CHAPTER ONE

1.1 Introduction

From the East to the West, North, South the menace of examination
malpractice is known in all nooks and crannies of our country Nigeria at all
levels of our educational system ranging from the tertiary institutions down
to the primitive primary schools. The problem seems incurable because
virtually all citizens in one way or the other are involved in this educational
menace.

The youths believe they cannot be successful in examination without

malpractice which they have baptized with so many bad names. The scourge
has become the order of the day, such that it takes a high degree of courage
and deep sense of patriotism for anyone to discuss the increasing growth rate
of examination malpractice. This presented to the researchers great need to
embark on this research work.

Examination malpractice have been defined as any deliberate wrong

doing contrary to official examination rules designed to place a candidate at
an unfair advantage or disadvantage.. It comes in different form like the
leakage of examination questions prior to examinations, impersonation,
external assistance, writing the answers on the blackboard or dictation of
answers during examinations, impersonation, electronic assistance using
phones, smuggling of papers into the hall, copying of another candidates
work with or without his/her consent, inadequate spacing or poor

1
supervision and reduction of students marks by examiner or those who grade
the scripts.

Examination malpractices have become a business to some

individuals, and this makes some rich students or students whose parents are
wealthy to be lazy because they can buy a good result even if they did not
read. The business is such that some individuals open up offices with the
emblematic names of “Brain Trust,” one seating test future. Goods success,
brightest future etc. they collect from students exorbitant fees which are
more than a hundred percent (100%) increase of normal registration fees.

1.2 Background of Study

The purpose of the research project is to investigate on examination

malpractice among students of Government Secondary School Gidan-Waya,
Jema’a Local Government Area of Kaduna State, its causes, effects and
possible solutions.

The researchers also want to consider the view of the society and the
educational organization on examination malpractice and how it affects our
educational system and to be able to proffer solutions so as to reduce its rate
among students.

Constantly, the researchers want to call on the attention of teachers,

parents, examination bodies, government and all other educational
institutions to stand up to their obligations and responsibilities through
which success can be achieved in the struggle to reduce the rate of
2
examination malpractice among students in Government Secondary School,
Gidan-Waya.

1.3 Statement of the Problem

The causes and effects of examination malpractices in Nigeria are

known in our educational system. The problem of examination malpractice
can be evaluated through the following:

a. What are examination malpractices?

b. What are the causes of examination malpractices?
c. What are the effects of examination malpractices?
d. What can government do to tackle the problems behind the scene
that is examination malpractices?
1.4 Purpose of the Study

The researchers choose to write a project on examination malpractice

among students in Government Secondary School, Gidan-Waya, because it
is a problem worthy of study by all students studying education in order to
understand the nature, extent, forms, causes, effects, and possible solutions
or remedies to the problem.

Without studying a problem, it is difficult to prevent it, teachers who

are bound to encounter such problem or challenges in the course of work.
Therefore, it is of prominent importance that all student teachers have the
knowledge about examination malpractice on the completion of their
studies.
3
1.5 Significance of the Study

The significance of this research can never be overemphasized. This

study will be significant because it exposes the various effects of
examination malpractices on different groups of people involved in school
administration.

The study will help individual students, academicians, school

administrators on how to check the evil of examination malpractices and the
danger that is derived from it towards improving efficient standard of
education and producing skillful professionals.

1.6 Limitation of the Study

The study is intended to survey causes and effects of examination

malpractice among students of Government Secondary School, Gidan-Waya.
The study also intends its hand in finding possible solutions that will remedy
the damages of examination malpractice. The study is limited to
Government Secondary School Gidan-Waya, because of the short period
given to the research work and also financial constraints.

1.7 Definition of Terms

In view of the fact that different meanings can be assigned to a word,

the researchers will give a definition of words as used in this project.

