ILORIN JOURNAL
OF
EDUCATION
UNIVERSITY OF ILORIN, ILORIN, NIGERIA.
VOLUME 23, July, 2004
ii
Ilorin Journal of Education
© IJE 2005
All rights reserved. No part of this publication may be reproduced,
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otherwise, without the permission of the copyright owners.
ISSN: 0189 - 6636
ILORIN JOURNAL OF EDUCATION
FACULTY OF EDUCATION,
UNIVERSITY OF ILORIN, ILORIN, NIGERIA.
Printed in Nigeria by:
TIM-SAL NIG. ENT.
Printing & Publishing Div.
No. 13, New Mkt Road,
Ilorin, Nigeria.
iii
Ilorin Journal of Education
NOTES TO CONTRIBUTORS
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7. Alt correspondences should be addressed to
The Managing Editor,
Ilorin Journey of Education,
Faculty of Education,
University of Ilorin.
Ilorin, Nigeria.
iv
Ilorin Journal of Education
IJE 2006
EDITORIAL BOARD
Editor-in-Chief
Professor E. A. Ogunsakin
Managing Editor
Dr. M. A. Fakomogbon
Associate Editors
Dr. (Mrs.) A. N. Okorie
Dr. L. A. Yahaya
Members
Dr. (Mrs.) A. T. Alabi
Dr. (Mrs.) M. O. Esere
Dr. R. W. Okunloye
Dr. A. F. Oyelade
Mr. O. A. Onifade
Consulting Editors
Prof. S. A. Jimoh
Prof. R. A. Lawal
Prof. S. O. Daramola
Prof. M. O. Fajemidagba
Prof. A. S. Olorundare
EDITORIAL NOTE
The llorin Journal of Education is published by the Faculty of Education,
University of llorin, Nigeria:
Our policy is to publish at least one issue in a year. Neither the Faculty nor
the University necessarily shares the views expressed by authors in the Journal.
iii
Ilorin Journal of Education
CONTENTS
Page
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Causes of, and problems associated with left-handedness
as perceived by medical and non-medical students at the
University of Ilorin
—
E.A. Adeoye & M.F. Dada…
National Teachers’ Institutes Nigerian Certificate in
Education Programme Teaching Personnel effectiveness
in Ogun State —
Y. A. Oguntimehin…………………..
Counselling Strategies for managing pre-retirement
anxiety among employees
—
Martins Femi Dada & A. I. Idowu………….
The role of the Library in the National Open University of
Nigeria (NOUN)
—
W. B. Adeoti - Adekeye…….
An Evaluation of David Kolb’s Theory of learning styles
—
Dr. ‘Ponle Gideon Adetunji…………
Problem based learning strategy and Quantitative ability
in College of Education Students’ learning of Integrated
Science
—
S. M. Raimi & F. A. Adeoye ……..…
The Historical development of St. Andrew’s College,
Oyo: The first teacher training institution in Nigeria
(1896 - 2001) —
G. O. Akanbi (Ph.D.), T. A. Asiru
& O. J. Olayanju ………………………….……………………..
Effect of video and audio taped instruction on cognitive
learning outcomes in economics
—
1
14
22
36
42
53
64
71
School record keeping: A strategy for management of
Nigerian secondary educational institutions
—
Fasasi, Yunus Adebunmi………….. 78
Effects of tele-video individualized and group controlled
instructions on the achievement and attitude of students
In educational technology
—
Omoniyi, Tayo …… 85
Ilorin Journal of Education
146
STUDENTS' PERCEPTION OF FACTORS AND SOLUTIONS TO
EXAMINATION MALPRACTICES IN NIGERIAN UNIVERSITIES: A CASE
STUDY OF THE UNIVERSITY OF ILORIN
By:
MRS. RHODA OLAPE ODUWAIYE (PhD)
Department of Educational Management, University of Ilorin.
Abstract
The moral decadence in the society and the struggle to attain certification in the
face of poor academic performance has been some of the major causes of
examination malpractice in Nigeria. This paper reviewed the background causes,
the various types and the penalties of examination malpractice especially at the
University level. The sample consisted of 300 undergraduates of University of
llorin who were randomly selected to complete a questionnaire on factors, types
and penalties of examination malpractice. Findings indicated that apart from the
struggle for certification, students' poor academic standard, large student
population, inadequate facilities and unconducive examination environment aid all
sorts of malpractices at examinations. Reduction in the student population per
invigilator and a general change in the societal value system and attitude in the
educational system were advocated.
