A Statistical Analysis of Examination Malpractice in Nigeria (a Case Study of Federal Polytechnic Oko, Anambra State)
Chapter One
Aims and objectives of the study
The study is aimed at the following:
- To find out the major causes of examination mal practice in Nigeria.
- To find out the major effects of examination mal practice in Nigeria.
- To recommend ways of eradicating examination mal practice in Nigeria.
- To know if there is a statistical relationship between examination malpractice, gender and age group.
- To educate the general public on the causes and effects of examination malpractice.
- To know if there is a significant relationship between the high level of unemployment and examination malpractice in Nigeria.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
This chapter gives an insight into various studies conducted by outstanding researchers, as well as explained terminologies with regards to examination malpractice in tertiary institutions in Nigeria. The chapter also gives a resume of the history and present status of the problem delineated by a concise review of previous studies into closely related problems.
EMPIRICAL REVIEW
A number of studies have been carried out as found in the literature. Bunn, Caudill, and Gropper (1992) interviewed some American economics undergraduates and concluded that many students cheat; that the brighter the student, the less likely it is that he or she has cheated; and that there is a higher probability attached to having cheated once if the student believes others to be cheating. Whereas Bunn, et al. covered only the cheating-once case, Mixon (1996) was interested in habitual cheating. His main conclusion was that the determinants of habitual cheating are much the same as those that relate to having cheated once.
Bunn, Caudill, and Gropper (1992), on one hand, and Mixon (1996) on the other hand, the analogy between cheating and crime (especially theft).Kerkvliet (1994), also using U.S. data, concludes that about one-third of students had cheated on at least one occasion. Nowell and Laufer (1997) found that non-tenure track faculty, large classes, poor performance in the class, and being employed all lead to more cheating. Kadane (1999) assessed whether data over eleven (11) examinations supported an accusation of copying multiple-choice answers. Finally, Kerkvliet and Sigmund (1999) explored the determinants of source-specific cheating behaviour, including student characteristics and deterrent measures. They concludes that large alcohol consumption and low grade point average (GPA) increase the probability of cheating. Interestingly, they found that the further along a student was in his or her academic career, the more likely he or she was to cheat. The most striking result was the difference in student cheating between students who were taught by teaching assistants and those taught by faculty; students taught by teaching assistants were 32 percent more likely to cheat than students taught by faculty. In response to this problem, a great deal of research has been performed in education and psychology. Most studies deal with: Demographic and personal characteristics of cheats.
The situational factors involved in a student’s decision about whether or not to cheat.
The contextual factors
The ethical factors
The reasons students often give for cheating
These five areas are vitally important in determining why cheating occurs.
WHY STUDENTS CHEAT IN EXAMINATION
Rooted in the philosophy of Thomas Hobbes, Adam Smith, and the standard economic model of rational and selfish human behaviour (i.e., homo economicus) is the belief that people carry out dishonest acts consciously and deliberatively by trading off the expected external benefits and costs of the dishonest act (Becker 1968; Allingham&Sandmo 1972). According to this perspective, people would consider three aspects as they pass a petrol station: the expected amount of cash they stand to gain from robbing the place, the probability of being caught, and the magnitude of punishment if caught in this act.
On the basis of these inputs, people reach a decision that maximizes their interests. Thus, according to this perspective, people are honest or dishonest only to the extent that the planned trade-off favours a particular action (Hechter 1990; Lewicki 1984). In addition to being central to economic theory, this external cost-benefit view plays an important role in the theory of crime and punishment, which forms the basis for most policy measures aimed at preventing dishonesty and guides punishments against those who exhibit dishonest behaviour.
In summary, this standard external cost-benefit perspective generates three hypotheses as to the forces that are expected to increase the frequency and magnitude of dishonesty:
The higher magnitude of external rewards,
The lower probability of being caught and The lower magnitude of punishment.
Psychological Characteristics of Those Who Cheat
People are often torn between two competing motivations: gaining from cheating versus maintaining their positive self-concept as honest individuals (Aronson 1969; Harris, Mussen, & Rutherford, 1976). If they cheat, they could, for example, gain materially or financially, but at the expense of an honest self-concept. In contrast, if they take the high road, they might forego material or financial benefits but maintain their honest self-concept. This seems to be a win–loose situation; choosing one path involves sacrificing the other.
From a psychological perspective, and in addition to material or financial considerations, another set of important inputs to the decision of whether to be honest (or not) is based on internal rewards. Psychologists show that as part of socialization, people internalize the norms and values of their society (Campbell 1964; Henrich ,et al. 2001), which serve as an internal benchmark against which a person compares his/her behaviour. Compliance with the internal values system provides positive rewards, whereas non-compliance leads to negative rewards (i.e. punishments).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter covers the description and discussion on the various techniques and procedures used in the study to collect and analyze the data as it is deemed appropriate.
It is organized under the following sub-headings:
- Research Design
- Area of the Study
- Population of the study
- Sample and sampling procedure
- Instrument of Data Collection
- Validation of the Instrument
- Reliability of the Instrument
- Method of Data Collection
- Method of Data Analysis
RESEARCH DESIGN
According to Asika (2009), research designs are often referred to as the structuring of investigation aimed at identifying variables and their relationships to one another. In this study, questionnaire serves as useful guide to the effort of generating data for this study. The questionnaire is a survey method and it is an exploratory research.
AREA OF THE STUDY
The study will be conducted in Lagos State, Nigeria. Lagos is the most populous city in Nigeria, the second fastest-growing city in Africa and the seventh in the world. The population of Anambra State, according to the Anambra State Government is 9.5 million, a number disputed by the Nigerian Government and judged unreliable by the National Population Commission of Nigeria.Anambra state was reported in 2014 to have a metropolitan population of 10 million, making Lagos.
POPULATION OF THE STUDY
The target population for this study consists of lecturersof the federal polytechnic Oko, Anambra State. The number of population adopted for this study comprises all the members of staff the totaled to staff is estimated for the study. The rational behind restricting the population to the members is to enhance effective participation of all the staff.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the course of this study. The data are based on the number of copies of the questionnaire completed and returned by the respondents. The data are presented in tables and the analysis is done using the univariate test.
CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATION
The objectives of this study were:
- To find out the major causes of examination mal practice in Nigeria.
- To find out the major effects of examination mal practice in Nigeria.
- To recommend ways of eradicating examination mal practice in Nigeria.
- To know if there is a statistical relationship between examination malpractice, gender and age group.
- To educate the general public on the causes and effects of examination malpractice.
- To know if there is a significant relationship between the high level of unemployment and examination malpractice in Nigeria.
Findings from the study revealed the following:
- There is a relationship between examination malpractice and unemployment in Nigeria.
- There is no relationship between age and examination malpractice. In other words, examination malpractice is not age dependent.
- There is no relationship between sex and examination malpractice. Examination is not sex dependent.
- More graduates would be employable if examination malpractice is tackled effectively.
- Examination malpractice inhibits educational development In Nigeria.
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