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CAUSES AND SOLUTIONS OF EXAMINATION MALPRACTICE
ABSTRACT
The purpose of this study was to find
out the causes and solution of examination malpractice in Enugu state College
of Education (technical) Enugu.
In the study five research questions
were formulated which are
1. the major causes of examination
malpractice
2. Forms of examination malpractice
3. To what extent to parents,
lecturers and examination body contributes to examination malpractice.
4. Consequences of examination
malpractice
5. Solution of examination
malpractice
Review of
literature was also done which gave the researchers much insight into what was already done in the area and provided tem
with a sound framework.
A sample of 180 respondents were used to
provide data for the study. The instrument used for data collection where
questionnaire with stratified items and a four point responses format.
The result of the study indicated that
causes of examination malpractice took root from the parents, lectures and
examination body. The researchers
believe that this could stop by providing qualified lecturers and capable
examination bodies in the state.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
According to Ejili and Anyanwu 2006,
the words “education comes from two Latin words “Educare and educame. Educare means to lead to , that is leading a
learner from one state of knowledge to a better state of knowledge. “educare”
means to bring up or rear, hat is moulding a learner towards the development of
his/her innate potentials. How ever,
various educators and commentators see the term education differently. The opinions of the various scholars are
influenced by their experiences and philosophical perceptions of life.
Ejili and Anyanwu (2006) quoting
plato (427-347) as one of the early philosophers that describes educations as
that training which is given by suitable habits to the first instincts of
virtue in children when pleasure and pain are rightly implanted to national
souls. The particular training in
respect of pleasure and pain, which lead you to hate and love what you ought to
hate and love and called educations.
Here platos submission means that education I a means of developing the
character of the learner.
There are basically two ways of
acquiring education: they include the following
1. Informal education
2. formal education
According to
Ejili and Anyanwu (2006) describes informal education- as preliterate
education. It is a type of learning
process where there is no organizational structure set in place for the purpose
of teaching and leaning. It is the first
leaning process available in any society where by the young are made to learn
the way of life the society. Put simply,
it is the earliest form o education. The
family or home provides this form of education.
i. Formal education: According to Ejili
and anyanwu (2006) Formal education this is also called literally or schooling
type of education in Nigeria, the Moslem and Christian missionaries introduced
this form of education in 14th and 19th centuries respectively. This from of education takes place in an
organization educational setting with planned curriculum, teacher, learners,
educational administrators, administrative blocks, classroom and other instructional
materials which facilitate teaching and learning.
The Enugu
state college of Education (technical was established by the Enugu state House
of Assembly Law No. 2 of 2006 of 11th April 2006 sequel to this, the state
government directed the vacation of independent layout, to house the new
college. It also directed the closure of
the school of science and vocational teacher Education (SSVTE) of the IMT and
transfer of all its staff and students to form the nucleus of the new college.
It is true that nation, can rise
above the quality of education provided for her citizen and since the advent of
western education in Nigeria examinations have been the major instrument used
for the evaluation of the learners (or students achievement) it is a means of
assessing the quality and quantity or performance that an individual has
accumulated at the end of a teaching process which may spread over a period of
seventeen weeks.
According to Adekate (1993),
examinations are instruments used for the assessment of individual’s skills and
knowledge, content both in general and specific areas of studies and over all
academic achievements.
To Liman, as
cited by Arifayan (2004), examination is broad perspective is an instrument for
testing, assessing, evaluation and accreditation. Thus in schools, examinations as a protent
instrument for judgement of knowledge or competence. On her own part, Alutu (2005) simply defined
examinations as a process of measuring how much knowledge a student in an
institution of learning has acquired after exposing him/her to definite course
of instruction. Examination also serve
as a menas of selecting the best candidates for various purposes, students are
admitted into different institution of learning on the basis of their scores in
the stipulated qualifying examinations.
More over, promotion of students within the institution/school is based
on passing the examinations sets for that purpose. In addition, examination helps the
lecturers/teachers to adjust or change his instructional strategies in the
process of teaching and learning in the school system. If the students performance in examination is
encouraging, then it indicates that the teachers/ lecturers method of teaching
are appropriate and efficient.
From the above, it can be seen that
success in examination serves as a good motivator for students, teachers,
school administrators, and employers of labour on the otherl hand, failure to
perform successfully in examination demoralizes all and sundry, especially
students. It is the crave to succeed and
avoid frustration and or any embarrassment associated with failure that makes
students engages in examination malpractices which has threatened the very
foundation of our educational system.
Examination malpractice is constructed as irregularities, violation of
or infringements on examinations rules and regulations before during or after
the conduct of examination (2005/2006) students handbook of information, Auchi
polytechnic, Auchi.
Alutu (2005) defines examination
malpractice as involving a deliberate act of wrong doing, contrary to official examination rules, and is
designed to place a candidate at on un affair advantage. Ahmed citied by Aripayan (2004) refers
malpractice as any act of wrong doing or neglect that contravenes the rules of
acceptable practice before during and after an examination by anybody in any
way which is tantamount to malpractice such act could be carried our by the
candidate/student, the examination officials, such as an examiner/lecturer,
invigilator, supervisor etc. or any other
person not associated directly with the examination either individually or with
the consent and connivance of either or all of the parties. Such act may be carried out before, during or
after the examination with the sole aim of assisting the candidate/student
through fraudulent means to obtain grades over and above his/her level of
achievement or mastery.
