EFFECT OF EXAMINATION MALPRACTICE ON ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS IN FACULTY OF EDUCATION, UNIVERSITY OF JOS
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BACKGROUND OF THE STUDY
Learners are educated, prepared, and properly directed to develop appropriate skills and expertise, as well as how to conform to suitable public life, through education. Education is seen as a mechanism that encourages individuals to evolve in accordance with their individual desires and potentials (Wikipedia, 2021). The early years of schooling are spent developing basic interpersonal contact and reading skills, after which the focus turns to gaining the expertise and skills needed to build value and maintain a livelihood.
Formal and informal education are the forms of education. Formal education takes place in a controlled environment with the clear goal of instructing students. Informal learning takes place in a variety of settings, including, youth programs at community centers, and also in village squares(Salami, 2016). Informal learning does not follow a set curriculum and can occur by chance, sporadically, in conjunction with specific events, or as a result of changing functional criteria.
Teaching and learning is primarily realistic in the conventional African educational system, and as such students learn through oral and direct observation of tutors. However, as the society got involved in skill learning and practical presentation of the arts, there was no issuing of a certificate to prove completion of a course of study. There was no need for qualifications because education was seen as a means to an end rather than a goal itself (Akaranga & Ongong, 2015).
However, the formal education system, or western learning system (adopted in Africa), is measured in terms of certificates. Unfortunately, a certificate is not conclusive evidence of information retention. Regardless of this, before the certificate is awarded, the candidates must be evaluated or tested in the area in which they have been qualified through examinations.
Examinations (internal and external examinations) are used in Nigeria, as in other foreign countries, to rate students' academic success and determine their level of assimilation. According to Nnam and Inah (2015), examination is a yardstick by which students' or candidates' performance and success in the education field are formally assessed and appraised. According to Emaikwu (2017), examinations as part of educational assessment is used to determine a learner's degree of ability development or academic maturity and comprehension after a given studying period. As guidance, evaluation typically allows tutors to be adequately prepared for additional teaching.
Furthermore, according to Malik and Shah (1998), as quoted in Akaranga and Ongong (2015), examination is not only a means of measuring students' performance, but it also motivates and allows them to understand their intellectual abilities and shortcomings, as well as providing teachers with opportunities to explore new methods of teaching. However, if an analysis is not correctly performed, the expected results will not be obtained. As a consequence, the outcome of such examination leads to incorrect decisions and judgments that influence tutors, learners, the entire educational system, and the society at large(Ojonemi et al., 2018). Where there is an irregularity or malpractice in the examination process, the authenticity and results are called into question.
Consequently, the widespread assumption that certificates are the only yardstick with which to determine one's academic value has resulted in an increase in test malpractice. As a result many Nigerians now purchase educational certificates to show their academic worth.
The Examination Malpractice Act (1999) defines examination malpractice as "any act of omission or commission by a person who, in anticipation of, before, after, or after any examination, fraudulently secures any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, or authenticity of the examination." Malpractice was described by Onuka and Amusan (2016), as any dishonest or unauthorized action or deed committed by a student on his own or in collaboration with others, such as fellow students, guardians, parents, teachers, head teacher, examination officials, supervisors, invigilators, security officers, and anyone or group of people before, throughout, or after examination as asserted by Onuka & Durowoju (2016).
Through all of the concept, it is evident that examination malpractice appears to give the offenders an unfair benefit or an undeserved score. Again, it can be committed not only by applicants, but also by other bodies concerned with examination control. Examination malpractices are popular everywhere, and each exam season sees the introduction of innovative and inventive methods of cheating (Nnam & Inah, 2015; Anzene, 2019; Ojonemi et al., 2018; & Jimoh, 2016). Notably, examination malpractice in Nigeria predates the country itself. Examination malpractice was first recorded in Nigeria in 1914, according to Anzene, (2019), when the question papers of the Senior Cambridge Local Examinations were allegedly seen by candidates before the scheduled date of the exam. Okey, & Moses(2019) further posited that examination malpractice in Nigeria has gained high prevalence in universities in the country, its effect, and implication on students performances is quite unspeakable and nothing to write home about. Whawo, (2015) attested that the widespread examination malpractice in tertiary institutions in Nigeria has led to a situation where the use of formal examination as basis for determining the level of candidates’ proficiency at absorbing, reproducing and applying knowledge has become impossible. In view of the above, this study is set to investigate the effect of examination malpractice on the academic achievement of undergraduate students in Nigerian universities.
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