4
- Examination: a test of capacity and knowledge. It is a determinant of
a learner’s strength and weakness necessary for his/her academic
adjustment and work life.
- Malpractice: it is a behavior of a person contrary to laid down code of
conduct.
- Cheating: cheating can be seen as a type of examination malpractice
which takes place in the examination hall.
- Menace: an evil or dangerous or dangerous thing done or that
happens.
- Education: in its general sense is a form of learning in which the
knowledge, skills, and habits of a group of people are transferred.
- Candidates: an individual or persons taking an examination.
- Impersonation: pretending to be another person or a person writing
an examination for another person.

5
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Many schools define examination malpractice in their own

understanding, and these definitions have common interpretations e.g.

Ahmen (2006) define examination malpractice as any act of wrong

doing or neglect that contravenes the rules of acceptable practices by
anybody in any way is tantamount malpractice. Examination is a potent
instrument for the judgment of knowledge and competency in every human
endeavour especially in educational institutions.

For examination to be free, fair and devoid of partially valid and

reliable, it is necessary to urge that our educational institutions must
endeavour to conduct examination with all seriousness it deserves, least the
entire nation is saturated with incompetent or half-baked and confused
professionals who may bring disaster to our national development.

Adenipekun (2004) viewed a new dimension which examination

malpractice has taken in the country. Today examination malpractice in
Nigeria is perpetuated by individuals who are desperate to pass and acquire
certificate or degrees. There is an unholy, unwholesome, conspiracy to aid
and abet examination malpractice by school heads, teachers, invigilators,

6
parents, students and “mercenaries” whose motive is to make money rather
than genuine love for candidates.

2.2 Cause of Examination Malpractice

Examination malpractice in Nigeria was officially first recorded in

1916. Since the early days of the struggle for Nigeria’s political
independence. An over premium has been placed on the acquisition of
certificates so much that little emphasis is placed on the practical application
of the knowledge so obtained. In the first generation of the educate elite in
Nigeri, education was as the panacea to social and material greatness.

Yayock (2000) identified the following as some of the causes of

examination malpractice:

a. The strong attachment to paper qualification in the country i.e. a

situation where importance is attached to the possession of credible
certificates. This makes the students go any length to come out with
good grades.
b. The deteriorating condition of our institution’s terms of teaching and
learning facilities e.g. libraries and laboratories are poorly equipped
and so most students are well prepared for examination and the bad
practices.

As a matter of fact teachers that are well trained in their areas of

specialization makes learning palatable and enjoyable while school library

7
offers assistance like promoting the development of reading skills. This is
true; community teachers who handle most of these core subjects.

According to Marshall (2003) acquiring along this line said that

cheating is of term. It is time to cram examination malpractice that work
over a particular period of term. It is time to cram not to understand.

Several other reasons have been advanced for the high rate of
examination malpractice which includes:

i. Scarcity of textbooks: the few available textbooks are beyond the

reach of average Nigerian.
ii. Frequent closure of educational institutions occasioned by studies and
students rampages immensively contribute to the increase in
examination malpractice. This instant unrest in various educational
institutions does not allow students to complete the course in which
they will be examined.
iii. Irregular payment of salaries makes teachers to be vulnerable to those
who cheat at examination.
iv. Lack of qualified teachers in various subject areas, interest attached to
paper qualification, poor attitude to learning by students.
v. Examination bodies being inconsistent in the execution of their
responsibilities. The invigilators and principals of the schools are also
engaged in helping students during examination. This makes students
not to be serious in their academics.

8
 vi. Another cause of examination malpractice is unsteadiness of
government and economic instability in present day Nigeria society.
vii. Large population of students in classes, the large the population of
students in a class the lesser they understand what the teacher teaches.
viii. Laziness of students towards study and attendance. Students don’t
usually read their books, some don’t even attend classes. This also
results to examination malpractices.
ix. Lack of proper guidance service with the school environment. Many
schools suppose to have counselors that are going to counsel students
on various areas of their potentials.
x. Late resumption of students to school, after vacation. Some students
don’t resume in time. When they resume many topics must have been
treated. They end up becoming confused on where and how to start.

