sharp practice or the
schools has become a "Contemporary shame
other. The incidences of examination malpractice are
(Nwadiani, 2005). This is because of the

common everywhere and every examination season
witnesses the new and ingenious ways of cheating.
Examination Malpractice Act No. 33, of 1999
stipulates a minimum punishment of fifty thousand
naira (#50,000.00) and a maximum of five years
imprisonment, without option of fine, for violators of
the offences stipulated in the Act. The offences are:
cheating at examinations, stealing of question
papers, impersonation, disturbances at examination,
obstruction of supervision, forgery' of result slip,
breach of duty, conspiracy and aiding, etc.
Government, examination bodies, and other
concerned citizens have made a lot of efforts to
forestall the incidences of examination malpractice
and the problems associated with the conduct of
examinations in Nigeria. Although the efforts seem to
be yielding some results, yet incidences of
examination malpractice still feature prominently in
the school system
In 2006, the Federal Ministry of Education blacklisted
and derecognized 324 secondary schools across the
nation as centres for conducting public examinations
from 2001 to 20 10. The distribution of the schools
that were found guilty of examination malpractice is
shown in Table.
Table 1: Examination Malpractice in Nigeria Secondary
Schools
School zone No of schools involved % measures being taken at each occurrence by the
North – Central 54 16.6
North –East 08 2.5
North – West 12 3.6
South – East 48 14.8
South – South 116 36.0
South – West 86 26.5
Total 324 100.0
th th
Source: Week End Time, 17 & 18 February, 2007, P.
The phenomenon of examination malpractice seems
to be aggravated by the large scale and shameful
involvement of dishonest and greedy teachers,
school heads, parents and all those who take part in
examination administration (Ijaiya, 1998). The
prominence assumed by this malady in the school
system has become a source of concern to'
stakeholders in the education industry.
Every examination season witnesses new and
ingenious methods of cheating. The examination
process has become endangered to the extent that
certification has almost lost it~ credibility in the
country. Certificates no longer seem to reflect skill
and competence. Accusing finger shave been
pointed at teachers, school heads, parents, students,
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Am. J. Sci. Ind. Res., 2015, 6(1): 5-11
examination officials and even security agents as
those responsible for examination malpractice in the
school system. The problem of examination
malpractices in Nigeria seems to be as old as the
introduction of formal system of Education
Uwumanna (1992) Afigbo (1993). The first major
incidence of examinations malpractices was in 1914,
when the Senior Cambridge local examinations
leaked.
This scenario took an unprecedented surge in 1963
when two public examination of 1967; 197l, 1981 and
1987 leaked. These leakages then attracted the
attention of the Federal Government
which led to the promulgation of Decree 27 of 1973,
and miscellaneous decree 20 of 1984 curb
Examination Malpractices, and the latter decree
prescribed 21 years jail term for offender.
These and other measure put in place still does not
deter people from engaging in: examination
malpractices. In the WAEC conducted examination in
1991, 30,982 students were involved in Examination
malpractices white 35,479 were reported in 1922.
Thus the number of offenders and related offences
resulting in cancellation of results is quite
disheartening.
Omirin (2000) noted that' one would expect that the
problem of examination malpractices would have
been resolved by now due to the drastic and severe
government, authorities, of such institutions and
examination bodies like WAEC (West African
Examination Council). However, perpetrators of the
act are getting
More and more sophisticated daily. Ekezie (2000)
confirms that this social malady has turn to the
cankerworm eating deep into the root of all
educational cadres from primary to the 'tertiary
institute.
Ojo (1995), observed that it is clear that
Universities are very particular about the conduct
of students under their care. In fact, so great a
premium is placed on this, that a student can only
be awarded his degree, diploma, or certificate if
he certifies the institutions in both character and
learning. For example, during the convocation
ceremony for the award of degrees; the Registrar
of Ondo State University now University of Ado
Ekiti customarily addresses the chancellor as
follows
Ojo (1995, reported that the sort of conduct which a
University punishes is that which is at variance with
 Am. J. Sci. Ind. Res., 2015, 6(1): 5-11

