DIMENSIONS OF EXAMINATION MALPRACTICES.
3.8 Method of Data Analysis
The method of
data analysis employed for this study is the frequency percentage method.
The formula is indicated below:
% = Number of Respondents x
100
Total Responses 1
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter
deals with presentation and analysis of data.
The researcher prepared 200 questionnaires that were administered to the
students of five selected schools out of which 160 questionnaire were
retrieved.
The data
collected from the research was analyzed by the use of percentage and through
simple tabular form.
4.1 Research Question One
Why do students
indulge in examination malpractice?
S/N
|
Causes
|
Respondent
(Yes)
|
%
|
Respondent
(No)
|
%
|
Total
|
%
|
1.
|
Not well prepared for the examination.
|
160
|
160
|
0
|
0
|
160
|
100
|
2.
|
Too much emphasis laid on paper
qualification.
|
130
|
81.25
|
30
|
18.5
|
160
|
100
|
3.
|
Poor teaching and lack of good
teachers.
|
110
|
68
|
50
|
31
|
160
|
100
|
4.
|
Poor infrastructure
|
80
|
50
|
20
|
50
|
160
|
100
|
Table 1 above
shows that all the 160 respondent interviewed agreed that students engaged in
examination malpractice because they are not well prepared for it and this
represents 100%. And while 81.25% of the
respondents agreed that too much emphasis laid on paper qualification leads
students to engage in examination malpractice. 18.5% of the respondents also
agreed, while 68% of respondents agreed that poor teaching and lack of good
teachers cause students to engage in examination malpractice, 31% disagreed.
50% of the respondents indicated that poor infrastructure causes examination
malpractices while 50% of the population also disagreed.
4.2 Research Question Two
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