Key Features:
- No of Pages: 40
- No of Chapters: 05
Introduction:
Abstract
The abstract of this research is only available in the paid version.
Table of Content
Title page
Approval Page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
Background of the study
Statement of the problem
Purpose of the study
Significant of the study
Research question
Research hypothesis
Limitation of the study
Scope of the study
Definition of terms
CHAPTER TWO
Review of related literature
Forms of examination malpractice
Roles of teachers in examination malpractice
Ways of preventing teacher’s involvement in examination malpractice.
CHAPTER THREE
Research procedure and methodology
Research design
Area of study
Population of the study
Sample selection
Instrument for data collection
Validity of the instrument
Reliability of the instrument
Procedure for questionnaire administration
Method of data analysis
CHAPTER FOUR
Presentation and analysis of data
CHAPTER FIVE
Discussion of Findings, Conclusion,Recommendation and Summary
Discussion of findings
Summary of finding
Conclusion
Recommendation
Suggestion for further study
References
Appendix
Introduction
Our society is faced with various kinds of malpractices. It is very common to see teachers failing to do their professional duties properly.
Examination malpractice is one of such acts where people do things wrongly in an interrupted way to achieve or acquire correct things. Salami (1995) explained examination malpractices as all forms of illegal acts or cheating in order to pass an examination. He said that these include cheating in the hall, writing exam outside the hall, buying of certificates and all illegal acts connected with the examinations.
Agu (1991), observed that most secondary school students have shifted their efforts from studying to pass exams to struggle to get good results through foul means. Most students who are no longer eager to burn their midnight candle but resort to indulgement or various unlawful act in order to pass examination and this is the major effect of examination malpractice.
Mama (1997), had it that WAEC has expressed concerned over the alleged involvement of some teacher’s in examination malpractice among secondary school students in the country. This report did not miss word in saying that the scandal was done during the May/June 1996 senior school certificate examination in some parts of the country. It would also be seen in the SSCE 2003, National Examination Council (NECO), the radio broadcast on the network service of radio Nigeria on November owing to the release of NECO 2003 result informed the Nigerian citizens that about 20% of the candidates that sat for the examination would not see their results this is for the fact that they took part in examination Freud. It is therefore, no mere gain saying the fact that cases of it are teacher’s involvement in examination.
Examination, according to oxford advanced learner’s dictionary, 6th edition, is a close look at something or somebody, especially to see if there is anything wrong or the find the cause of a problem.
According to Houston (2007) examination either oral or written is an important aspect of teaching-learning process as it tends to be a teacher or an instructor to a class or individual student, to determine the amount and quality of learning acquired over a period of time.
Examination is also a way of testing systematically to determine the extent to which the students achieve instructional objectives.
Examiners, invigilators, instructors, and teachers use examination as advice for sorting out student’s academic ability and performance, but this cankerworm called examination malpractice has posed a great problem to the evaluation of the student’s ability, especially, in the secondary schools where students are faced with series of external examinations.
Malpractice, according to oxford advanced learner’s dictionary, 6th edition, is a careless, corong, or illegal behaviour while in a professional job. It is a dishonest or an unlawful or a wrong method of taking examination by those at whose trust the examination procedures are placed, due to their selfish personal advantage.
Examination malpractice is said to occur when examination does not take it’s proper form or shape. This issue of examination malpractice would have been possible, if the supervisors, invigilators, and teachers whose responsibilities of examination are trusted are not interested in mapping out fraudulent ways to satisfy their selfish aims and gains.
The genesis of examination malpractices in Nigeria can be traced to 1914 when the senior Cambridge examination leaked.
Examination of West African was the first to leak in 1963, Omotos (1988), and since then hardly had any year passed without some published incident of teachers or student involvement in examination malpractice. Students have been alleged to use various means of the perpetuate examination malpractice. It is pertinent to note that this would not have been possible if teachers and supervisors did not support them.
However, the root causes of examination malpractice in Nigeria steams from the high degree of societal emphasis on paper qualification, certificate, and the grave to passing examination at all cost by both teachers and students.
Despite the menace of examination malpractice in the schools and society at large and all the instance of cancellations, reprimand, prosecution used by the West African examination council and government for instance the decree 20, imposing twenty one (21) years jail term in any culprit of examination malpractice, still teachers involve themselves in examination malpractice.
Hence, the need arises to the impact of teacher’s involvement in examination malpractice and it’s effects among secondary school students in Ebonyi State.
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