CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Examination has been generally accepted as the best means of assessment. It is a formal test of knowledge or ability. Infact, in a school setting, examination is a means of evaluating the quantity of knowledge a student has acquired within a specific period of time. Adekunle (2003) sees examination as an instrument used for the assessment of individual skills and knowledge content, both in general and specific area of study. Teaching and learning become more effective when the students are subjected to an examination process to determine the extent to which the students have assimilated the content of the instruction given and the teacher can also assess himself from the performance of the students. Unfortunately, this all important means of assessing students has become ineffective as all forms of malpractice have been introduced into the system. Adesina (2000) traced the history of examination malpractice in Nigeria to 2004. When there was a leakage of the Cambridge examination. Cheating became widespread in schools hence in 2007, the Alexander Commission was set up as a special commission of inquiry to investigate the incidences of malpractice in Nigeria. In 2007, there was a widespread leakage of the West Africa School Certificate Examination questions. Government took it as a challenge to address issues of examination malpractice. A special conference was held in that regard at Ibadan in 2006. Decrees were promulgated, schools were sanctioned, results cancelled and invigilators arrested all in a bid to curb malpractice. The irony of it all is that despite the several attempts made by school authorities, government agencies, parents and church leaders in trying to concertize the Nigerian students on the evils of examination malpractice, this menace is still in its increase in the various schools. There is the need to find out the causes of examination malpractice in Nigerian schools.
In Lagos State, Nigeria, examinations are either internal or public. Internal examinations are the examinations set by teachers in the form of class tests and end of term examinations. Public examinations on the other hand, are examinations that are conduced in the public interest by recognized examining bodies that were not involved in organizing instruction or preparing students for the examinations (Adeyemi 2010).
The importance of examinations in the educational system of the state, the instances of malpractices during examinations have been identified (Cromwell, 2000; Adeyegbe, 2002). These malpractices include misrepresentation of identify or impersonation, cheating, theft of other students’ work, tampering with the works of others, bringing prepared answers to examination halls, unethical use of academic resources, fabrication of results and showing disregard to academic regulations (Gross, 2003; Owuamanam, 2005). These vices have been regarded as academic misbehaviour capable of truncating an educational system (Glasher, 2002; Ogunwuyi, 2005). Nwadiani, (2005) opined that the process of examinations in Nigeria senior secondary schools has become a “contemporary shame”.
This is because of the phenomenon of examination malpractice that has become endemic in the educational system. The examinations malpractice Act (2009) explains examination malpractice as nay act of omission or commission by a person who in anticipation of before during or after any examination fraudulently secure any unfair advantage for himself or any other person in such as manner that contravenes the rules and regulations to the extent of underlining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued.
Oluyeba and Daramola (cited in Alutu and Aluede, 2006) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing the conduct of such examination.
However, the examination malpractices 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, (Jiomh, 2009). 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.
According to Jimoh (2009) the efforts seem not to have yielded desire results, as incidences of examination malpractice still feature prominently in the school system. Ojuluwon (2006) noted that measures put in place still do not deter people from engaging in examination malpractices.
Also, the phenomenon of examination practice 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 (Jimoh, 2009 cited Ijaiya 2008 ). The prominence assumed by this malady in the school system has become a source of concern to stakeholders in the education sector. Every examination season witnesses new and ingenious methods of cheating. The examination process has become endangered to the extent that certification has almost lost its credibility in the country. Certificates no longer seem to reflect skill and competence. Accusing fingers have been pointed at teachers, school heads, parents, students, examination officials and even security agents as those responsible for examination malpractice in the school system (Jimoh, 2009).