Examination malpractice has graduated
from mere stretching of the neck (giraffing) to see what another candidate is
writing during exam or consulting unauthorized notes or books inside or outside
the examination hall to such sophisticated methods a the use of micro-computer,
mobile phones and guns to initiate those concerned with the administration of
examination for instance, there may be leakage of examination questions (expol
by any of the parties who are authorized or unauthorized to handle questions
and those who may be involved in the processing of examination papers. This prepares the fertile ground for copying
during the examination. This group of
students prepares with the desire to transcribe the materials into the answer
sheets. Some write examination
information on different parts of their bodies, clothes, walls blackboard,
desks at the venue of the examination and recopy same during their examinations
questions copy the expected answers on pieces of paper and recopy them during
examination if luck favours them. There
was a case of an engineering student from Calabar polytechnic, caught copying
from a foolscap paper which he smuggled into the examination hall. He was almost choked to death as he was
swallowing it in an attempt to destroy the evidences (News watch July, 1991).
Researchers on examination
malpractice had argued and contributed to the basic factors responsible for
examination malpractice in Nigeria, opinion and facts are gathered for this
argument.
Aina (1991) and Aliyu et al (1991)
agreed in their various submissions that the desire to pass at all cost is
responsible for examination malpractice. The fact remain that Nigerian
orientation on education is certificate and high-grade intensiveness, stuck
parents school management tend to push harder on wards to get the certificate
and good-grade by all “means” to secure employment, others prefer to manipulate
to be admitted in a choicest higher institution(s). all this factors according to Denga (1993)
are boiled down to three factors of : psychological, Environmental,
intelligence.
Finally, various methods of checking
examination malpractice have been advocated by different authors and
educationists. Therefore lecturers
should in their efforts search the students thoroughly before entering into the
examination halls the number o invigilators should be increased in the exam
halls. The use of continuous assessment
should be practice correctly.
Meanwhile, the level of awareness in
Nigeria today demands that the legal obligations or duties of the lecturers,
their rights and priviledges should be safe guarded in the maintenance of examination
malpractice in our schools also it should be entrenched in Nigeria
constitution, so as to avoid involving lecturers into legal battle or even
subjected them to court actions.
1.2 Statement of the Problems
There have been a general and cry
from the public about the increasing rate of examination malpractices problems
in our institution in Nigeria. The
enforcement of sanity by the people concerned as a means of creating order to
an atmosphere which is conducive to examination, free from unnecessary
interruptions and disturbance has been turned to be a hatching ground for
lawlessness. As professor Babs Fanfunwa
introduced the 6-3-3-4 system of education with the best intention. Today, as a result of the cazy illusion
attached to the worthless paper issued in Nigerian schools called certificates
the -3-3 aspect of the system has been pacify killed. What is left behind is
6-4, a practice where a student leaves secondary and transfers to the tertiary
school irrespective of his/her competence to execute and display the cognitive
psychomotor and affective responsibility befitting a tertiary level students.
Therefore lecturer must under the
task of continuous assessment seriously and intelligently, for it has a direct
relation to academic standard for examples, is a school where continuous
assessment is not use properly, examination malpractice will be high. When student learn how to depend on what
his/her reads for exams while in school, they may retain this throughout
life. Some of these problems are as
follows: absenteeism, lateness, to lecture increased rate of discipline like
students insulting their lecturers.
All the above mentioned reasons
prompted the researcher to look for the reasons and the solution fo the problem
in our institution with these relevant questions. What are the causes of examination
malpractice in schools?
What are the problems of examination
malpractice that lecturers encountered in schools? How do parents react when their children are
being punished at school for examination malpractice?
How far is the society affected by
the increasing rae o examination malpractice.
How do lecturers control examination malpractice in school?
1.3 Purpose of the Study
The general purpose of the study is
to find our the causes and solution of examination malpractices in Enugu state
college of education technical Enugu state. Specifically the study was
initiated to investigate the major causes of examination malpractices.
Thirdly, what form do student takes
in examination malpractice,
To determine
the extent to which student/lecturers responsible for the high incidence of
examination malpractice.
To ascertain
how the school authority help in examination malpractice and even how the
society at large encourage examination malpractice.
To find the
solution of examination malpractice, finally, it is hoped that the study will
provide necessary information to the authority of Enugu state college of
Education (technical) Enugu, and National Board for Technical Education (NBTE).
1.4 The Significance of the Study
The close look into the study of
causes and solution of examination malpractice is of immense benefits. This is because examination malpractice poses
a greater threat to Enugu state college of Education (Technical) and the
society.
This study would be exposing some of
the causes of examination malpractice in general.
The awareness of these problems and
their possible solutions will enhance good behaviour, accurate result and thrit
free nation. It will also enhance good
educational background between the student/lecturers, parents, the community
and the entire society in reformation of examination malpractice in our
schools.
1.5 Scope of the Study
The study was to identify the cause
and solution of examination malpractices in Enugu state College of education
(technical) Enugu) state.
1.6 Research Questions
To guide the course of this study the
following research question were raised.
1. What are the major causes of
examination malpractice in Enugu state college of Education (Technical) Enugu
state?
2. What are the forms of examination
malpractice?
3. To what extent do parents,
lecturers and examination body contribution to examination malpractice?
4. What are the consequences of
examination malpractice?
5. What are the solution of
examination malpractice in Enugu state college of Education (technical)?
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