The Causes And Effect Of Exam Malpractices Among Ss3 Students In Some Selected Secondary Schools

  • Ms Word Format
  • 78 Pages
  • ₦3000
  • 1-5 Chapters




Examination malpractice has become a normal occurrence among students worldover, but more worrisome in Nigeria. Though there have been endless discussions on whether examination exercise should be expunged from school activity but there has not been any other substitute to assess the effectiveness of teaching and learning of both teachers and students respectively. Therefore, examination still remains one strong way of assessing academic activities in schools. Examination, as it were remains one of the Herculean tasks that is insurmountable for students generally irrespective of their level, sex, status or age. At the mention of examination, students begin to agitate, worry, pant, and express other general disposition of anxiety. Aside these common feelings toward examination especially in Nigeria, Ugo & Odimba (2010) submitted that there is over-reliance on results of examinations to secure higher education or to get jobs by the students; and there is high levelof moral decadence in the society. Consequent upon these, students resort to various corruptpractices to achieve ‘successes’ in examinations.

Ugo & Odimba (2010) described examinationmalpractice as any action done or omitted which makes it impossible to use an examinationin determining the level of competence of a candidate in absorbing, reproducing, and whereappropriate, applying knowledge. In effect, examination malpractice is any negativedeviation or departure from the recommended and accepted norms in the conduct ofexamination. It is reported that students have devised several ways ofpracticing examinationmalpractice, among which are: impersonation; bringing in foreign materials (books,calculator); substituting worked scripts; stealing, converting, misappropriating scripts;collusion in the examination hall (copying); mass/organizedcheating involving assistancefrom teachers and outsiders; and insult/assault on supervisors/ invigilators (Alutu & Aluede, 2010). In describing how institutionalized and fraternalexamination malpractice has become in Nigeria,Ijaiya (2002) stated that the examinationmalpractice practitioners employ the services of adult agents/collaborators inform of theteachers, examination agents (in form of examiners in the case of external examinations),touts/mercenaries, as well as theparents to perform the act.

The common belief on certificates as the only yardstick to measure ones qualification has led manyNigerians into buying educational certificates to prove their academic worth. Examination malpractice in Nigeriais as old as the country herself. According to (Anzene, 2014), examinationmalpractice was first reported in Nigeria in the year 1914, when the question papers of the Senior CambridgeLocal Examinations were reportedly seen by candidates before the scheduled date of the examination. TheExamination Malpractice Act (1999) explains examination malpractice as any act of omission or commission bya person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantagefor himself or any other person in such a manner that contravenes the rules and regulations to the extent ofundermining the validity, reliability, authenticity of the examination and ultimately the integrity of thecertificates issued. Again, examination malpractice is commonly defined as a deliberate wrong doing contrary toofficial examination rules designed to place a candidate at an unfair advantage or disadvantage, (Akaranga & Ongong, 2013). Jimoh (2009) remarked that examinationmalpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct ofexamination before, during or after the examination that contravenes the rules and regulations governing suchexamination.Onuka & Durowoju (2013) defined examination malpractice asany dishonest or unauthorized action or deed committed by a student on his own or in collaboration with otherslike fellow students, guardians, parents, teachers, head teacher, examination officials, supervisors, invigilators,security officers and anybody or group of people before, during or after examination in order to obtainundeserved marks or grades.

From all the definitions, it is clear that examination malpractice tends to confer undue advantage orundeserved grade to the perpetrators of the act. Again, it may be committed by not only the candidates but alsoby other bodies charged with the responsibilities of examination management. Undoubtedly, examinationmalpractice has been a social problem for decades, but the rate and manner it is perpetrated nowadays calls forserious concern. The rate of this crime has become so widespread that there is virtually no examinationanywhere at all levels and outside the formal school system that there is no one form of illegal practice oranother, (Nnam & Inah, 2015; Ojonemi et al., 2013). Examination malpractices are common everywhere andevery examination season witnesses the emergence of new and ingenious ways of cheating, (Nnam &Inah, 2015;Anzene, 2014; Ojonemi et al., 2013; Jimoh, 2009). This study is however examining the causes and the effects of examination malpractices among SS3 students of secondary schools.