2.3 Effect of Examination Malpractice

The effect of examination malpractice cannot be overemphasized and

so the standard which education in our schools have fallen to the extent that
if no serious measures is taken than literate ones. More ignorant expects and
this situation will continue to perpetual examination malpractice in our
educational system.

Examination malpractice is involved by the student and most often

with the help of teachers and others, but the unfortunate thing is that

9
examination malpractice has a lot of effects and influences on students who
indulge in it, those who do not but are exposed to the same examination.

In addition to examination malpractice problems, Adeyelem (2002)

has this to say that, “one of the major constraints militating against rapid
national growth and development in the adequate supply of skilled and well
trained manpower.

This is a result of the students involvement in examination

malpractices which gives them grades that they cannot be able to defend
their results even when the students is not involved in any form of
malpractices he or she may not be serious in his studies.

The National Policy on Education revised (2001) enumerated the

following as the dangers of examination malpractices:

- Expulsion or dismissal of the culprits.

- There is tendency for those who cheat their ways through school to
continue to cheat.

Also the Benue state ministry of education (2001) has the following
on the effect of examination malpractices:

a. Prevent you from identifying and pursing your true talents. As the
result the candidate gets it not rightly his capability.
b. Promotes the habit of laziness i.e. as student succeeds in examination
malpractices they relax and continue to try it on occasions.

10
 c. Result in situation where an organization or nation builds on wrong
cornerstone, people with failure claim to skills knowledge and
examination malpractice are given important position which they are
not able to work in, because of lack of skills in their areas of
specialization.

2.4 Possible Solution to Examination Malpractice

Establishing cause, effect, relationship to the only way to solve any

problem in a systematic manner. In order to avoid blind search one must
analyze the entire structure.

The process of examination can be analyzed in term of cause

responsible for examination malpractices, then and then only the remedial
management is possible. Like any other systematic effort the process of
examination too should be analyzed in the similar manner.

To fight effectively this war against examination malpractices, all the

agents of specialization must participate actively in stemming the ugly
scenario. The actualization of the goals of education will continue to be a
mirage if the scourge of examination malpractice is not eradicated from the
system the country will end up producing graduates who lack the
knowledge, skills and competence to exploit the resources of the nation.
This problem is symptomatic of a disease in our educational system which is
eating into the vitals of our society this malaise is harmful for the moral and
intellectual development of our youth. It is afflicting the ethical and social

11
fabric of our society. This state of affairs must not last for long. There is a
dire need for taking measures to put end to this evil.

Other Solutions to Examination Malpractice

The major possible solutions of examination malpractice are:

i. Teachers should be trained properly in there field. They will then

have the skills to follow on how to finish the syllabus for a
particular term or at least cover a large part of it.
ii. Holidays may be more in numbers but reduce in length us students
are reluctant to resume from long holiday.
iii. Guidance and counseling should be employed in all schools to
guide the students in study habits, career prospect and requirement
for various careers.
iv. Continues assessment should be practiced correctly. It will reduce
examination malpractice 40% of marks are accumulated from
various assessment techniques such as project and assignment
before actual examination.
v. The number of invigilators and supervisors should be increase in
the examination halls. Exam officers, vice principals and principals
should occasionally pay visit to exam hall to observe what is going
on. In this way, they could be notice any cheating behavior.
vi. The students should be thoroughly searched before entering the
examination hall. Apart from photographs, finger prints on

12
certificate should be used for identification as no two person, even
identical twins could have the same finger prints. That is why it is
used in crime detection. In conclusion, solutions are only possible
where there are examination halls, large classrooms, adequate seat
and infrastructures.

13
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter the researchers will briefly explain the method of data
collection used in carrying out this research work. Also the criteria
employed for data collection methods used in this research.

