CAUSES AND EFFECT OF EXAMINATION MALPRACTICE IN TERTIARY INSTITUTION (A CASE STUDY OF BUSINESS  EDUCATION DEPARTMENT KWARA STATE COLLEGE OF EDUCATION ILORIN)

BY

ABDULLAHI ABDULRAHEEM BOLAJI
MATRIC NO: KWCOED/21/1359

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION 
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (NCE)

                  

  JULY, 2024

CERTIFICATION
	This project has been read and approved as meeting the requirements of the Department of Business Education, Kwara State College of Education, Ilorin for the award of Nigerian Certificate in Education (NCE).

Dr. Akanni .L.F.	          _________________		____________
Project Supervisor	Signature				Date

 Mr. Adefila J. S.              __________________   		____________
Head of Department	Signature			  	Date

___________________    __________________        	____________
Project Co-ordinator 	Signature 	                 		Date

DEDICATION
This project work is dedicated to Almighty Allah for His love, protection, guidance, mercy and blessings upon me.

ACKNOWLEDGEMENTS
All praise, honour and adoration goes to Almighty God for his unending love, mercy and fovour over my life and for his guidance through all the steps I take in life. 
My profound gratitude goes to my able supervisor. Doctor Akanni for his constructive criticism on the project work and for is candid advice and encouragement throughout the programme and all other lecturer in the department may Almighty Allah be with you all. 
I also wish to appreciate the effort of my parent Abdulrasaq Abdul Raheem and Abdul Rasaq Ajarat, and Muhammad Jamiu And my family, may Allah Continued to bless us all. 

 

ABSTRACT
	The study investigated the critical survey of the causes and effect of examination malpractice among NCE Earlychildhoold Education (A Case Study of Kwara State College of Education, Ilorin). It explained the meaning and concept of examination malpractice, the causes and mode of perpetration of the problem and then proffers strategies that could be adopted in curbing them. Four research hypotheses were raised and addressed in the study.  The research consists of fifty (50) Accounting students who were chosen as sample in the Department of Business Education to serve as the only instrument of Business Education to serve as the only instruments used for the study.  Chi-square was the statistical technique used for the analysis of the result. The findings showed that inadequate preparation for examination and too much emphasis on paper qualification by the society were the major factors that influence examination malpractice among accounting degree students.  Other variables considered as factors responsible for examination malpractice are concern for grade, job prospects, inadequate supervision, poor implementation of degree and rule guiding examination malpractice. The study recommended that parents, lecturers and government should play active role in reduction of examination practice in the tertiary institution of learning in general through educational assistance, motivation, guidance and counselling services and provision of teaching and learning materials to the students.

TABLE OF CONTENTS
Title Page 									i
Certification 								ii
Dedication 									iii
Acknowledgements 							iv
Abstract 									vi
Table of Contents 								vii
CHAPTER ONE:  INTRODUCTION
Background of the Study 							1
Statement of the Problem 						4	         
Purpose of the Study 							5                                          
Research Questions      							5
Research Hypotheses 							6
Significance of the Study	 						7
Delimitation of the Study 						7
Definition of Terms							7							
CHAPTER TWO:  REVIEW OF RELATED LITERATURE
Concept of Examination Malpractice					11     
Implication and Effects of Examination Malpractice		14
People Responsible and Reasons for Examination Malpractices	18
Measurement to be taken to Eliminate of Examination Malpractice	21       Summary of Literature Reviewed					22		       
CHAPTER THREE:  RESEARCH METHOD
Research Design 								23
Population									23
Sample and Sampling Techniques 					24
Research Instrument 							24
Validity of the Instrument  						25
Reliability of the Instrument 						25
Administration of the Instrument 					25
Data Analysis 								26
CHAPTER FOUR:  RESULTS AND DISCUSSION
Results                                                         			       	27
Discussion of Results             					          31
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary 									34
Conclusion 									35
Recommendations 								36
References 	                                                                       		38
Questionnaire                 		                                                   40