Introduction
Examination malpractice in the Nigerian educational system is widely
discussed. It also becomes a major challenge to examination bodies, the government
of Nigeria, school administrators and parents alike. Examination as defined by Okoye
(1986) is "an organized assessment technique which presents individuals with a
series of questions or tasks geared towards ascertaining the individual acquired skills
and knowledge. Examination malpractice on the other hand defined by WAEC (2003)
is any irregular behaviour exhibited by candidates or anybody charged with the
responsibility of conducting examination in or outside the examination hall, before,
during or after such examination. Many of these irregular behaviours or misconducts
surround examinations and it came to an alarming rate in the last three decades.
The hues and cries about examination malpractices which took place at all
level of the Nigerian educational system is nothing but a reflection of the society. The
Nigerian society is that which celebrates mediocres and views cheats as being smart.
The society does not want to know how an individual achieves success. The
important thing is the success. In actual fact, examination malpractice is a variant of
Perception of factors and solutions to examination malpractices
147
the 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 in order to achieve success. To make matters
worse, it is not only students that are involved, parents, teachers, school heads,
examination officials all collude with students to perpetrate this misconduct (Ijaiya,
2004). The collusion between one or more of these agents makes it more difficult to
combat. Even the penalties stipulated in Act 33 of 1999 ranging from cancellation of
results to 21-year-jail term has failed to achieve any significant shift from the cheating
culture (Olasehinde, 1993).
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 examinations are not spared of malpractices of one type or another. It was a
common occurrence to see posters of students expelled from the University of llorin.
It was the intention of this researcher to look into the reasons why students cheat the
forms of cheating and evaluate the penalties for examination misconduct.
Examination malpractices take place in both internal and external
examinations and it is almost a routine to cheat in these examinations, (Onyechere,
2004). Everyone continues to decry this cankerworm in the Nigerian education
system and all penalties put in place to stop this trend remains almost ineffective.
The various forms or styles of examination malpractice are stealing,
impersonation, disorderliness, cheating, conspiracy and aiding, forgery of result slip,
giraffe, laptop, machinery, microchips, smuggling answer scripts into examination
venues, and many others (Olasehinde, 1993; Ogunsaju, 1999; Act 33 of 1999; Akpa,
2002; Olanipekun, 2003; and Onyechere, 2004). The West African Examination
Council (WAEC) conducted a research in 2002 on various tricks employed by
students to cheat during examinations and found 12 features that manifest in their
answer scripts. Some of them are similar answers in a centre, the same mistakes,
candidates' scripts were exceptionally neat or rough as if writing outside, out of range
answer scripts, more than one handwritings, forgetting microchips of notes in answer
booklets, providing answers that are above the age level of candidates.
There is an array of literature on the factors responsible for examination
malpractice in Nigeria. They are students' lack of adequate preparation for
examination, poor school facilities, poor sitting arrangement, socio-economic factors
(Omotosho, 1990; Adekale, 1993; Ijaiya, 1998). Other factors identified are certificate
syndrome, political-undertone, proliferation of private schools, poor invigilation
procedure, supervisory role of school administrators (Olaniyan, 2002; Peter, 2002).
Ilorin Journal of Education
148
Another factor that has been identified why examination has not been reduced to its
bearest minimum is the fact that the penalties for examination malpractice as
stipulated in Act 33 of 1999 has not been fully applied. Ijaiya (2004) however fell
strongly that just as jail term or public execution has not been able to deter armed
robbery in Nigeria, a jail term stipulated in Act 33 of 1999 would not stop examination
malpractice and so, Ijaiya (2004) advocated for the cut off of the link that exists
among the perpetrators of examination malpractice.
On the penalties for examination malpractice. Act 33 of 1999 stipulates
cancellation of results, heavy fine as much as N100,000.00, to a jail term up to 21
years. This act remains a toothless bulldog as many of this penalties have not been
effected. The University of llorin (1998) stipulates a number of penalties such as
rustication for not less than two semesters to expulsion. All these penalties are to
serve as deterrent to students.
Purpose of the Study
Considering the magnitude and the continuous occurrence of examination
malpractice in the Nigerian educational system including the "ivory tower" it Js no
doubt necessary to research into this area before the Nigerian certificates become
worthless papers. Also in the era of anti-corruption in the Nigerian society, the
educational system need to join this crusade and totally rid the system of this plague.
It was therefore the intention of this paper to look into forms of examination
malpractices, the causes and also evaluate the penalties for examination
malpractices in Nigerian Universities, using University of llorin as a case study.
The following research questions were answered in the study.
1. Which are the most frequently used examination malpractices in Nigerian
Universities?
2. What are the factors responsible for examination misconduct in the Nigerian
Universities?
