Findings on the cause of examination malpractice

The findings of the study are as follows:
1.    Students’ perception of the causes of examination misconduct in secondary schools in Uvwie Local Government Area include crave for paper qualification, falling standard of education, poor educational background, poor school infrastructural facilities, irregular school calendar and bribery.
2.    The perception of male and female students on causes of examination misconduct in secondary schools in Uvwie Local Government Area of Delta State include bribery, poor educational background, mistrust and lack of confidence, poor economic  and social status of teachers and ineffective supervision.

CAUSES OF EXAMINATION MALPRACTICE

INTRODUCTION
Background of the Study
    Students are generally recognized as essential inputs in any educational endeavor and they form the parameter on which the assessment of the achievement or not of the goals of education revolves. School management therefore attempts through the teaching and learning process to direct their activities to conform to the outlined philosophy of education in Nigeria. Basically, much importance and attention is ascribed by educational managers to the intellectual and moral development of students.

STUDENTS’ PERCEPTION OF SOME FACTORS THAT INFLUENCE THEIR ACADEMIC PERFORMANCE

 ABSTRACT
The study was designed to assess students’ perception of some factors that influence their academic performance in Uvwie Local Government Area of Delta State. To direct the study, three research questions and three hypotheses were stated and formulated. The study adopted the survey research design and the population of the study comprised all senior secondary schools students in Uvwie Local Government Area of Delta State. The sample size of the study comprised of two hundred (200) respondents randomly selected from five secondary schools.

Causes of Poor Academic Performance among Secondary School Students

Aremu and Sokan (2003) submit that the search for the causations of poor academic achievement is unending and some of the factors they put forward are; motivational, orientation, self-esteem/self-efficacy, emotional problems, study habits, teacher consultation and poor interpersonal relationships.

Bakare (1994) also made efforts to categorize factors militating against good academic performance into four principal areas which are:

The Concept of Poor Academic Performance

Poor academic performance according to Aremu (2000) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. The interpretation of this expected or desired standard is better appreciated from the perpetual cognitive ability of the evaluator of the performance. The evaluator or assessor can therefore give different interpretations depending on some factors.

QUESTIONNAIRE ON THE CAUSES OF POOR ACADEMIC PERFORMANCE

Research Question

The following research questions were stated to guide the study:

1. What is the perception of teachers on students’ poor academic performance and teachers’ qualifications?

The Way Forward towards Eradicating Examination Malpractice. Step One

1. Since Implementation of Legislation by Government and Other Agencies: In the past and even recently, decrees, laws, edicts (Decree No. 27 of 1973, Special Tribunal (Miscellaneous Offences) Act Cap 410, Examination Malpractice Act No. 33 of 1999) have been promulgated and enacted with sanctions and penalties spelt out for offenders and participants in examination malpractice. But these penalties have not been effectively enforced by the authorities and bodies initiating them because of the Nigerian factor. In addition, these laws lack institutional framework for their implementation of their provisions (Orbin, 2006). Since earlier approaches have not curbed examination malpractices,

SECONDARY SCHOOL STUDENTS’ PERCEPTION OF THE CAUSES OF EXAMINATION MALPRACTICE

ABSTRACT

This study investigated secondary school students’ perception of the causes of examination malpractice in Warri South Local Government Area of Delta State. to direct the collection of data, two research questions and hypotheses

Parental Level of Education and Female Teaching Aspiration

Educational levels of parents differ from family to family, some family or parents are graduates, some are school certificate leavers, while some are even less than or nothing at all. Literacy level of parents differs accordingly and goes a long way to affect the children’s academic achievement.

The Concept of Teaching

 The concept of teaching is better described than defined because it has been very difficult to accept as being the best definition. Attempts are made by some authors on their review about teaching.

THE PRINCIPLES OF STRESS MANAGEMENT.

Stress is a common phenomenon associated with leadership and is unavoidable when effectiveness of the organization is paramount. Therefore, how they are managed so as to achieve and maintain

Broad Benefits of Students Industrial Work Experience Scheme

Benefits to Students

        The following are the benefits of SIWES to Students:

1.  Learn to assume responsibility.

2.  Gain knowledge and attitudes necessary for successful programme.

3.  Acquire good work habits.

4.  Learn how to get along with fellow workers and employers.

5.  Develop personality and poise.

6.  Earn necessary funds.

Roles Expected of Students/Lecturers in Achieving the Aims of SIWES

Roles of Students

        The following are expected of students during the SIWES programme:

1.  Identify himself as a worker in the occupational structure.

2.  Agree with the industry to work for full period of attachment.

3.  Follow a standard training programme development for his or her course work in the college.

Concept of Students Industrial Work Experience Scheme

The aim of technical education is to provide the technical knowledge and vocational skills necessary for agriculture, industrial commerce and economic development (National Policy on Education, 1981).