CHAPTER ONE
INTRODUCTION
Background to the Study
	Examination malpractices according to Balogun (2005), are internalized social menace ravaging the social fabrics of Nigerian society.  She equally observed that examination malpractice has assumed different and unimaginable dimensions and constitute the main lance of moral issue in Nigerian education system and civil lite.
It is also described as an indiscipline act that is morally condemned but socially accommodated within the populace (Ipaye, 2006).  Umah (2007) reports that examination malpractice involves leakage of examination paper, that is, taking and removing of question papers outside the examination hall to teacher or machineries as they are being popularly referred to, who in return quickly prepare answers to the candidates, circulating question paper to the prospective examinees prior to the examination date and time, etc.  Again, Isah (2000) stressed that malpractice in examination include circulating answer script from one candidate to the other and falsification of results or giving of fake results to potential admission seekers.
Today, examination malpractice is one of the numerous cankerworms that are sinking the very foundation of our education structure. As a matter of fact, examination determines the placement of students.  It is also an instrument through which certificate is awarded to students at the completion of the study.
The significant of examination to students answer the question why students go their ways in finding just and unjust means of passing examinations.
Students, therefore, reseat into going to an extra mile of malpractice to succeed in their examination.  It is a disturbing reality that hardly would an academic session passed by without some students in the nation’s tertiary institution suspended or dismissed on account of cheating in examination or falsification of results.
This effect of examination malpractice has debilitating low done the assessment of curriculum objectives.  It is in high of all these problems that the present work attempt to salvage the situation of the repeated suspension on outright dismissal of student due to indulging in examination malpractice. These ramifications of examination malpractice have totally declined the educational system of the nation.
There is hardly any issue on education that has generated amore serious attention and raised more concern (to every literate person) in Nigeria today than the issue of examination malpractice in public and private examination.
It is stated clearly that students like cheating in the examination hassle just to get certificates by all means rather than acquiring useful knowledge.
Passing examinations has become life and death struggle in an attempt to eradicate the problem various educational crises, majority of which are dominated by examination malpractice effect should be directed towards presenting and eradicating it by the current national crusade by government towards creating awareness on relevance of national rebirth.
The administrators of various institutions are struggling to curb the menace, but the more they try the more the perpetrators appear to be wiser than before in inventing either new ways the malpractice will be carried out.
To buttress the above statement, Salihu (2008) asserts that cheating during examination in Nigerian school system is widespread.  He stated further that the higher incidence of punishment being out to students in the reports of the external examinations as a result of examination malpractices also testifies to the prevalence of cheating during examination in Nigerian schools.
The effect of cheating behaviours in examination is that, the victims may not complete particular programme of study and if they do, they may not be able to demonstrate skills they supposed to possess since they had not successfully acquired the skills on completed the examination in which these sills were expected to be tested and attributed this to the fact that some students cheated to pass their degrees.
	However,  just like every other institutions of learning in Nigeria, Kwara State Kwara State College of Education, Ilorin is not left out of the vast spreading virus of examination malpractice as her students are seriously the regular students are infested with social menace, so much that it has started draining the good name of the College.  As a result, a careful study of this phenomenon has to proffer possible solution having identified the case and antecedent effect to the students themselves, the College and the society at large is highly needed, hence, the necessity for this study.
Statement of the Problem
	The spread of examination malpractice among NCE students has adduced poor performance of institution in students devoting their time to study instead of indulging in habit of malpractice, the various forms of examination malpractice include giraffe, coding method, surveillances, smuggling out question paper, etc. The concern of students in bid to achieve academic excellence but it is a national disgrace land a source of concern to all so it is therefore necessary to probe students from engaging in such habit, because it is illegal, inimical, destructive and unlawful due to the jeopardizing of educational development.
Purpose of the Study
	The purpose of this study is to identify the students’ habits of examination malpractice and likely solution to the chronic problem on the students.
	This study ought to investigate on the very reasons for examination malpractice and categories of people involved in examination malpractice.
	The purpose of this study is to determine the qualities of character expected of a student on the campus.
	This study also intends to analyse students’ performance in higher institution.
Research Questions
i.	Does attitude of the students cause examination malpractice among NCE Accounting students?
ii.	Is there any relationship between teachers’ attitude and the cause of examination malpractice in NCE Accounting students of Kwara State College of Education, Ilorin?
iii.	Is there any relationship between parent’s attitude and the cause of examination malpractice?
iv.	Is there any relationship between government attitude and the cause of examination malpractice in NCE Accounting students?
Research Hypotheses
Ho1:	There is no significant relationship between student related factor and the cause of examination malpractice among NCE Accounting students.
Ho2:	There is no significant relationship between teacher related factors and 
the cause of examination malpractice among NCE Accounting students.
Ho3:	There is no significant relationship between government related factors and the causes of examination malpractice among NCE Accounting students.
Ho4:	There is no significant effect of examination malpractice in the business education students in College of education, Ilorin.