3.2 Sources of Data

Sources of data can be classified into two (2) major categories; the
primary and secondary sources of data. The selection of data collection
method plays a key role in any research work. It is also greatly influenced by
time and financial constrain.

Secondary Data

This Refers to already existing information on the topic of study, that

is data that will develop for some other purpose other than helping to solve
the problem at hand in case of this particular research, we the researchers
undertook or employed the use of secondary data for the following reasons:

a. Secondary information can solve the problem of our hypothesis

because adequate information is available. Thus primary data
collection in this area is unnecessary and will be highly biased and
unscientific.

14
 b. Even where the secondary data is adequate, especially as it relates to
our hypothesis it can serve some supplementary sues in that it will
help us to plan our primary data collection.

In line with the above brief explanation, some of the secondary

sources of data we employed are handouts, textbooks, journals of education
etc. even with the availability of secondary data, it is not sufficient in
adequate to cover the whole area of this research. It is for this reason that we
(the researcher) choose to employ the use of primary data.

Primary Data

This refers to the data that is specifically generated for research work.
The primary source of data collected is done through the administration of
questionnaires and direct face to face interview. Before going further, we
shall treat the methods of primary data collection and explain the reason why
we have decided to choose this particular method.

3.3 Methods of Data Collection

In order to get information from a primary source, the major method

opined to any research as observed by Crounch (2008) are:

a. Interview
b. Postal research or mailed questionnaires
c. Telephone interview
d. Observation

15
Interview

These are most flexible of all the data collection methods, observed by
Crounch (2008) these are often general application for different information
requirement and situation as a result, they are widely used. The advantages
of using these methods are:

a. It produces high response rate which means that errors which might
be introduced by people’s refusal to cooperate in the survey is
minimized.
b. Also, if the question is not clear to the respondents it can easily and
quickly be rephrased.

Disadvantages

In every advantage there must be disadvantage

a. Time consuming.
b. Race, tribe or religion of the interviewer may affect the responses of
the respondents.

Postal Research and Mailed Question

This involves sending the respondent a questionnaire which can be

open-ended or close-ended for self-completion, through the post or other
means of distribution. The method is advantageous because it does not
involve personal interview and can therefore reach more people in a widely
spread geographical area. In addition, where the research personnel present

16
the questionnaires, interviews can explain the purpose and significance of
the study. Respondents may also have great confidence in their anonymity
and thus feel free to express their views. One major disadvantage is that
none response rate is high because respondents may fail to return the
questionnaires or that may be indifferent to the subject matter of the
research.

The other method of data collection is telephone interviews and

observation methods. While the first method is self-explanatory, the second
method is the direct examination of behaviours or the result of behaviours of
respondents.

3.4 Research Design

The design of this research work is survey in nature. The intention is

to investigate the causes, effects and possible solutions to examination
malpractices among students of secondary schools. The case study is
Government Secondary School, Gidan Waya in southern part of Kaduna
State Jema’a Local Government to be precise. It is a rural nucleated and
dispersed settlement located at the elevation of 554m above sea level. The
researchers employed the use of questionnaires, verbal interviews, and
personal observation. Mush emphasis was laid on the questionnaires. The
questionnaires were meant for the students, while the verbal interview was
meant for parents and teachers. The personal observation was meant for the
researchers themselves.

17
3.5 Types of Sampling and Population

The sampling adopted in the research work was Random Sampling

Method. As regard to the topic “a survey on examination malpractices
among students of secondary school cause, effects, and possible solutions. A
case study of government secondary school, Gidan Waya.” This is a very
wide scope of study which demands the researchers to go to some different
school in order to get information about the topic.

The researchers however randomly selected some students in

Government Secondary School, Gidan Waya Jema’a Local Government
Area of Kaduna State.

A hundred and forty (40) students were selected randomly. This was
done to give every student equal opportunity of being sampled out.

3.6 Instrument

Questionnaires were used as the sole instrument of data collection.

