The Nature of Examination Malpractice in a Tertiary Institution in Nigeria

This article examined the nature of examination malpractice in a tertiary institution in Nigeria. A sample size of students was selected in addition to the use of interviews and a structured questionnaire. Though the incidences of examination malpractice in the university of study were few, this res...

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Bibliographic Details
Published in:African Journal of Development Studies 2017-06, Vol.7 (1), p.73
Main Authors: Osisiogu, Udo Chikezie, Mamman, Samuel Mathew
Format: Article
Language:English
Subjects:
Academic achievement
Behavior
Candidates
Cheating
Colleges & universities
Cooperation
Counseling services
Credibility
Curricula
Dishonesty
Education
Learning environment
Medical malpractice
Offenders
Questionnaires
Schools
Society
Staffing
Students
Youth
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Summary:This article examined the nature of examination malpractice in a tertiary institution in Nigeria. A sample size of students was selected in addition to the use of interviews and a structured questionnaire. Though the incidences of examination malpractice in the university of study were few, this research revealed that examination malpractice by students can be attributed to the desire for academic success at all cost, crowded examination halls, lack of effective supervision and insufficient preparation among other factors. The study found that the major forms of examination malpractice include cooperation amongst students and sometimes lecturers during examinations, spying, use of foreign materials and impersonation. The outcome of ineffective examinations could result in poorly equipped graduates, discouragement of hard work and a reduction in the standard of education in general. It also undermines the credibility of the educational system. It could indoctrinate young people into the culture of dishonesty and fraudulent behaviour. It is suggested that educational institutions should endeavour to prosecute offenders; guidance and counseling services should be adequately provided in universities to support and encourage students with varied degrees of challenges; and efforts should be made to fund and equip universities with the necessary manpower and facilities for an enabling learning environment.
ISSN:2634-3630
2634-3649