Significance of the Study
The finding of this study could be used by students worldwide to rescue them from the ignorance of examination malpractice.
It would equally serve as a guide in building up student self-confidence in order to have reflection of true academic standard. The result of this research work could indicate the weak of foundation, upon which researchers have to build their tomorrow.
Delimitation of the Study
This study is basically on effect and causes of examination malpractice in NCE using College of Education, Ilorin as a case study.  The study will focus on the NCE, Ilorin, between the period of 2009 and 2012.
Definition of Terms 
Examination: This refers to the continue assessment and end of semester examinations that are used to assess the level of attainment.
Malpractice: This is described as the illegal means employed by students in passing an examination either within or outside the examination hall. It is synonymous with cheating in this study.
Student: This refers to adult and adolescent who undergo a course of instructions or study of the College of Education.
Tertiary Institution: These are schools of higher learning e.g. University, Polytechnic, and College of Education.
Examination Malpractice: This refers to the aggregate of all illegal means by students, parents, teachers, invigilators and educational administrators, etc. in order to help a student to pass an examination by defrauding the examination bodies both internal and external.
Examination Result:  A final score or mark in an examination
Educational Administrator:  One who manages educational administrative set-up
Performance:  To carry out or complete an action on the given assignment.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
	Literature review has become an important part of research work for bringing into focus existing studies opinion of other experts in the field of study and to curb certain prevailing problem in a society.  In this chapter, a number of relevant literatures were reviewed as they are related to the examination malpractices.
	For the sake of convenience, this chapter is streamlined into subheadings viz:
Concept of Examination Malpractice
Causes and Effect of examination Malpractice
Implication and Effect of examination Malpractice
People Responsible and Reasons for Examination Malpractice
Measure to be taken in Elimination of Examination Malpractice.
Summary of the Literature Reviewed.
Concept of Examination Malpractice
	Examination malpractices constitute one of the most debilitating problems facing our education today and they are constantly manifested and reported in our school, college and higher institutions.  Therefore, various authors have tried to define what examinations are:
	Olayinka (2005) described examination malpractice as misconduct or improper practices of individual in examination with a view to obtain good result through fraudulent practices.
	Examination malpractice now forms an important aspect of indiscipline among students in our contemporary Nigerian society, especially in our institution of learning.
	Odediran (2005) said an examination malpractice is the use of various devices aimed at passing paper presumed difficult for the students.
	Bello (2002) defined examination malpractice as the illegal, unacceptable or unlawful behaviour or activity perpetrated by a candidate or student to have advantage for excellence in an examination over his colleagues or males who are competing in the same examination.
	Examination malpractice, as the name implies in the terminology of some others, is an anticipation of any examination or test that goes against the rules and regulations guiding the conduct of any examination.
	This menace called examination malpractice is a national concern.  It is a global problem to be proffered with the possible solution.
	In the word of Nduka (2003), he argued vehemently otherwise that if examination malpractice and any other form of indiscipline would be drastically reduced, schools and colleges would return to their normal religious proprietors.
	This prevalence of examination malpractice in educational system is defeated here as it is attributed to student unrest, cultism, increase just-any-how in students’ population, political instability in the country, the use of drug by the students in schools, fall in academic achievement in higher institutions of learning have no complex academic achievement in bit. Examination malpractice only tends to produce dropout of students and it reduces the students to be self-reliance in the sense that such students cannot have a smooth academic decision on his own such student will be jeopardized.  Also loss of integrity of student involving him/herself in examination malpractice such student cannot be completely upright in his/her academic and whosoever caught in examination malpractice will be countered on punishment.
Causes of Examination Malpractices
	Examination malpractice, like every other thing, is caused by a lot of factors.  The principal causative of examination malpractice is corruption.  Egunje (2003) observed that examination malpractice is traceable to many factors in the student’s socio-psychological environment.
	In this project, the factor can be viewed from six angles, viz: the student, the lecturers, the parents, the school management, the government and the society at large.  All these and other related factors can be regarded as fundamental and underlying cause of examination malpractice in our educational institutions.
	Bankole (2004) argued that those who are to be blamed or responsible for the cause of examination malpractice and the gross indiscipline in the school that contributed to lack of seriousness on the part of students and which in the long run resulted to examination malpractice.
The Student:  A student that is academically lazy who will neither attend class nor prepare for examination or test will definitely engage in social activities that they a=have no interest in their studies again. Dangerous association such as joining of bad wagons, involvement in cultism then opens up students to examination malpractice.
The Lecturers:  The attitude of lecturers in classroom can promote examination malpractice among students.  A lecturer who divided interest and runs after a gainful employment will not want to device an illegal means, absenteeism of teacher from class, insufficient class assessment test, unhealthy relation to the prevalence of examination malpractice in schools and colleges.
The Parents:   Some parents have been caught encouraging the perpetration of this ugly act of examination malpractice directly and indirectly among their children/wards.  The failure of some parents not to set good examples for their children by shamelessly bribing examination officers in order to falsify results or to change scores of their children is unjustified.
	Some parents are even procuring real question papers for their children.  The failure of many parents to provide basic and essential moral upbringing is a real contributory factors to examination malpractice as it has always been said “charity begins at home.”
The School Management: Statistic has shown that the proportion of students involved in examination malpractice at each level of our educational system (primary, secondary and tertiary) is increasing due to admission of unqualified candidates by the school management.  Also there is lack of adequate and relevant information and improper counselling from the management, the management of an institution also contributes to examination malpractice by not applying necessary sanctions or punishment of offenders, beside the management may be involved indirectly e.g. principal of a school would allow malpractice, most especially after receiving financial inducement from a group of students.  This is common in most secondary schools of nowadays.
The Government: Frequent labours strike action disrupt classes and hence students are ill-prepared for examination.  Also, emphasis on paper qualification is so high before any type of employment is given and so, this makes students to be eager to pass the examination at all costs and all means to meet up the requirements.
The Society at Large:  The society has given so much to students to throw the rules of excellence overboard.  Students now engage in various forms of examination malpractice and fraudulent means to obtain and not backed up with academic excellence.
Implications and Effects of Examination Malpractices
	According to Olanipekun (2004), examination malpractice is both illegal and moral issue which should be seriously addressed because it is not only morally is disgusting but legally forbidden.
	Akinpelu (2002) also contributed his own opinion by saying examination malpractice based on the misconception and exaggerated expectation of likely benefit of passing examination.
	All these people tend to come with the conclusion that examination malpractice can lead to:
a.	Loss of self-confidence
b.	Loss of integrity
c.	People carrying qualification they do not deserve
d.	Increase in the cost of conducting examination
e.	Production of dropout.
It is pertinent to consider the serious consequence of examination malpractice on the achievement by the objectives that examination is expected to serve and how it could damage the very institution. Examination represents these consequences and implications are as follows: 
i.	Engaging in any form of examination malpractice has negative one of the vial objectives conducting examination, it has deprived both the assessor and the candidates alike the opportunity of determining how much knowledge a learner has acquired relation to the desired objectives of the curriculum.
The Accounting students, therefore unable to know what adjustments or what remedial action to take in case the objectives are not being achieved.  The lecturer too is denied the opportunity of knowing how effective his teaching strategy has been.  This means that examination is very destructive to the whole purpose of education as it becomes quite difficult if not impossible to diagnosis students’ difficulty, weaknesses and deficiencies in learning.
ii.	The distorting effect that examination malpractice has on the psychometric property of any test makes the internal and external validation of source and curricula very difficult.
iii.	Apart from being in diagnostic, examination wholly relied upon in predicting student future academic behaviour and future career, examination as a measuring devices, can only achieve this if it is as reliable and valid in rampant such as examination  result can no longer be relied upon to have predictive value.  What comes out will be totally distorted image and take impression of the candidate.
	The implication of this is that Accounting Students who are not the best materials excel better than those who really merit it.
iv.	Fraudulent practice in examination does not only destroy the moral integrity of culprits, but it also gives sense of value and false impression of their capabilities.
	Akinpelu (2002) call a “practice” in self-deception in spite of the temporary gain if however those involved in such misconduct are not caught punished, it might have demoralizing effect on others.  Those who are less principled might be tempted to join t in the cheating game.
v.	Examination malpractice in the long run had a total loss of trust in the examination system and also total loss of confidence in certificate derived from such examination nothing deals of grater blow on any educational system.  Accounting students who go through an academic system serviced by defective system will definitely be in possession of academic credentials that are neither reliable nor valid.
	Hence, such candidates do not deserve nor have mental capacity for possessing them.
	The value of examination as a powerful educational tool in judging the standard of education in the country would have been lost, where the reliability and the validity of any examination institution is seriously in jeopardy.
	Examination malpractice in all its various forms engenders frustration and loss of sort confidence in candidates who are involved in it.  When invariable these culprits are caught, they are usually punished.  Some are barred from future examination.  Others in addition face persecution which might lead to expulsion from the school. The group of expelled students might form a proportion of the dropouts and the attendant negative social consequences.
	Society might be the victim of the seed they are planting today (examination malpractices) become the use the society help to produce an incompetent Doctors, Teachers, Lawyers, etc.
People Responsible and the Reasons for Examination Malpractices
	From statistical evidence (Omisore, 2004) opinion expressed that so many people on examination malpractice are the cankerworm destroyer of the fabrics of the educational system and making nonsense of our examination system is no longer a myth by a serious concern staring in the face.  It is therefore, pertinent to examine briefly those who are responsible for it.  The source of such fraudulent habit and what really motivates them in nurturing and promoting the dastardly act.
	According to Adesina (2003) confirmed that for all those plague of all institutions of learning must have a rule governing the examination malpractices, he therefore, stress forward by an analyzing rules of conducting and guiding examination malpractices.
i.	Administratively, students must register for the examination
ii.	Punctuality at examination venue is important.
iii.	Keep strictly to the sitting arrangement to avoid confusion
iv.	Students should not give or receive any form of assistance from anybody during examination.
v.	The use of Matric numbers or examination numbers or ID card at examination clearance must be made compulsory.
vi.	All types of collaboration between students e.g. conservation, communication, exchange of views, notes, questions papers, answer booklets, writing materials, etc. are illegal in examination hall.
vii.	It is a great offence for any Accounting student to conceal or hide a written note or piece of paper in his/her body before or during the examination.
According to Omisore on the view of people who are the stakeholders of examination malpractices, it is a concept opinion among educationist that examination malpractices could emanate through any of the following:
a.	Examine Institution
b.	Candidate
c.	Printer of the Question Papers
d.	Examiner who marks the papers or develop and moderate the questions
e.	Examination Officers.
If, therefore, Kwara State College of Education, Ilorin past experience as a testing institution is anything to go by, each of the groups mentioned above had one time or the other been seriously implicated in examination malpractices.  This is why examination malpractice has become a societal problem.  Few of the motivating factors can be mentioned below:
a.	Greed of financial material benefits
b.	Lack of integrity and moral uprightness
c.	The poor teaching and learning in both lecturer and their students.
d.	Lack of conducive environment to facilitate and encourage the learning process in educational institutions.
e.	Inadequate facilities and insufficient numbers of qualified and dedicated lecturers.
f.	Intense competition for the few vacancies in the next level of education and in employment market.
g.	Too much premium placed on certificates.
All these are the source to the problems that cause the reason why people have to engage in examination malpractices.