The questionnaires, were used for students, interview method was also used
for both the parents and teachers.

3.7 Procedures for Administering Instrument

When the researchers got to the school, they took permission from the
school head, which was granted to them. The questionnaires were shared to
only the sampled population (140 students) who in turn responded. To those
students that could not read, the researchers assisted them by reading

18
questions for them. The researchers later interviewed the teachers and
parents.

3.8 Source of Error in Data Collection

Generally, obtaining information from respondents is subject to some

errors. In collecting data some errors that were encountered in our type of
research work are:

a. Sampling Error: this arise because of the none inclusion of the total
population. In sampling, it is usual that the sample selected may not
be truly representative of the population with respect to the
characteristics of the entire population.

None response error

This arises when an individual is included in the sample to be taken

but for some reasons is not reached.

b. Response Error: this can be in two (2) forms

- Inaccurate and;
- Ambiguity

Inaccuracy refers to errors made in formulation of information.

Inaccurate information may result from the inability or willingness of the
respondent to provide information.

19
 While ambiguity refers to errors made in interpreting information.
Bearing in mind these type of errors, we went ahead to collect our data with
most precaution in order to reduce the level of these errors so as to make our
findings reliable.

3.9 Data Analysis

The questionnaire had the open ended questions which were meant to
give the respondent a chance to express his or her own feelings or opinion
towards any question.

Statistical tables were used to show responses from the students. Thus,
the findings are based on the statistical analysis rather than any bias opinion
held by the researchers or any other person.

Accompanying the statistical table are sampled narrations depicting

the result of the tables.

20
 CHAPTER FOUR

ANALYSIS OF DATA AND FINDINGS OF THE STUDY

4.1 Introduction

This chapter will present an analysis of all data gathered through the
use of questionnaire administered to 140 respondents to determine the factor
responsible for examination malpractice in secondary schools.

To facilitate a clear understanding of these analyses, it is importantly

to note the following terms or observation which will be used frequently.

TNR=Total number of respondents

NR=Number of respondent

The questions were designed based on the stated research questions.

The findings of the study will therefore be dependent on the result of the
analysis student examination malpractice can be attributed to:

The formula to be used in analyzing g data will be

Number of responses x 100

Total expected response 1

21
Table One (1)
Lack of interest in a particular subject
Reponses Number Percentage(%)
Strongly Agreed 52 37
Agreed 38 27
Undecisive 20 14
Disagreed 18 13
Strongly Disagreed 12 9
Total 140 100

From the above table 52 respondents strongly agreed that lack of

interest in a particular subject can be attributed to student’s examination
malpractice having a percentage of 37,38 respondents agreed with
percentage 27, 20 are indecisive, representing 14%. 18 disagreed with 13%
and 12 respondents strongly disagreed with a percentage total of 9. Based on
the hypothesis above, the researchers observed that lack of interest in a
particular subject strongly contributes to examination malpractice as the
student don’t put interest in that particular subject.

Table Two
Inability to read and interpret questions.
Reponses Number Percentage (%)
Strongly Agreed 48 34
Agreed 52 37
Undecisive Undeceive - -
Disagreed 15 11
Strongly Disagreed 25 18
Total 140 100

22
 The above table indicates that 48 respondents with the percentage 34
strongly agreed that inability to read and interpret question is responsible for
examination malpractice, 52 respondents with 37% agreed with this, none
was undeceive, and 15 disagreed with 11% and 25 respondents with 18%
strongly disagreed. Though it is a contributing factor, most people do not
strongly agree with this view but see it as only part of the carelessness on the
part of the student towards examination questions.

Table three
Lack of library and enough textbooks
Reponses Number Percentage (%)
Strongly Agreed 62 44
Agreed 38 27
Undecisive 10 7
Disagreed 18 13
Strongly Disagreed 12 9
Total 140 100

On the table above 44% of 62 respondents strongly agreed with the

opinion, 38 respondents with 27% agreed. 10 were undecisive representing
7%, 18 respondents with 13% disagreed and 9% strongly disagreed. In view
of the table above it is observe that lack of library or enough facilities
motivate student’s examination malpractices as book for further research are
not provided.

