CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
A major and terrifying educational crisis that is persistently and steadily threatening the Nigerian educational system is examination misconduct. The situation in institutions of learning at all levels has been deteriorating at such an alarming rate that many crises attribute it to the falling standard of education (Ibanga, 1982, Abdulahi 1982 & Olorundare, 1993), that teachers in institutions of learning have expressed dismay over the rate of poor academic performance of students in schools (Akpan, 1992, Ekwo, 1996 & Neuty, 2001). The concept of examination misconduct has gradually become a household phenomenon at all levels of our educational institutions. The concept of examination is as old as man, dating back to the time of Adam and Eve in the Garden of Eden. However (Okoye, 1986) traced its origin to the Chinese in the second century BC, and more recently in our schools by the Catholic Monastic Order in about 1599.
Since then, there has been widespread of examination in schools. Okoye, (1986) defined examination as an organized assessment technique which present the individual with a series of question or task geared towards ascertaining the individual acquired skills and knowledge, content and ability to utilize this knowledge and acquired skills effectively. The essence of examination is to test the individual’s competence.INTRODUCTION
1.1 Background of the Study
A major and terrifying educational crisis that is persistently and steadily threatening the Nigerian educational system is examination misconduct. The situation in institutions of learning at all levels has been deteriorating at such an alarming rate that many crises attribute it to the falling standard of education (Ibanga, 1982, Abdulahi 1982 & Olorundare, 1993), that teachers in institutions of learning have expressed dismay over the rate of poor academic performance of students in schools (Akpan, 1992, Ekwo, 1996 & Neuty, 2001). The concept of examination misconduct has gradually become a household phenomenon at all levels of our educational institutions. The concept of examination is as old as man, dating back to the time of Adam and Eve in the Garden of Eden. However (Okoye, 1986) traced its origin to the Chinese in the second century BC, and more recently in our schools by the Catholic Monastic Order in about 1599.
Examination misconduct implies non-conformity with the guiding rules and regulations of examination, it can be seen as a conscious or a deliberate attempt by examiners to circumvent examination rules and regulations. examination misconduct takes different forms and shapes (Osuma, 1985 & Okoye, 1986). Ejuogu and Odebunmi (1994) identified the following as common forms of examination misconduct, spying, giraffing, bringing prepared answers and textbooks into the examination center, smuggling out questions, impersonation etc. Daniel (2006) view examination misconduct as cheating at examination or any act intended to benefit or give undue advantage to oneself or another by deceit before, during and after an examination thereby reducing the quality of education. The current emphasis in the country on paper qualification as a criterion for the selection of candidates for higher education and for employment into competitive jobs have been identified as one of the main causes of examination misconduct (Eden, 1992, Essien, 1997, Eyobio, 1997 & Denga, 1998). Experts in the field of education identify the following as causes of examination misconduct. Inadequate qualified teachers, inadequate teaching facilities and crave for paper qualification (Adewunmi, 2006, Ahmed 1993 & Okyinka, 2003). The negative effect of examination misconduct on the individual is self-condemning and perpetual fear. They lack confidence and become robbers, smugglers and drug barons. From the background study, it is seen that the perception of students on the causes of examination misconduct has been attributed to several factors. This study indented to investigate the perception of students in causes of examination misconduct in secondary schools.
1.2 Statement of the Problem
From written report and my personal experience it is observed that examination misconduct has drastically increased in our secondary schools over the years. Obviously a number of factors could be responsible but what could these factors be:
- Crave for paper qualification
- Poor quality teaching by teachers
- Could it be truancy and laziness on the part of the students?
- Could it be poor and ineffective supervision of examination?
- Could it be due to over population in schools?
The negative impact of this problem on our educational system has drastically reduced the standard of education. Therefore, the directors of programmes, lecturers, government, students and general public need to be constantly aware of the problems and how it should be solved.
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