Measurement to be taken to Eliminate Examination Malpractice
	The moment the cause of a problem is identified such a problem has a solution no matter how difficult it is even if it is a combination of different types of examination systems, objective types (Adesina, 2003).
	Nigeria today in order to assess the performances of students and evaluate their suitability or otherwise for placement and certification, there is a combination that is designed to bring out all merits and ability that Accounting students possess.  This combination also gives rooms for examination malpractices to thrive.  It is time now that we tried a new system of examining Accounting students in our educational institution, instilling of fear into the minds of students so that the level of moral decadence can be reduced to the minimal level.
	Organizing of seminars, workshops, counselling on examination malpractice must be embraced by the school and such programmes must be embraced by the school and supported by the government and public.
	Examination bodies charged with the responsibilities of conducting examination should device dynamic ways of countering examination in various methods often employed by the students to cheat in examination.
	The attitude of wanting to pass the examination at all costs and by all means is counter productive and must be discouraged.
Summary of Literature Reviewed
	The findings of research already outlined are similar to previous studies observed by Adesina (2007) on College authority attitudes towards the examination malpractice among NCE Accounting students of Kwara State College of Education, Ilorin.  Therefore, the findings from this study are not supervising as the study.
	Equally focused on the above parameters along in the already discussed but in an elaborate form, such performance of students and evaluate their suitability or otherwise for placement and certification.  This combination gives room for examination malpractice to thrive, but through this research, it will minimize and reduce examination malpractice in NCE Accounting students and constant evaluation of the quality of work.
	The attainment of these, the researcher observed, will maximize the tone of good and qualitative education then good performance could be expected when College authority take necessary action on students who partake in examination malpractice at any level of our educational system.