the norms of decent behaviour in society like crimes Department of Biology

and unethical or immoral behaviour. The fact that Department of Chemistry
such conduct is not criminal is no excuse once it Department of Computer Science
violates or infringes the rules and regulations of the Department of Human Kinetic and Safety
institutions. Department of Integrated Science
Department of Mathematics
Examination malpractice is not a recent phenomenon
4. Faculty of Art
in Nigeria or in any part of the World. It is as old as
Department of English
examination itself and no part of the world could be
Department of French
exempted. What perhaps new is the phenomenal
Sampling techniques and sample: The two departments
increase in examination malpractices at all levels of
in the faculties of education and art were chosen and
educational system and the complex dimension it has
simple random sampling technique was used to select two
assumed. According to Adegboye (1998), as long as,
departments from each of the following faculties.
examination continues to be a means of testing
mental, physical abilities and also for predicting and Faculty of Humanities
selection purposes, some people will continue to use
Faculty of Business Education
unfair means in gaining advantage over others.
Faculty of Natural and Applied Science
Research Hypothesis
Stratified random sampling technique was used to select a
Ho l: There is no significant difference between the
sample of 150 students from the various strata
general perception of year two students and year
(departments) chosen in year 2. Stratified random sampling
three students of Rivers Students University of
technique was also used to select a sample of 150 students
Education towards examination malpractice.
from the various strata randomly selected in year 3. The
H02: There is no significant difference between the analysis is presented below
general perception of the students of Rivers State
Faculty Department Yr 2 Yr 3 S. S. S
University of Education towards examination Yr 2 Yr 3
malpractice based on Faculty.
1 Humanities Christian 22 24 6 5 11
METHODOLOGY religious
Research design descriptive/survey design was studies
employed. History 23 22 6 5 11

Population: The population of the study comprised 2 Business Accounting 105 108 28 24 52
year two and year three students of Rivers Stale education
Management 69 101 19 23 42
University of Education Rumuolumeni Campus and
Saint John Campuses. The two campuses have the 3 Education G and C 102 99 28 22 50
following faculties and departments. Primary 34 46 9 10 19
Education.

1. Faculty of humanities 4 Natural and Biology 44 82 12 18 30

applied
Department of English Language science Human 37 47 10 11 21
Department of Christians and religious kinetics and study
Department of History Department of Music. safety
2. Faculty of Business Education 5 Art English 97 111 27 25 52
Department of Accounting
Department of Management French 20 30 5 7 12
Department of Marketing Total 553 670 150 150 300
Department of Secretarial
Education
3. Faculty of Education Instrumentation: An instrument called Examination
Department of Guidance and Malpractice Questionnaire (EMQ) was developed by
Counseling the researcher. The BMQ contained 3 sections.
Department of Physical Education Section A comprised of personal data such as faculty,
4. Faculty of Natural and Applied Science

7
 Am. J. Sci. Ind. Res., 2015, 6(1): 5-11

department and level. Section B comprised items to
find out the perception of standard towards the causes
of examination malpractice among students. Section
C comprised of a check list to find out the methods of
cheating used in perpetrating examination
malpractice. The instrument was given to two experts
for the establishment of face validity. The experts read
through the items and made some corrections before
the final draft of the instrument.
The reliability of the instrument (EMQ) was
established by administering 30 copies of the
instrument in Rivers State University of science and
Technology and later in Rivers State University of
Education Saint John's Campus. The scores of the
separate administrations were correlated to get the
correctional co-efficient reliability index of r =0.87.
Hypothesis 1: there is no significant different
between the general perception of year two students
and year three students of Rivers State University of
Education towards examination malpractice.

Table 4.5 Comparisons between the general perception of years 2 and years students’ on causes of examination
malpractice.
Level N Mean Sd Df t Sig
Year 2 151 21.05 3.274 303 - 0.505 0.614
Year 3 154 21.26 3.850
levels Year 2 and Year 3
The table shows a t- value (0.505) which is not TabIe 4.4: Comparisons between year 2 and year 3
significant at 0.05, (p>0.05). Therefore there is no students' perception of causes of examination
significance between the general perception of year 2 malpractice
and year 3 students on causes of examination Level N Mean Sd Df t Sig
malpractice.
Year 2 151 32,15 2.722 303 3.503 0.001
Hypothesis 2. Therefore there is no significant Year 3 154 30.97 3.163
difference between
general perception of the students of Rivers
State University of Education towards The table shows at-value (3.503) which is significant
examination malpractice based on Faculty. at 0.05, (p <, 0.05). Therefore there is a significant
difference between year2 and year3 students'
Table 4.6: Comparisons between the general
perceptions of the students of Rivers State University
perception of causes of examination malpractice. The
of Education on causes of examination malpractice mean scores, 32.15 for year1 and 30.97 for year 3
based on their Faculties. indicate that year 2 students agreed more on the
Sum of df Mean f Sig
square Square
items stated than the year 3 students.
Between 80.039 4 20.010
group Table 4.6 Reveals that the F-value (1.580) is not
Within 3798.407 300 12.661 significant at 0.05, (p > 0.05). It follows that there is
groups 1.580 0.179 no significant difference between the general
perceptions of the students of Rivers State University
Total 3878.446 304
of Education on causes of examination malpractice
based on their Faculties. Despite the insignificant
Hypothesis 3: There is no significant difference difference, the means plot below shows the pattern of
between University of Education on the basis of their perception

