The students should always be enlightened through the service of guidance counselors on the consequences of examination malpractice (Oche and Achuk, 2001). According to them, there is the need for propaganda campaign on the evil effects of examination malpractices; short drama programmes could serve as a back-up to campaigns on televisions and radios. Parents should be made to understand the ability and aptitude should be the main determinant of the children’s choice of career and that persuading and enforcing children to study courses they cannot cope with leads to frustration and maladjustment.
The home is the foundation of society. Parents should acknowledge this fact and ensure that their families make meaningful contributions towards the building of a virile education for our nation (Akpotu, 1998). In his view, like the Japanese mothers, the Nigerian parents should be seriously and genuinely committed to the education of their children. The concern of the Nigerian towards the education of their children should take the shape of the Japanese system.
Furthermore, the students need to realize the eminent danger and problems they stand to encounter by involving in examination malpractice. They should also realize that the ideal reward for learning should be intrinsic and as future leaders of the nation, they are expected to improve upon the performance of the adults and correct the wrongful practices of the adults (Akpotu, 1998).
Finally, there should be special committee and task force to fight against examination malpractice. Building of more classroom blocks to avoid overcrowding of pupils in classrooms especially during examination.
Summary of Literature Review
This review has explored different works and papers on examination malpractice in which there is a consensus view that examination malpractice is any irregular behaviour exhibited by candidates or anybody charged with the conduct of examination in or outside the examination hall before, during or after an examination with a view to getting undue advantage over other candidates. The review identified causes of examination malpractice to include internal and external factors, as well as, forms of examination malpractice such as exchange of answer scripts, illegal passing and leakage of examination papers, impersonation of examination candidates and so on. Finally, effects of examination malpractice and possible solutions to curb the trend were adequately reviewed.
RESEARCH METHODOLOGY
This chapter deals with the method and procedures of the research. It entails the following: research design, population, sample and sampling technique, research instrument, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.
Research Design
The study adopted descriptive survey research design; this is because it sought the respondents’ opinion on their perception of the causes of examination malpractice in secondary schools.
Population of the Study
The population of the study comprised of all secondary school students in Udu Local Government Area of Delta State.
Sample and Sampling Technique
Simple random sampling technique was used to select ten (10) secondary schools from all the schools in the local government area. Thereafter, ten (10) respondents were randomly sampled from all the selected schools. Thus, giving a total of One hundred (100) respondents used for the study.
Research Instrument
The instrument for data collection is a research developed questionnaire titled: Students’ Perception of Causes of Examination Malpractice Questionnaire (SPCEMQ). The questionnaire was divided into two sections, A and B. Section A sought information on the personal data of the respondents and demographic variables. While Section B was designed to elicit responses from the respondents as regards their perception of the causes of examination malpractice in secondary schools. The instrument was structured on a four point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with assigned weight of 4, 3, 2, and 1 point respectively.
Validation of the Instrument
The research instrument has content validity; this was established by the researcher’s supervisor and two experts in the field of measurement and evaluation.
Reliability of the Instrument
The reliability of the research instrument was determined using test-retest method of testing for reliability. The same instrument was administered on two separate occasions to ten (10) respondents in a government owned secondary school that were not included in the study within an interval of two weeks. Using the Cronbach Alpha, the instrument had a reliability coefficient of 0.81. This value was considered high enough to permit the reliability of the instrument.
Method of Data Collection
The instrument was personally administered by the researcher with the aid of two other research experts, and they ensured that the instrument was correctly responded to before they were retrieved from the respondents.
Method of Data Analysis
Of the 100 questionnaires administered, 88 were found usable and this represents 88 percent returns. In analyzing the data collected, the researcher used frequencies, percentages and mean scores in order to answer the research questions raised. A mean of 2.50 and above was adopted as the cut-off point (agreement level).
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