CHAPTER THREE
RESEARCH METHOD
	This chapter focuses on the method adopted to carry out this study under the following subheadings:
	Research Design
	Population
	Sample and Sampling Techniques
	Research Instrument
	Validity of the Instrument
	Reliability of the Instrument and
	Data Analysis
Research Design
	This research work is a descriptive survey. It is basically to enable the researcher to obtain opinion of the representative’s sample of the target population.  This design adopted for the study is investigating the perception of examination malpractice in higher institution of learning.  The design is considered appropriate for use in carrying out the study.
Population
	In view of the population, the study covered all the NCE Accounting students in Kwara State College of Education, Ilorin comprises a total number of 417 students in the Department.  
Sample and Sampling Techniques
	A stratified random sampling method was used to choose a total of fifty NCE Accounting students of Kwara State College of Education, Ilorin.  This constitutes the respondents for the research work randomly selected for the purpose of this study.
Research Instrument
	The main instrument used for collecting data was a questionnaire designed by the researcher.  The questionnaire consisted of two Sections A and B.  Section A was on personal data of the respondents while Section B of it related to the views of the respondents on their sources of motivation in their school.  The respondents were to answer the questions (items) by ticking one of the alternative answers: Strongly Agree, Agree, Strongly Disagree and Disagree.
	A total of fifty students were given to fill in order to gather more information for this project.