3. What are the solutions to these examination malpractices?
Methodology
The population of this study included all students of the University of llorin.
The study sample consisted of 300 undergraduates randomly selected across
faculties. 50 students were selected from Faculties of Arts, Business and Social
Sciences, Education, Law and Science while 50 was also taken from the sandwich
students of the Institute of Education. The instrument used to collect data was
constructed by the researcher and was face validated by three lecturers in the
Department of Educational Management with a reliability co-efficient of 0.82. There
were three parts A, B and C consisting of eight, ten and six items respectively.
149
Perception of factors and solutions to examination malpractices
Section A requires the respondents to rank eight forms of malpractices according to
their frequency of occurrence while section B identifies ten factors responsible for
examination malpractices using four-point Likert rating scale of Strongly Agree,
Agree, Disagree and Strongly Disagree. Section C also solicits respondents'
agreement or otherwise on the penalties. The data were analysed using
percentages, and presented in tables.
The Result and Discussions
Table 1: Result of a rank order of students' perception of the types of examination
malpractice.
S/N.
1.
2.
3.
4.
5.
6.
7.
8.
Malpractice Type
Introducing /micro-chips' into examination venue
Collusion with other students
Collusion with invigilators
Spying on another students' examination script
Impersonation i.e. making another person to
write examination i.e. "machinery"
Bringing into examination venue prepared
answer scripts
Undue advantage from course lecturer i.e.
"leakage"
Taking away answer script from examination
venue without submission
Freq.
24
57
9
141
%
8
19
3
47
Rank
4
2
6
1
6
2
7
30
10
3
9
3
6
18
6
5
All the respondents agreed that the identified types of examination
misconduct exist in the Nigerian Universities. 47% of the students ranked and agreed
that spying on other students' examination script which is known as "giraffing" was
the most commonly used type of examination malpractice. Examination invigilators
many times continually changed the sitting arrangement of students who spied or
copied from other students' work. Collusion with other students were ranked second
by 19% of the respondents. This goes along with the first as many students who
spied do so from previous arrangement or had earlier formed a syndicate of sitting
arrangement whereby a brilliant student sits in the middle while those who need help
sit on either side, "star connection" as identified by (Olasehinde 1993). Students
bringing into examination venue prepared answer scripts was ranked third by 10% of
the respondents and introducing 'micro-chips into examination venue was ranked
next i.e. 4th. 8% of the respondents agreed that students sometimes prepared
answers in the university's answer booklet but many times these answer booklets
were not stamped with the Faculty or Departmental stamp as the usual practice.
150
Ilorin Journal of Education
Students take our the cover page of the booklet and staple to their prepared answer
sheets. Marry illness students sometimes' take away their answer scripts from
examination venue without submission. This was ranked 5 th. Students do this when
they know that their performance was poor. When this occurs and their script cannot
be found, they demand for make-up examination or complain of missing grade.
Undue advantage from course lecturer known as leakage and collusion with
invigilators were both ranked 6th. Only 3% of the respondents believed that this form
of malpractice occurs. Impersonation was ranked as least frequent. This is not
common because of the use of examination cards issued by the departments with the
student's passport photograph but sometimes students hide under the large number
of candidates going in for examinations to impersonate. Interaction with students also
exposed the new strategy of the use of mobile phones for examination malpractice.
Materials can be stored in the phones and used in the examination halls. Outsiders
can also send messages to examinees.
Table 2: Result of the students' perception of the causes of examination malpractice
S/N
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Factor
Students are not well prepared for
examinations.
There are a lot of distractions in the
examination venue
There are many distractions in the
university that are non-academic
Supervision is not effective in the
exam
Students' population is too large for the
invigilators
The sitting arrangement is too close
and not adequate
Students want to pass despite their
weak' academic performance
Lecturers do not cover the course
content
It is a practice to cheat
Poverty of parents
Agree
Freq.
%
Disagree
Freq.
%
198
66
102
34
192
64
108
36
198
66
102
34
114
38
186
62
192
64
108
36
174
58
156
52
219
73
81
27
168
84
78
56
28
26
132
216
222
44
72
74
From table 2 above, it is apparent that the strong causes of examination
malpractice are that students want to pass despite their weak performance. This is as
a result of emphasis on certificates in Nigeria. This is strongly linked to item one
which is due to ill-preparedness for the examination (Ijaiya, 2004). Another factor that
151
Perception of factors and solutions to examination malpractices
students agree with as a cause of examination malpractice is that there are many
distractions in the university that are non-academic. The observation of the university
undergraduate is that majority of them spend more time on activities that are nonacademic such as students' social and political activities, attending parties, travelling
and students politics at departmental, Faculty and student union levels. These
activities take them away from lectures, and when they find out that the semester has
run out they begin to look for how to cut corners.
