The level of knowledge and skill acquisition of students determines their involvement in examination malpractice. Majority of Nigerian students no longer see knowledge and skill acquisition as necessary anymore (Akpotu, 1998). Anyaegbunam (1979) contended that many students do not know much about the subject matter concerned in the course before entering the examination hall.
He further remarked that some are too lazy even to read the question paper carefully and understand the questions asked. Dale (1979) claimed that most often than not students embark on their serious study belatedly. As a result, they soon come to realize that they are unable to revise the volume of work thoroughly before the d-day. In other to pass an examination for which they are so ill-prepared they adopt methods that will enable them to cheat in examinations.Empirical studies have identified that basic factors responsible for student’s involvement in examination malpractices. Ugwuegbu (1974) observed that students indulge in examination malpractice to avoid failure and to consolidate their excellence in performance. On the other hand, Aliyu (1997) emphasized that students involve themselves in examination malpractice because of anxiety over non-completion of the syllabus and opportunity of cheating in the traditional one-shot examination system. Mohammed and Gyallesu (1995) find that students cheat in examination because of fear of failure, low entry qualification, carelessness on the part of the invigilators and lack of guidance and counseling services. Shonekan (1996) remarked that cheating emanates from inadequate coverage of the teaching and learning process, poor interpretation of examination results by end users as a result of intensive competition for the few vacancies, moral decadence in the society resulting in a poor value system.
No comments:
Post a Comment