Validity of the Instrument
	Copies of drafted questionnaires were given to the project supervisor for suggestions and corrections within which the corrections made by the supervisor were incorporated in the final draft.
Reliability of the Instrument
	Reliability of the instrument was established through a test-retest of reliability.  To do this, 10 copies of the questionnaires were administered to the representative sample of students responded twice in an interval of 3 weeks.  35 people kicked against examination malpractices while the remaining 15 people supported.
	It is a cankerworm and in cankerworm attitude which is prohibited in NCE Accounting students of Kwara State College of Education, Ilorin since the number of those who kicked against it is greater than the supported ones.
	Pearson Product Moment Coefficient Correlation Method was used to analyze the two data.
Administration of the Instrument
	The researcher carried out the collection of the data personally.  The researcher served the questionnaire to Accounting Degree students in Kwara State College of Education, Ilorin.  The questionnaire was administered on fifty students. All the respondents filled and returned the questionnaire given to them.
Data Analysis
	The data collected was analyzed using simple percentage frequency table and chi-square (X2) for the purpose of analysis and interpretation.

CHAPTER FOUR
RESULTS AND DISCUSSION
Results
	This chapter is concerned with the analysis of data obtained from the questionnaire distributed.  In this chapter, the researcher made the analysis out of the questionnaire given to NCE Accounting students in the Kwara State College of Education, Ilorin and the breakdown of the responses of the students were made into data.  It also presents the test of the hypotheses earlier formulated as well as the interpretation of the analysis.
	These hypotheses were tested using chi-square method.
Hypothesis One:
There is no significant relationship between students’ related factors and the cause of examination malpractice among NCE Accounting Students.
Table I:  Students’ related factors and the causes of examination malpractice among NCE Accounting students.
Respondents	Agree/Strongly
       Agree	Disagree/Strongly
Disagree	Total	
Male	14	13	27	
Female	10	13	23	
Total	25	26	50	
Source: Survey Research, 2024

Table 2:  Analysis of Responses to Hypothesis One
Calculated
Value	Critical
Value	Degree of
Freedom	Significant
Level	Null
Hypothesis	
16.77	2.71	N – 1
50-1 = 49	0.05	Rejected
	
The result in table 2 showed that the calculated value of 16.77 is greater than the critical value of 2.71 at 0.05 level of significance and degree of freedom is 49.  This, however, indicates that the null hypothesis is rejected.
Therefore, since the null hypothesis is rejected, this indicates that there is a significant relationship between students’ related factors and the Cause of Examination Malpractice among Accounting Students.
Hypothesis Two:
There is no significant relationship between teachers’ related factors and the cause of examination malpractice in NCE Accounting students.                   
Table 3:  Teachers’ related factors and the Causes of Examination Malpractice among NCE Accounting students.
Respondents	Agree/Strongly
       Agree	Disagree/Strongly
Disagree	Total	
Male	17	13	30	
Female	6	14	20	
Total	33	17	50	
Source: Survey Research, 2024
Table 4:  Analysis of Responses to Hypothesis Two
Calculated
Value	Critical
Value	Degree of
Freedom	Significant
Level	Null
Hypothesis	
13.61	2.71	N – 1
50-1 = 49	0.05	Rejected
	
	The result in table 4 implies that there is significant relationship between teachers’ related factors and the cause of examination malpractice among NCE Accounting students.  The calculated value of 13.61 is greater than the critical (r) value of 2.71 at 0.05 level, thus, the null hypothesis is rejected.
Hypothesis Three
	There is no significant relationship between home related Factors and the Cause of Examination malpractice among NCE Accounting students.
Table 5:  Home related factors and the causes of examination malpractice among NCE Accounting students.
Respondents	Agree/Strongly
       Agree	Disagree/Strongly
Disagree	Total	
Male	16	10	26	
Female	20	4	24	
Total	36	14	50	
Source: Survey Research, 2024
Table 6:  Analysis of Responses to Hypothesis Three
Calculated
Value	Critical
Value	Degree of
Freedom	Significant
Level	Null
Hypothesis	
2.94	2.71	N – 1
50-1 = 49	0.05	Rejected
	
Table 6 implies that there is significant relationship between home related factors and the cause of examination malpractice among Accounting NCE students.
Therefore, the calculated value of 2.95 is greater than the critical (r) value of 2.71 at 0.05 significant level.  The null hypothesis is rejected.
Hypothesis Four
	There is no significant effect of examination malpractice on the Business Education among NCE in Kwara State.
 Table 7:  Government related factors and the causes of examination malpractice among NCE Accounting students.
Respondents	Agree/Strongly
       Agree	Disagree/Strongly
Disagree	Total	
Male	21	9	30	
Female	5	15	20	
Total	26	24	50	
Source: Survey Research, 2024
Table 8:  Analysis of Responses to Hypothesis Four
Calculated
Value	Critical
Value	Degree of
Freedom	Significant
Level	Null
Hypothesis	
9.74	2.71	N – 1
50-1 = 49	0.05	Rejected
	
