INFLUENCE OF FAMILY SOCIO-ECONOMIC STATUS, GENDER AND SCHOOL LOCATION ON STUDENTS PERCEPTION OF EXAMINATION MALPRACTICE
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INFLUENCE OF
FAMILY SOCIO-ECONOMIC STATUS, GENDER AND SCHOOL LOCATION ON STUDENTS PERCEPTION
OF EXAMINATION MALPRACTICE
ABSTRACT
The study of
investigated Influence of Family Socio-Economic Status, Gender and school
location on students’ perception of examination malpractices. Three hindered
and frothy-six secondary school (ssl) students participated in the study.
Participants were within the age range of 14 and 18 years with a mean age of
sixteen years. Three hypotheses were tested. Hypothesis 1 states that there
will be no statistically significant difference in perception of examination
malpractices between participants of high socio-economic status and those of
low socio-economic status; hypothesis 2 states that, there will be no
statistically significant gender differences in perception of examination
malpractices and hypothesis 3 states that, there will be no statistically
significant difference in perception of examination malpractice between
participants from schools in rural areas and participants from schools in urban
areas. Data analysis using 3¬way ANOVA indicate significant main influence of
family socio-economic status, F(1,338) = 5.49, P < 0.5, and gender F (1,338)
= 4.84, P <. 05,on students, perception of examination malpractices. The
result reveal significant interaction of family socio-economic status and
school location on students’ perception of examination malpractices, F (1, 338)
= 7, 55, P <. 0.5. The result were discussed in terms of their relevance to
improve the quality of education in Nigeria.
CHAPTER ONE:
INTRODUCTION
The
phenomenon of corruption is not of recent origin. The origin of corruption has
been traced back to the time of the Greek and the Roman empires. Corruption is
said to have been so prevalent during these period of time that the governments
of those days had to privatize tax collections by auctioning the rights to
collect taxes to private citizens (Fashola, 2008). Fashola further stated that
the prevalence of corruption in democratic England was also said to account for
the professionalization of the civil service in that country in the nineteenth
century. Africa, however, come under the eyes of the storm during the
post-colonial era when writers and commentators linked the prevalence of
corruption in most African countries to the pre-colonial cultural practices,
and the weak economic and institutional structures (Fashola, 2009).
Corruption
is one of the few social problems that is widespread in Nigeria. By its nature
and character, it is destructive, unethical, and could affect the rate of
social development, the term corruption covers several immoral acts. It could
be abuse of public office for personal gains or any other illegal or immoral
acts which a person engages in, for private gains. Corrupt practices in Nigeria
context include offer and acceptance of bribe, fraudulent acquisition of
property, offer and acceptance of any gratification or inducement, favoritism,
nepotism, corrupt enrichment, contract inflation. Examination malpractices,
Electoral fraud only to mention but few (Adeniran, 2009).
This study
examines corruption from the point of view of examination malpractice.
Examination is an academic exercise designed to obtain information about those
who are examined. Tyler (1971) and Nunally (1972) defined examination as a
standard situation designed to elicit a sample of an individual’s behaviour.
Fagbamiye (1998) described examination as a tool for measuring and judging the
standard of education in any country. It is believed that no country can rise
above the level of her educational standards, no matter the political
propaganda or economic manipulation, except such as country fashions out a
dynamic educational system matched with valid and reliable testing programmes.
In other words, without valid and reliable examinations and results, there can
be no national development either socially, economically, scientifically or
technologically.
In the last
five decades, according to Oluwatayo (2006), it could be observed that Nigeria
has made concerted efforts at providing qualitative education for her citizens
which had led to the establishment of a number of examination bodies to monitor
and maintain educational standards, encourage a learning society, identify
special talents within the population and control curricula. They conduct such
examinations as may be considered appropriate and award certificates on the
results of the examination conducted (Nwana, 1982; Oluwatayo, 2004). Prominent
among the examination bodies are the West African Examinations Council (WAEC)
established in 1952, the National Teacher’s Institute (NTI) established in
1978; the National Business and Technical Education Board (NABTEB) established
in 1992 and the National Board for Educational Measurement (NBEM) established
in 1992 but later transformed to National Examinations Council (NECO) in 1998.
The essence of public examinations is to provide equal opportunities to all
members of the society irrespective of the type of education they have acquired
(Okpala, Onocha, & Oyedeji, 1993; Faloyajo & Makoju, 1997; Ojerinde,
2000). Essentially, the public examination boards are concerned with large
scale testing programmes resulting in a large number of candidates sitting for
the examinations since restriction of candidates is minimal (Ojerinde, 2000).
Unfortunately,
according to Ikegbunna (1996), the public examination boards lay emphasis on
certification as an end in itself and not a means to an end. This is the crux
of the matter because very typical Nigerian is now over¬conscious of
examinations and tends to believe implicitly in the certificates and paper
qualification so necessary for admission into higher institutions of learning.