Table 3: Result of students' perception of the penalties for examination malpractice.
S/N
1.
2.
3.
4.
5.
6.
21 years of imprisonment is appropriate
Refer to the law court, as it is a criminal case
Cancellation of the examination involved
Rustication for one session
Expulsion from the University
Heavy fine, as much as N100,000.00
Agree
Freq.
108
177
246
219
96
81
%
36
59
82
73
32
27
Disagree
Freq.
%
192
64
123
41
54
18
81
27
204
68
219
73
From the table above, it is obvious that students disagreed to heavy
penalties for examination malpractice. They neither want imprisonment for a
period of 21 years nor heavy fine as much as N100,000.00 nor expulsion from the
university. Interaction with the students indicated that these penalties are too heavy
for the offence such as examination malpractice. They felt that rustication for one
session with parade of posters of offenders would reform rather than a damaging
penalty such as expulsion from the university, knowing that such a penalty may be
the end of their education. The students, from the table would prefer such
examination cancelled or if malpractice is regarded as criminal it should be referred
to the law court.
Conclusion and Recommendations
From the findings of this study, it appears that students agree with the
different forms of examination malpractices identified, the causes of which they
blame on themselves as not being adequately prepared for examinations. The
penalties favoured are light penalties such as cancellation of the examination
involved at most rustication for one session.
Based on the findings, the following recommendations are made towards
curbing examination malpractice to its bearest minimum.
Ilorin Journal of Education

152
many students who engage in examination malpractice have been found to
be academically weak which are traceable to the faulty foundation in their
educational ladder. It is recommended that there should be improvement in
the delivery of instruction especially at the foundation i.e. primary level.
 School facilities in term of sitting arrangement and halls have been a major
cause of examination malpractice. The universities should guide against
indiscriminate admission of students so as not to overstretch the facilities
available. There should be good environment like good ventilation, good
examination chairs and adequate spacing between students. A lot of
temptations to cheat exist when they are too close to one another. The
National Universities Commission (NUC) is waging war against overpopulation in the Nigerian universities. Universities should continue to admit
students based on the facility available.
 The Federal and State Governments should continue to establish more
universities to give opportunities to more candidates seeking admission.
Many private universities are being established but these are for the children
of the privileged as the average families cannot afford the cost of private
universities.
 The use of mobile phones as the new devise for examination malpractice
should be curtailed. The universities should ban the use of mobile phones in
the examination halls.
 The integrity of the university lecturer is important in curbing examination
malpractice. Undue familiarity which can make some students to have
advanced knowledge of the examination should be totally discouraged. The
invigilators should be very vigilant in their supervision of examination and
should be fair to everyone. The question of double standard should not be
mentioned.
Finally, examination malpractice is without any doubt, a part of our
educational system. The Federal Government through the National Orientation
Agency is working hard to change the value system of the society by mounting many
campaigns against corruption, electric cable and pipeline vandalization, University of
llorin should mount campaigns more frequently on the ills and penalties of
examination malpractices until the evil is totally stamped out of our educational
system.
Perception of factors and solutions to examination malpractices
153
References
Akpa, G. O. (2002). The 21st Century Principals in Nigeria. Jos, Ichejum.
ijaiya, N.Y.S. (2004). Agents of Examination Malpractice in Nigerian public examinations: Who is the
strongest link? Paper presented at the 7th National Conference of the National Association of
Educational Researchers and Evaluators. (NAERE) held at Unilag 21 st-24th June 2004.
Ijaiya, Y. (1998). Eradicating examination malpractices: a macro-theoretical framework option. Nigerian
Journal of Development Issues: Socio, Political and Economic Development 2(2). pp. 72-85.
Ogunsaju, S. A. (1999). Examination malpractice? bane of the youths, llorin: Decency.
Okoye, N.M. (1986). Challenges of Nigeria School Certificate Examination. Ibadan: Evans.
Olasehinde, F.A.O. (1993). Cheating in Examinations in the University of llorin, Styles, Causes and
Remedies. Nigerian Journal of Educational Foundations. 4(1).
Onyechere, I. (2004). Cheating: A world-wide problem. In 'Comes in At Least 33 Ways'. All Africa.com.
March 4, 2004.
Peter, E. (2002). Research uncovers students' tricks in Examinations. The Punch. Friday, Nov. 22, p.42.
University of llorin (1998). Students Guideline on Rules and Regulations, llorin, University Press.
West African Examination Council Forum (2003). Students Tricks in Examination. Lagos, WAEC.