Friday, 17 April 2015

THE EFFECT OF EXAMINATION MALPRACTICE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN OGOJA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE

CHAPTER ONE
Introduction
1.1     Background of the study
Examination is the term that refers to an organized testing procedure, which yields information that can be used for evaluating a candidate, or a test or examination is an assessment intended to measure a test-takers knowledge, skill, aptitude, physical fitness, or classification in many other topics (example, beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Examination may be classified into various ways; may be describe as formative or summative, internal or external, verbal or non-verbal, formal or informal examination and so on, the essence of taking examination is to enable the school authority; parents and students concentrate in order to pass tier examination.
The issue of examination malpractice is one of the major problems confronting Nigerian educators today. The search for solution to cases of examination malpractice in our institution is therefore timely.
        Ahmed (199) observed that there was evidence that examination malpractice existed in the pre-independence era as far back as 1910. It has been noted that the first recorded incident of examination malpractice in Nigeria was the leakage of the Cambridge school certificate examination in 1914. Ahmed confirms that further irregularities in public examination kecured in 1970, 1973, 1974, 1977, 1981, and 1991 were said to have call the attention of the federal government, this subsequently Sebegtan and Ojo tribunals required to investigate the extent of leakage. Similarly, Decree so was eventually promulgated in 1984 to punish the examinees or examiners found guilty. Yet malpractice of all kind have continued to surface, to the extent that students no longer see it as a serious offence.
Examination malpractice makes the objects by competence, skills, job displacement and diagnosis of academic failure useless. One of the major effects of examination malpractice is that, students not tend to be lazy and gradually the culture of learning in our educational institutions is been eroded.
Examination malpractice is a major challenge confronting the Nigeria education system in this twenty first century. Examination malpractice is any act by student invigilators, examiners, lecturers etc. that contravenes the ethics of examination and result in a dearth of credibility of any assessment. The federal ministry of education (2007) defined examination malpractices as “any act of integrity of any assessment or evaluation system.” In 1973, the gravity of irregularities at public examination caused member countries of the west African examination council much concern to extent that the then federal military government had to promulgate a decree spelling out penalties for unethical behaviours at the then West African school certificate examination. For instance, unethical behaviour such as illegal use of live question paper and impersonation were punishable by fine of N 2,000,00 or five years imprisonment or both, (Nwana, 1982).
        In 1984, the Federal Government of Nigeria enacted the famous decree 20-miscellaneous offences, which stipulates a 21 years imprisonment without any option of fine for anyone caught in any form of examination malpractice. In such attendant punishments one should expect to have an end to examination leakages but unfortunately it is to no avail. Examination malpractice permeates both internal and public examination. There have been known cases of school teachers set question for their student favorites before the actual examination are conducted. There are cases of dons passing female undergraduates because of some extra academic activities between them (Eze, 1982).


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