Examination Malpractice: Causes, Effects and Possible Ways of Curbing the Menace. A Study of Cross River University of Technology

The moral issues in the society and the quest for certificate in the face of poor academic performance has been identified as some of the major causes of examination malpractices in Nigeria. This paper reviewed the remote causes, the various types and forms of examination malpractice especially at the university level, its effects and possible ways of curbing the menace. The research findings revealed an array of factors responsible for examination malpractice in Nigeria to includes what most respondents called "wrong value system which leads to serious quest for certification instead of knowledge and skills" Laziness, lack of preparation or in adequate preparation for examination, lack of self confidence, poor school facilities, (Lack of or in adequate examination hall) poor sitting arrangement, socio economic factors, politicalundertone, privatization and commercialization of education, poor invigilation, weak parental function e.t.c. Attitudinal or value change from certificate acquisition to knowledge acquisition, reduction in student population per invigilator, building of examination halls to accommodate sizeable number of students with wire net windows to forestall free flow of material to and fro the examination halls and a general change in societal value system and attitude in the educational system were advocated and recommended as measures to curve examination malpractice. 1.  The oxford advanced learners dictionary (2000) defined examination as spoken or practical test at school or college especially an important one that you need to do in order to get a qualification. The Wikipedia further asserted that a test or examination is an assessment intended to measure a testtakers knowledge or skill, aptitude, physical fitness or classification in many other topics (e.g. beliefs) A test may be administered orally, on a paper, on a computer or in confirmed area that requires a test taker to physically perform a set of skills. Examination is an organized assessment technique which presents individuals with a series of questions or tasks geared towards ascertaining the individual acquired knowledge and skills (Oduwaiye, 2014) 2.  MALPRACTICE Examination malpractice is defined as any deliberate act of wrong doing, contrary to the rules of examinations designed to give a candidate an undue advantage. Examination malpractice also known as cheating is the illegal action that students take during their examinations to try to make good grades by cutting corners. Examination malpractice is an act or irregular manner of testing candidates which contravenes the rules and conventions guiding the conduct of examinations. Examination malpractice has done a lot of harm to students since many of them have neglected their books with the hope of performing the magic they are used to in every examination. Examination malpractice in Nigerian educational system has been widely discussed and viewed as a major challenge not only to examination bodies but to school administrators, the entire education system, the government and the society at large. Examination malpractice as defined by West African Examination Council (WAEC) (2003) is any irregular behaviour or act exhibited by candidates or anybody charged with the Oko, Sylvanus Ushie Adie, Roseline Ishanga International Journal of Managerial Studies and Research (IJMSR) Page 60 responsibility of conducting examination in or outside the examination hall, before, during or after such examination with the aim of taking undue advantage. Many of these irregularities or misconducts surround examination and it came to an alarming rate in the last three decades. The hues and cries about examination malpractice taking place at all levels of the Nigerian educational system is nothing but a reflection of the decay in the value system of the society. The Nigerian society is that which celebrates mediocrity and views cheating as being smart. The society does not want to know how an individual achieves success. The important thing is the success. In fact in Nigeria the end justifies the means instead of the means justifying the end. In actual fact examination malpractice is a variant of the wrongs and corruption in the society. The politicians employ rigging at elections and enjoy enviable political offices and so do students cheat from primary to tertiary institutions to move from one level of education to another. All sorts of misconducts take place in and around examination venues to take undue advantage of the process and achieve "success" To make matter worse it is not only students that are involved, Business centres inside or around schools, parents, teachers, school heads, and examination officers all collude with students to perpetrate this misconduct. For Example, It is common during Joint Admission and Matriculation Board (JAMB) examination, to see up to 5000 persons in examination centre that has 500 candidates. The other persons who are not writing the examination come around to crowd the venue as aids to those writing the examination. The collusion between two or more of these agents makes it more difficult to combat. Even the penalties stipulated in Act 33 of 1999 constitution ranging from cancellation of results to 21 years jailterm has failed to achieve any significant shift from the cheating culture due to the effect of collusion (Ijaiya, 2004;  2014) The university system evaluates the achievement of students" learning by administering two major types of examinations. Each course is evaluated by continuous assessment test (C.A. Test) and semester examination. These two types of examination are not spared of malpractices or irregularities of one type or the other. It is the intention of this researcher to find out the remote causes of examination malpractices, the types or forms of malpractices and recommend measures aim at stopping or reducing the ugly trend.  The following are some identified forms of examinations malpractice: This means that the content of examination or part of it is disclosed prior to taking the examination. Usually it involves one or more of the following: staff members of the examination authorities, printers, proof readers, and messengers.  An individual who is not registered as a candidate for a particular examination takes the place of one that is registered. Usually this involves collusion between the chief examiner and the examination supervisor. It frequently involves tertiary institutions students taking the test for monetary reward or a favour for a girl friend or boy friend. Smuggling of Foreign Materials: This is perhaps the most common form of malpractice. It relates to the introduction of unauthorized materials (e.g. parts or whole note books, text books, micro chips and answers) into the examination hall. Foreign materials are frequently smuggled in pants, shoes, hems and bras or deposited or fixed in the hall prior to the examination or even smuggled in by the candidates or their aids during the examination.  Copying from another candidate"s work with or without permission.  Unauthorized passing of information between candidates usually by exchanging notes or scripts. This is usually facilitated by inadequate spacing between desks and laxed supervision.  Deliberate alteration of marks designed to inflate or deflate a candidate"s original mark. This can be initiated by examination officials or candidates (Eze, 2012 Olanipekun, 2013) 4. CAUSES OF EXAMINATION MALPRACTICE The idea that, in Nigerian, certificate is most important than the skills to deliver is what prompted most students into malpractice so as to have the required certificate to be there. The society regards possession of certificate as Alfa and Omega where an individual is only recognized if he possesses certain certificate. Other factors responsible for examination malpractice in Nigeria includes what Examination Malpractice: Causes, Effects and Possible Ways of Curbing the Menace. A Study of Cross River University of Technology International Journal of Managerial Studies and Research (IJMSR) Page 61 most respondents called "wrong value system which leads to serious quest for certification instead of knowledge and skills" Laziness, lack of preparation or in adequate preparation for examination, lack of self confidence, poor school facilities, (Lack of or in adequate examination hall) poor sitting arrangement, socio economic factors, political undertone, privatization and commercialization of education, poor invigilation, weak parental function. e.t.c. (Onyechere 2004; Awambor, 2004)