Sunday 22 March 2015

CAUSES AND EFFECTS OF EXAMINATION MALPRACTICE AMONG SECONDARY SCHOOLS 6.



 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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