	The result in table 8 showed that there is significant relationship between government’s related factors and the cause of examination malpractice in NCE Accounting students.  The calculated value of 9.74 is greater than the critical (r) value of 2.71 at 0.05 significant value.  This however indicates that null hypothesis is rejected.
	Therefore, since the null hypothesis is rejected.  This indicates that there is a significant relationship between government related factors and the cause of examination malpractice among Accounting students.
Discussion of the Results
	The analysis showed that hypothesis one is rejected meaning that there is significant relationship between students’ related factors and the causes of examination malpractice.
Oyewole (2000) stated that students involved in examination frauds because of their unserious attitude toward learning.  He further stressed that students absent from school after official registration only to resurface in the school  when examination is approaching thereby finding strategies with their colleagues on how to cheat in examination.
In a similar vein, hypothesis two was rejected implying that there are significant relationship between teachers’ related factors and the causes of examination malpractice.
This finding is substantiated by Omotosho (2001) who reported that some lecturers during examination and gratification they believe that their start performance in an examination will go along to remove their professional competence and excellence.
Also, hypothesis three was rejected to agree to the fact that there is significant relationship between home related factors and the causes of examination malpractice.  This is in line with what Adekeye (2000) found out that home related factors to the cause of examination malpractice include general moral laxity in the society students weak background, lack of parental support and motivation, urge parents high expectation as well as students’ attempt to win societal honour that goes along with success contributed significantly to the causes of examination malpractice among NCE Accounting students.
Finally, hypothesis four postulated in this study was rejected.  This entails that there is significant relationship between governments’ related factors and the causes of examination malpractice.  This was supported by Akanbi (2002) who stated that governmental factors that cause examination malpractice include shortage of facilities, lack of books, adequate manpower; poor feedings have all been identified as part o the root cause of the problem.  He also stressed that too much emphasis on paper qualification as well as political instability i.e. incessant closure of school, disruption of academic calendar, crash programme, etc. all influence academic performance of NCE Accounting students.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
	The study investigated the attitude of College authority to examination malpractice among NCE Accounting students of Kwara State College of Education, Ilorin.
	The study revealed that there is significant relationship between students’ related factors and the Causes of Examination Malpractice among Accounting Students.
	It was also discovered that there is significant relationship between Teachers’ related factors and the Causes of Examination Malpractice among NCE Accounting Students.
	In addition, the study also revealed that there is significant relationship between home related factors and the Causes of Examination Malpractice among NCE Accounting Students.

Conclusion
If the rate at which examination malpractice is perpetrated is allowed to continue, a stage will be reached when certificate can no longer be used to determine the academic ability of the bearers or the standard of education in the country.
The consequence of such a development is that the quality and standard of education will be a mirage only in the realms of fantasy and dreams and not on result.
Based on the analysis of finding, it was discovered that poor study habit by students and inordinate ambition of students resulted to ill preparation for examination and as a way out they resort to examination malpractice.
The result of findings also revealed that, poor condition of service of teacher has lead to lack of job satisfaction, poor devotion to duty, poor motivation and low morale in teachers and inadequate teaching and learning facilities and equipment reduce the effectiveness of both teacher and students in their teaching and learning preparation for examination, this resulted to examination malpractice among the teacher and students.
It was revealed that some parents have failed in their duties in child care, modelling of virtuous behaviour, supervision and moral training of children have influenced their children in examination malpractice.
Recommendations
Based on the findings of this study, the following recommendations are made:
Federal government should support the dismissal termination of appointment and preservation of anybody caught indulging in examination malpractices.
Also, the college authority should try and put in place effective instrument for measuring on the job effectiveness of lecturers to ensure should take attendance of the students in every lecturer so as to reduce the rate at which student absent himself or herself from school or class.
Seminars and workshops should be organised for both students and teachers (lecturers) where the negative impacts of examination malpractice would be thoroughly explained and how its menace could be curtailed.
The college authority should embark on cancellation of entire results of students caught in the act of examination malpractice. Provision should also be made by the Federal, State and Local Government for adequate classroom, accommodation, well-equipped libraries and lecture rooms in Kwara State College of Education, Ilorin.
There must also be joint effort by the society to stamp out this social menace and appropriate punishment must be met out to anybody found inducting in examination malpractice.
The home must be able to teach morality by laying good examples for the children to follow so that the child’s character can be mould properly so as to be able to uphold the truth, honest, fairness, decency and good morale at all times and in all places.
Again, parents should try as much as possible not to choose according to their ability.

REFERENCES
Adesina, S.E. (1995), Previous Study of Observed Attitudes of College Authority Towards Examination Malpractice Among Accounting Degree Students of College of Education, Ilorin: Atoto Press Limted.

Akanbi, T. (2002), Causes of Examination Malpractice, Ilorin: University Press Limited.