8

22
21.5 21.448
21
21.217
20.5
20
Humanity Business Education Education
The means plot shows that Faculty of Education has
the highest value 21.721 which shows that the
Faculty of Education has the strongest perception
that examination malpractice is an anti
social behaviour followed by Business Education,
Humanity, Natural and Applied Sciences and Art in
that order.
DISCUSSION
The result of the study showed that students
perceived examination malpractice .as an anti- social
behaviour which does not agree with the view of
Ekezie (2000) which· states that the common wish of
every student is success and. since success brings
recognition and respect, students pursue with
unreserved force any activity, process or action that
will enable achieve success without minding whether
the action is legitimate or not. Once they carry out
their nefarious intention successfully without being
caught as far as they are concerned they have not
committed any offence against themselves, any
persons or the society.
The result of the study "cheating is unnecessary if
one has prepared, very well consolidated the
findings of Avril (1973), Denga (1983), Ekezie (200)
in which they believed that lack of self confidence, ill
preparation and low self concept lead to
examination malpractice.
The research also revealed that students, who do
not prepare very well, will fail in exams, this agrees
with the findings of Onuka and obialo (2004) they
observed that there is the twin problem of the lazy
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Am. J. Sci. Ind. Res., 2015, 6(1): 5-11
21.721
20.929
20.297
Natural and Applied Art
science
teacher and the lazy student. The average Nigerian
student does not want to give his/her studies the
seriousness it deserves. They play away their time
they fail to do home- works and assignments. They
attend few or no classes at all yet, they belong to-the
category of students who want to make good grades
during exams. They therefore resort to short and
easy means to success. This leads them to ways of
cheating during exams, lack of self confidence in
students leads to exam malpractice this also
supports the findings of Shaire (2000) which says
that the greatest causes of exam malpractice is the
student ability and lack of confidence. As the word
implies, confidence is having faith - in one's ability to
do something. Lack of confidence feels that no
matter what he/she cannot do anything even those
he has been taught well and also studied hard when
exam comes, such students still engage in exam
malpractice. The research also revealed that the
students agreed that the sitting arrangement in the
exam encourages cheating in exam which agrees to
the findings of Onokerhorage (2000) all things being
equal, the school environment should be conducive
enough so as not to give room for cheating and the
likes. Onuka and Obialo (2004), observed that
overpopulation is one the causes of examination
malpractice and said that the standard examination
procedure is that enough space exists between one
candidate and another during examination. Some
say arm-length distance when candidates are many,
supervisors are few and the examination hall is not
spacious enough, the tendency is to put the entire
candidates in the hall, so that the supervisors or few

invigilators would stay in the same hall with
candidates. When students sit close together, there
is room for cheating, due to their closeness, those
who have prepared and give room for exchange of
materials, which would have been pretty difficult if
enough space was between-the candidates,
It was also observed in the research that making
use of invigilators known to the students
encourages cheating whi6h was, supported by
Ahusa (1994),in a journal Published and titled
"Students performance in examination'' he
ascertained that due to the dwindling economic.
CONCLUSION
In order to checkmate or curb examination
malpractice in Nigerian schools, students, lecturer,
parents and the school management have roles to
play because the study has revealed that they are
advocates of examination malpractice.
Parents should allow their children or wards to
choose courses of their choice, attention should also
be paid to skills rather than certificates. Exams
should be conducted in spacious halls' to allow
enough space between examinees.
Guidance and counseling programmers should be
organized often to change the perception of students
towards examination malpractice. Lecturers should
not trade dignity for money or materials so that only
the serious students will excel in examinations.
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