Dangers and Consequences of Examination Malpractice

Examination malpractice is a social evil that can damage society to the extent of possibly leading to a failed state. It has very serious economic, political and social consequences. In the last ten years alone, the West African Examination Council (WAEC) had to cancel the results of 814,699 candidates in its May/June Examination (Aminu, 2006). Considering the cost of buying examination forms alone, this amount to a waste of about 2.5 billion naira. Apart from direct wastage of money, there is also wastage in the form of opportunity cost to the nation and society.
    Examination malpractice renders the goals of education invalid. The actualization of the goals of education will continue to be a mirage if the scourge of examination malpractice is not eradicated from the system. The country will end up producing graduates who lack the knowledge, skill, and competence to exploit the resources of the nation. Besides, the graduates will lack the right type of values and attitude needed for survival in a globalized economy.

EFFECTIVE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION

1.2   Statement of the problem

        The UBE programme was designed to ensure that everyone has right to education, as well as produce an individual with a sound mind and body capable of affecting his society in a meaningful and beneficial way. It is expected that every Nigerian child must get to the level that enables him to consolidate the gains of literacy, numeracy, life skills, develop acceptable social and citizenship behaviour and internalize the habit of learning the actual goal of the UBE programme.

        However, it seems that there are some constraints that hinder the effective implementation of UBE. This may lead to non-realization of the objectives of the UBE. Hence the study set to assessing the factors militating against the effective implementation of the UBE programme.

1.3   Research Questions

        The following research questions are stated for the study:

1.  What are the constraints to the effective implementation of UBE in Delta State?

2.  What are the strategies to reduce the constraints to effective implementation of UBE in Delta State?

1.4   Hypotheses

        The following hypotheses are formulated to guide the study:

1.  There is no significant difference between the mean scores of male and female teachers as regards the constraints to the effective implementation of UBE in Delta State.

2.  There is no significant difference between the mean scores of male and female teachers as regards the strategies to reduce the constraints to effective implementation of UBE in Delta State.

1.5   Purpose of the Study

        The main purpose of the study is to assess the factors militating against the effective implementation of UBE Programme in Delta State. Specifically, the study intended to:

1.  Determine the constraints to effective implementation of UBE in Delta State.

2.  Find out the strategies to reduce the constraints to effective implementation of UBE in Delta State.

1.6   Significance of the Study

        The study is particularly significant to policy makers, in re-directing and re-channeling of human and material resources in order to effectively implement the Universal Basic Education (UBE) programme in order to expand access to basic education.

        It will also help educationist and policy makers get informed about the strategies that are most effective to reduce the constraints to effective implementation of UBE.

        Finally, it is hoped that the study will help other researchers who are interested in investigating the constraints to effective implementation of UBE for the needed empirical literature.

1.7   Scope of the Study

        The study is limited to primary schools teachers in Uvwie Local Government Area of Delta State. It is also restricted to the constraints to the effective implementation of UBE.
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