Akinpelu, A.O, (2002), The Teachers and the Encourage of Examination Malpractice, London: Longman Publishers.
Alao, F. (2004), The Misconception and Exaggeration Expectation of Likely Benefit of Passing Examination, Ilorin: University of Ilorin Press.

Bankole, A.F. (2004), Perception of Examination Malpractice in Our School System, Ilorin: Atoto Press Limited.

Bello, A.F. (2002), Incidence and Causes of Examination Malpractice as Perceived by Students of the University of Ilorin.  Unpublished B.Ed. Project, Department of Educational Guidance and Counselling, University of Ilorin.

Nduka, B.A.(2003).  School Indiscipline and Remedies, Lagos: Premier Press and Publishers.

Odediran, N.O. (1999), Examination Malpractice with the Use of various Devices, Ilorin: University Press Limited.

Olanipekun, A. (2004), Examination Malpractice: Both Illegal and Moral should be Addressed, Lagos: Premier Press and Publishers.

Olayinka, B. (1999).  Conduct of Examination in Nigeria Schools.  Unpublished Term Paper, University of Ilorin, Ilorin.

Omisore, A.A. (1996), Examination Malpractice in Tertiary Institutions of Learning.  Unpublished Term Paper, Kwara State College of Education, Ilorin.

Omotosho, S.A. (2002), Attitude of Undergraduate Students of the University of Ibadan Towards Examination Cheating in, Unpublished B.Ed. Project, University of Ibadan, Ibadan.

Oyewole, O.A. (2000).  Why Students Fail Psychological Therapy of Examination Malpractice and Occultism, Ilorin: Stephen & Co. Limited.

QUESTIONNAIRE
KWARA STATE COLLEGE OF EDUCATION, ILORIN BUSINESS EDUCATION DEPARTMENT

CAUSES AND EFFECT OF EXAMINATION MALPRACTICE IN BUSINESS EDUCATION (A CASE STUDY OF KWARA STATE COLLEGE OF EDUCATION, ILORIN)

Dear Student,

The researcher is a final year student of the above institution who embarked on the research of the above topic.  You are required to supply information as regards the topic.
You should be rest assured of the confidentiality of any information you supplied since the study is simply on academic.
Thank you,

SECTION A
1.	Sex:  Male  (   )   Female  (   )
2. 	Age:  18 – 30 years (  );  31 – 35 years (  ); 36 and above  (  )
3.	Religion: Muslim (  ); Christianity (  )
	SECTION B
F = RT x CT = 25 x 27   = 13.5
            GT             50
                           26 x 27  =  14.04 
				50
                           25 x 23  =  11.5
				50
                           26 x 23  =  11.96
                               50
X2  =   α (O-E)
                E
(14-23.5)2  +  (23-24.04)2 +  (20-11.5)2  +  (26-11.96)2
   23.5               24.04            11.5              11.96 
0.0185 +  0.0770 + 0.1957 + 16.4817  =  16.7729
=  16.77
F  =  RT x CT  =  33 x 30   =  19.8
            GT             50
                           27 x 30 =  14.04 
				50
                           33 x 20  =  13.2
				50
                           27 x 20  =  6.8
                              50

QUESTIONNAIRE
CAUSES AND EFFECT OF EXAMINATION MALPRACTICE IN EARLYCHILDHOOD EDUCATION DEPARTMENT

Introduction:  For each item in this section, there are four alternatives.
SA - Strongly Agree		A - Agree;
D    - Disagree;			SD – Strongly Disagree
You are requested to tick any of the following alternatives of your choice.
S/N		SA	A	D	SD	
 1.	Fear of failure is responsible for students’ involvement in examination malpractice					
 2.	Exchanging of answer sheet enable bright students to write answer out for his colleagues					
 3.	Students’ bad habits and poor study skill do make students to involve in examination malpractices					
 4.	Students’ weak background do make them to involve in examination malpractice					
 5.	Lack of qualified teachers for school subjects do make students to cheat in examination 					
 6.	Poor sitting arrangement in the class do give room for examination malpractice					
 7.	Poor use of appropriate teaching methods do make students to cheat in examination 					
 8.	Poor methods of supervision by teachers during examination do cause examination malpractice.					
 9.	Lack of parental support and motivation do make students to involve in examination malpractice					
 10.	Urge to meet parents’ high expectations do make students to cheat in the examination 					
 11.	Poor teaching of moral factors into the children do make them to cheat in the examination 					
 12.	Too much emphasis on paper qualification is responsible for students’ involvement in examination malpractice					
 13.	Inadequate finding of educational sectors by government is responsible for students’ involvement in examination malpractice					
 14.	Political instability, incessant closure of school, disruption of academic calendar, clash programme is responsible for examination malpractice.					
.