One of the major problems facing examinations, particularly public examination
such as the senior school certificate examination (SSCE) conducted by WAEC and
NECO, is the notorious examination malpractices among the candidates. According
to Oluyeba (1998), examination malpractice occurs in its various forms
throughout Nigeria and there is no state that could be exonerated from it.
The pattern
of examination malpractices ranges from impersonation to smuggling of already
prepared answers written by others into the examination hall. Corporate
cheating by the candidates, concealing of notes in private parts, use of mobile
phones, use of electronic computers and other unethical behaviours. Studies by
Oluyeba (1998), Faganiye (1998) and Adetunberu (1998) showed that the rate of
examination malpractice is at its peak in the southern part of Nigeria while
those state recorded the lowest percentage of cases of examination malpractices
are in the northern part of Nigeria (Oluwatoya, 2006).
Alutu and
Aluede (2006) defined examination malpractices as an illegal or unethical
behavior by somebody in the process of testing an examinee’s ability or
knowledge by means of question. Oluyeba and Daramola (1992) remarked that
examination malpractice include the following: examination malpractice is any
irregular behavior exhibited by a candidate or anybody charged with the conduct
of examination before during or after the examination which contravenes the
rules and regulation governing the conduct of such examination. Such
examination malpractices will include any of the following: examination
leakage, impersonation, cheating, collusion, swapping of scripts, smuggling of
answer script in examination halls, results/certificate forgery,
verbal/physical assault on examination administrators. Similarly, Kibler (1988,
as cited in Kibler 1993) defined examination mal-practices as forms of cheating
and plagiarism that involve students giving or receiving unauthorized
assistance in an academic exercise or receiving credit for work that is not
their own.
Examination
malpractice, which is a perennial problem in higher education, is of interest
to educators, researchers and the general public alike. This interest stems
from the fact that academic integrity is a desirable characteristic for
students and one that institutions strive to model. There is already a rather
large literature on the subject, much of it reporting some of the motive that give
rise to the behavior. Other reports focus on the correlates and remedies of
examination malpractice. However, most of such studies, especially in Nigeria,
including Hassan (1987), Adeyinka (1993) and Olasehinde (1993), employed mainly
the survey technique in collecting data. Since the survey technique is
inherently subjective, findings based on the technique must be accepted with
caution (Johnson & Gormly, 1972). More empirical research is therefore
needed to understand the problem of examination malpractice in examinations and
how to deal with it.
Unfortunately,
such empirical studies are hard to come by in this country. This study was thus
initiated to empirically determine variable which may predispose students to
cheat in examination. A number of studies have attempted to discern those
characteristics and circumstances, which ‘predispose’ some students to engage
in cheating. Some important variables that have been investigated include the
student’ gender, age, previous academic performance and so on. Although some
significant correlations between these variable and examination malpractice
have been reported, research does not appear to be conclusive in establishing
the significant of any of such variable in explaining student’ tendency to
examination malpractice. For instance, research on gender difference in
examination malpractice has yielded inconsistent results. While several studies
reported that males indulge in examination malpractice more than females (eg.
Lobel & Levanon, 1988; Ward & Beck, 1989; Davis, Grover, Becker &
McGregor, 1992; Lobel, 1993), others found that females exhibited more
examination malpractice than males (e.g. Leming, 1980) or that there were no
statistically significant different between male and female student in examination
malpractice (e.g. Haines, Diekhoff, Labeff & Clark, 1986; Evans &
Craig, 1990). Similarly, while Drake (1941) Barnett and Dalton (1981) as well
as Haines, Diekhoff, LaBeff and Clark (1986) reported that students of low
academic ability cheat more than student of high academic ability, leming
(1980) found no such significant difference between these categories of
students.
It was
considered important by the present researchers to also look for fundamental
force in students’ tendency to indulge in examination malpractice. This was
considered worthwhile in order to more fully understand the attitudinal process
involves in examination malpractice. For this purpose, environment and
socio-economic status will be considered jointly with gender differences.
Adepoju
(2008) posits that the environment (urban or rural, which a child finds himself
in, goes a long way in determining his learning ability and ultimately his
academic performance in school. The observation of Ayodele (2000) “that
learners are not performing well could not be attributed to natural dunces but
most evidently because the environments created for them are not much more
conducive to learning” is an affirmation of this fact. Fagbamiye (1977) in a
study on secondary school in Lagos state also discovered that although school
factors are stronger determination of school academic performance, they are
offshoots of the socio-economic factors as far as Nigeria is concerned. He
maintained further that because children from more privilege homes usually attend
private primary institutions where all round educational foundation is ensured,
they thus end up in secondary school with adequate educational resources and a
record of good academic performance. Such fortunate children cannot but perform
better in their final examinations.
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