23
Table Four
Poor study habits on the part of students
Reponses Number Percentage (%)
Strongly Agreed 71 51
Agreed 29 21
Undecisive 40 28
Disagreed - -
Strongly Disagreed - -
Total 140 100

On the responses to the table above, 71 respondents with the

percentage 51 strongly agreed, that poor study habits on the part of students
is a contributing factor, 29 with the 21% agreed and 40 with the percentage
of 28 were indecisive rounding up the total number of 140 respondents to
100%. The analysis based on the table above shows that the highest number
71 respondents out of the number of 140 shows that the students poor study
habit contributes to malpractice.

Table Five
Non-coverage of syllabus before examination
Reponses Number Percentage (%)
Strongly Agreed 21 15
Agreed 38 27
Undecisive 61 43
Disagreed 8 6
Strongly Disagreed 12 9
Total 140 100

24
 Based on the question of non-coverage of syllabus before examination
contributes to exams malpractice, 21 respondents with 15%, 38 with 27%,
61 were indecisive with 43%, 8 respondents with 6% and 12 strongly
disagreed with 9%. Drawing conclusion to the non-coverage of syllabus as
not being a contributing factor since 61 respondents were undecisive.

Table Six
Teachers poor method of teaching and preparation of lesson
Reponses Number Percentage (%)
Strongly Agreed 38 27
Agreed 42 30
Undecisive 18 13
Disagreed 28 20
Strongly Disagreed 14 10
Total 140 100

The table indicates that 27% of the respondents strongly agreed of the
opinion that teacher’s poor method of teaching and preparation of lessons
are contributing factor to the problem, 30% agree, 13% were undecisive,
20% disagreed and 10% strongly disagreed. Conclusion drawn out from the
table shows that with total respondent of 42 representing and having 30%
bring to light the contribution of the question above to the problem of
examination malpractice.

25
Table Six
Lack of Qualified Teachers
Reponses Number Percentage (%)
Strongly Agreed 63 45
Agreed 24 17
Undecisive 7 5
Disagreed 8 6
Strongly Disagreed 38 27
Total 140 100

From the above table, 63 strongly agreed, 24 respondents agree 7

were undecisive, 8 disagreed with this opinion, and 38 with the percentage
of 27strongly disagreed with the view that unqualified teachers will lead
students into examination malpractice.

Table Seven
Irregular attendance by students
Reponses Number Percentage (%)
Strongly Agreed 70 50
Agreed 43 31
Undecisive - -
Disagreed 18 13
Strongly Disagreed 9 6
Total 140 100

26
 The table above shows that 70 respondents with 50% strongly agreed
with the view above. 43 agreed with 31% none was undecisive, 18 disagreed
and 9 strongly disagreed to the above stated contributing factor. From the
hypothesis and the percentage drawn from the above, it is observed that the
irregular attendance by students in school promotes examination malpractice
in the schools.

Table Eight
Laziness on the side of students
Reponses Number Percentage (%)
Strongly Agreed 98 70
Agreed 26 19
Undecisive 13 9
Disagreed 3 2
Strongly Disagreed - -
Total 140 100

The table above shows that about 98 respondents with 70% strongly
agreed with the contribution of laziness on the side of the students. 26
respondents agreed, 13 were undecisive, 3 disagreed while none strongly
disagreed. This proves that laziness motivates the student’s involvement in
examination malpractices.

Table Nine
27
Emphasis on paper qualification
Reponses Number Percentage (%)
Strongly Agreed 87 62
Agreed 43 31
Undecisive - -
Disagreed 7 5
Strongly Disagreed 3 2
Total 140 100

This table above shows that 87 respondents strongly agreed that

examination malpractice occur due to emphasis on paper qualification, 43
respondents agreed, none was undecisive, 7 disagreed while 3 strongly
disagreed with the opinion.