        One way of making this possible is to expose students to the required practical experiences through the Students Industrial Work Experience Scheme (SIWES). It is a skill development programme which was designed to expose and prepare students of higher institution for the industrial working situations (Akinseinde, 1993).

THE IMPORTANCE OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME

Background of the Study

        Student Industrial Work Experience Scheme (SIWES) is a skill development programme that provides a link opportunity for students to participate in the real world of work, benefit from practical exposure at work as well as acquiring academic competencies in the college (Okoro, 1999). Student Industrial Work Experience Scheme is aimed at exposing students to the realities of world of work by matching the theoretical classroom knowledge with current practices in the work environment.

EDUCATORS’ AND STUDENTS’ PERCEPTION OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES):

Abstract

The study was designed to ascertain educators’ and students’ perception of Students Industrial Work Experience Scheme (SIWES); A case study of Delta State University, Abraka. To direct the study, four research questions were stated. The study adopted the survey research design and the population of the study comprised all 400 Level Business Education students and educators in Delta State University, Abraka.

CONSTRAINTS TO THE USE OF MEDIA TECHNOLOGY IN SECONDARY SCHOOLS

 

Abstract

The study was designed to determine the constraints to use of Media Technology by principals of public secondary schools in Ughelli North Local Government Area of Delta State. To direct the study, four research questions were stated. The study adopted the survey research design and the population of the study comprised all the principals in government owned secondary schools in Ughelli North Local Government Area of Delta State. Sampling was not required as all the principals were used in the study. Data for the study were collected using researcher’s developed questionnaire. In analyzing the data collected, the researcher used mean and standard deviation to answer the research questions.

COGNITIVE APPROACH OF MATHEMATICS STUDENTS

 

Abstract

The study was designed to ascertain the cognitive approach of mathematics students in Warri South Local Government Area of Delta State. To direct the study, four research questions were stated. The study adopted the survey research design and the population of the study comprised all mathematics students in Warri South Local Government Area of Delta State. The sample size was one hundred mathematics students randomly sampled from ten schools. Data for the study were collected using researcher’s developed questionnaire. Research questions were analyzed using simple percentage. The data analyzed showed that majority of the respondents like doing their assignments at the end of the class and they don’t like working alone as they prefer studying in a group made up of their peers especially when it is headed by a teacher; they summarize a passage after reading it, form slangs with letters to help them in recalling and draw and label the parts repeatedly as well as jot down major points as they study; they also prefer studying in quiet environment, as they require frequent repetitions of new concepts in similar forms and many opportunities for application and transfer of new learning. Finally, it was also revealed that majority of the respondents are only encouraged by teacher/adult praise, as they are not in any way triggered or encouraged by praise from their peers or tangible rewards. Based on these findings, it was recommended that teachers should try as much as possible to individualize the instruction during the teaching-learning process and diagnose the students so as to know what method of teaching is beneficial to each and every one of them as this would help the learners to learn at their own pace, thus improving the performance of students in mathematics.

Types of Guidance and Counselling Services

The various types of guidance and counselling services were identified by Olayinka (1993) and Idowu (1996) as:

1.  Educational Services: Educational service is aimed at assisting the students to make the best use of their educational opportunities. These opportunities include choice of the right subject combination, the educational programme where a choice is needed to help them study effectively in order to make students overcome examination anxiety and to plan a study programme effectively

Forms of Examination Malpractice

Forms of Examination Malpractice

Forms of examination malpractice are many and diverse in Nigeria from 1970s experience, in addition to more crude and sophisticated methods. There are the illegal possession and leakages of examination papers, impersonation of examination candidates (Nwafor and Onuoha, 2001), concealing of paper in private parts of the body, writing of expected answers on laps, palm and stomach (Benjamin, 1997), seeking for assistance in the hall (Chiere, 1984), growth of professional syndicates who specialize in taking examinations for others and bribing school authorities, writing on walls and desks and buying examination questions. In a study by Igbafe (1983) it was shown that the most frequent method of cheating in examination is for a student to copy what another student has written down. He also found out that as a result of this method many inadequately prepared students always want to sit close to those who have been doing their work conscientiously before the examination. This view largely agrees with Nwana (1971) when he said that students are encouraged to cheat in most examination because they are jam-packed into halls and often have to share examination materials thereby gaining opportunity to work together.

        Having a fore knowledge of questions set in an examination, some methods students adopt are possible through a number of sources and in the students of Igbafe (1983) through:

1.  The subject master

2.  Other masters in the school

3.  The office staff e.g. typist, messengers, cleaners, clerks etc.

4.  The school principal and

5.  Other people outside the school

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