The issue of examination malpractices has become a major problem that many researchers has carries out studies on its causes and effect on students in different part of the world though none of the researches was conducted in Kano State. In the bid to curb this ugly menace of examination malpractice, Federal government of Nigeria enacted Act. 33 of 1999 constitution. This act spelt out the various forms of examination malpractice and the penalties that are attached, which range from a fine of N100, 000 to imprisonment of 3 to 4 years. In the same vein, the state and local governments and non-governmental organizations have mounted series of workshops, seminars, campaigns and talks on the pernicious effects of examination malpractice on the students, educational sector and on the image of the nation at international level. In the same line, several academics have written and attended scholarly conferences to proffer solutions to the problem of examination malpractice; and all these efforts have yielded a little improvement on the challenge to have clean and fair examinations in the country. To further lend a helping hand to surmount this problem is the examination of its causes and effect as a way of identifying the solution; hence this study.


The following are the objectives of this study:

  1. To examine the causes of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.
  2. To examine the effects of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.
  3. To identify the solutions to the issues of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.


  1. What are the causes of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?
  2. What are the effects of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?
  3. What are the solutions to the issues of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?


H0: examination malpractices has no significant effect on the academic performance of secondary school students in gwale local government

H1:examination malpractices has significant effect on the academic performance of secondary school students in gwale local government


The following are the significance of this study:

  1. The outcome of this study will be useful to education administrators, teachers and students on the causes, effect and solution to the menace of examination malpractices among secondary school students in Nigeria.
  2. Findings from this study will be useful for future researches has it will constitute part of the empirical literature making it a guide for future researchers.


This study is limited to SS3 students of selected secondary school in Gwale Local government area of Kano state. It will also cover the causes and effects of examination malpractices among them.


Exam: a formal test of a person’s knowledge or proficiency in a particular subject or skill

Malpractices: Improper, illegal, or negligent professional activity


Akaranga, S. I., & Ongong, J. J. (2013). The phenomenon of Examination Malpractice: An Example of Nairobiand Kenyatta Universities. Journal of Education and Practice, 4(18): 87 – 96

Alutu, A. N. G. & Aluede, O. (2010).The role of counselling in dealing with examination malpractices and ethics.REOP. Vol. 16, No 2, , 2005, PP. 189-198.

Anzene, S. J. (2014). Trends in Examination Malpractice in Nigerian Educational System and its Effects on theSocio-Economic Development of Nigeria. Asian Journal of Humanities and Social Sciences, 2(3): 1 –8

Ijaiya, N. Y. S. (2002). Agents of examination malpractice in Nigerian public examinations: The strongest links. National Association of Educational Researchers & Evaluators, 5 (1), pp. 55-62.

Jimoh, B. O. (2009). Examination Malpractice in Secondary Schools in Nigeria: What sustains it? EuropeanJournal of Educational Studies,1(3): 101 – 108

Nnam, M. U., & Inah, A. F. (2015).Empirical Investigation into the Causes, Forms and Consequences ofExamination Malpractice in Nigerian Institutions of Higher Learning. International Journal of NovelResearch in Humanity and Social Sciences, 2(1): 52 – 62

Ojonemi, P. S., Enejoh, W., Enejoh, A., & Olatunmibi, O. (2013). Examination Malpractice: Challenges toHuman Resource Development in Nigeria. International Journal of Capacity Building in Educationand Management, 2(1): 91 – 101

Onuka, A. O. U., &Durowoju, E. O. (2013).Stakeholders’ Role in Curbing Examination Malpractice in Nigeria.International Journal of Economy, Management and Social Sciences, 2(6): 342 – 348

Ugo, O. K. & Odimba, I. O. (2010). Curbing examination malpractice through effective guidance and counselling services. Nigerian Journal of Science, Technology and Environmental Education (NIJOSTEE), Vol. 3, No. 1, July 2010 ISSN: 0331-9873 135


Leave a Reply

Your email address will not be published. Required fields are marked *

You May Also Like