It is the researcher’s conclusion that emphasis on paper qualification

in the society today has contributed greatly in examination malpractices.

Table ten
A general decay on moral values
Reponses Number Percentage (%)
Strongly Agreed 49 35
Agreed 23 16
Undecisive 31 22
Disagreed 17 13
Strongly Disagreed 20 14
Total 140 100
In the above table, 49 respondents with 35% accept that general decay
on moral values contribute to examination malpractice. 23 agreed with 16%,

28
31 were undecisive, 17 with13% disagreed with the opinion and 20 strongly
disagreed drawing conclusion to the rise in moral decay i.e. the attitudes of
students towards the society is a contributing factor.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

29
5.1 Summary

In the previous chapters, the researchers have attempted to find out

some of the causes, effects and possible solution to examination
malpractices in Government Secondary School, Gidan Waya. The study was
undertaken to find out the factor responsible for examination malpractices
and making suggestions on the accelerating growth of the problem.

Chapter two examine the literature review which many write-ups by

different authors were used to justify the factors which are responsible for
the problem of examination malpractice.

Chapter three dealt with an introduction to the research methodology

and how questionnaire was distributed.

Chapter four analyze the data collected from the questionnaire.

5.2 Conclusion

This research has brought out some important findings regarding the
factors responsible for examination malpractices in Government Secondary
School, Gidan Waya. These factors if properly understood and taken care of
will help solve these problems.

The finding revealed the following:

1. Lack of interest in a particular subject is a contributing factor to

examination malpractices.

30
 2. Poor study habit on the part of the student motivate examination
malpractices.
3. Irregular attendance to lecturers by students promotes this practice.
4. Laziness on the side of the students is also a contributing factor.
5. Emphasis on paper qualification is another that contributes to
examination malpractices.
6. A general decay on moral values, which has a promoting effect on
examination malpractices.

5.3 Recommendations

Based on the above findings or conclusion, the researchers have the

following recommendations to make:

a. Teachers should by all means use methods that will motivate and
sustain the habits.
b. There is need for students to be enlightened on the need to improve
their study habits.
c. The government should be interested in the skill which an individual
has more than the emphasis on paper qualification
d. Morals should be taught in schools. This is to help reduce the
implication of examination malpractices.
e. Good and qualified teachers should be trained to produce better skills.
f. Learning facilities should be provided e.g. library, classroom, and
adequate infrastructures etc.

REFERENCES

31
Ahmad B.U., (2006). Examination malpractice. Kayoed Publishing Press.
Kaduna State.

Abdulkareem, A.Y., (2003). Examination Malpractice. The way out. A paper

presented at the 36th founder day anniversary. An Ilorin Grammer
School, Ilorin, Thursday February 6,2003.

Adenipekun O., (2004). Examination malpractice. Vanguard publication.

(Thursday march 4)

Bunza, M.M., (2006). The role of teachers in promoting examination ethics.

Idu-Ojerinde, S.O.O., (2000). Different dimensions of cheating in university

examination. Journal of educational studies.

Kayock. L. J (2000). Examination Malpractices. Of education. College of

Education, Kafanchan. A publication of school of education. Vol. 1
No.1.

National policy on education(2001). Revised: A Publication of the Federal

Republic of Nigeria.

Nsisong A.U., (2011). Examination Malpractices, Education Systems

Counseling. Vol. 3, No.10 1/3

Thomas D., (2004). West Africa Examination Council (WAEC) and quoted
in the examination ethics project survey.

32
Ugwa C., (2008). Educational malaise called malpractice. Revised on July,
18.

Umar (2003). Indicted Headmasters and Principals as the Biggest

Perpetrators of Examination Malpractice in the Country.

33