International Journal of Innovative Education Research 11(1):33-44, Jan.-Mar.

, 2023

© SEAHI PUBLICATIONS, 2023 www.seahipaj.org ISSN: 2354-2942

Assessment of the Impact of Examination Malpractice on

Students’ Academic Achievement in the Directorate of
Degree Programmes, Affiliated to University of
Maiduguri, Umar Suleiman College of Education
Gashu’a, Yobe State
1*
Abdullahi Usman & 2Abubakar Aliyu
1
Department of Mathematics,
School of Secondary Education
Umar Suleiman College of Education Gashua, Yobe State, Nigeria
*Corresponding author:Abdulusman701@gmail.com
2
Department of Science Education
Umar Suleiman College of Education Gashua, Yobe State, Nigeria

ABSTRACT
This study assessed the impact of the examination malpractice on students’ academic achievement in
the Directorate of the Degree Programmes of Umar Suleiman College of Education, Gashu’a, Yobe
State The population consisted of all the undergraduates in the programme. Purposive sampling
techniques was used to select students from six departments to complete the designed questionnaire
with the title “Assessment of the impact of examination malpractice on student’s academic
achievement” developed by the researcher. Ex post facto method was adopted for this research.
Descriptive statistics was used to answer research questions, while Research Hypothesis was analyzed
using t-test. The results of this research revealed the types, causes and the consequences of the
examination malpractice on students’ academic achievement in tertiary institutions. Similarly,
recommendations were provided to help in reducing the examination malpractice.
Keywords: examination malpractice, academic achievement,

1.0 INTRODUCTION
Education is aimed at training the mind of its recipients for effective achievement. It prepares the
individual with the information necessary for high level of human functioning. It is a process of
teaching and learning that is evaluated through examination at the end of the learning period.
Akaranga and Ongong (2013) described education as a process through which young adults are
equipped to lead productive lives according to their talents and interests. Through education, learners
are not only taught, trained, and adequately guided to acquire relevant skills and knowledge but also
learn how to adapt to acceptable public life. Education means acts of overcoming handicaps,
achieving greater equality, and acquiring wealth and status for all. The early years schooling focuses
around developing basic interpersonal communication and literacy skills. Later, education turns
towards gaining the knowledge and skills needed to create value and establish a livelihood. Also,
people pursue education in order to satisfy their curiosity or interest for their personal development.
Education could be formal or informal. Formal education occurs in a structured environment where
everything is explicitly carried out by the teacher in teaching the students. Usually, formal education
takes place in a school environment with classrooms of multiple students learning together with a
trained, certified teacher of the subject. Whilst informal learning occurs in a variety of places, such as
out of school time, in youth programmes at community centres and even village squares. Informal
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learning does not follow a specified curriculum and may originate accidentally, sporadically, in
association with certain occasions, from changing practical requirements. It is not necessarily planned
to be pedagogically conscious, systematic and according to subjects, but rather unconsciously
incidental, holistically problem oriented, and related to situation management and fitness for life. In
the traditional African educational system, teaching and learning are basically practical. The students
learned orally and through close observation of their master. In fact, it is usually done through
imitation with no certificate awarded after completion of the course of study. However, it is made this
way because the society requires skill acquisition and practical demonstration of the art being learned
(Akaranga & Ongong, 2013). The western knowledge acquisition system or formal education is
measured on certificates. Besides, certificate is not a full proof of knowledge retention. Before
certificate is awarded, the students have to be examined in the field they have been trained.
The Oxford Advanced Learners Dictionary (2000) delineated examination as a spoken or practical test
at school or college in order to be given certificate after stipulated period of time. It clearly explains
that a test or examination is an assessment intended to measure a test takers knowledge or skill,
aptitude, physical fitness or classification in many other topics (e.g. beliefs). A test may be
administered orally, on a paper, on a computer or in confirmed area that requires a test taker to
physically perform a set of skills. Examination is an organized assessment technique which presents
individuals with a series of questions or tasks geared towards ascertaining the individual acquired
knowledge and skills (Oduwaiye, 2014). Malik and Shah (1998) as cited in Akaranga and Ongong
(2013) observed that examination is not only a process of assessing the progress of students but, it
also motivates and helps them to know their academic strengths and weaknesses apart from providing
teachers with opportunities to try new methods of teaching. But when examination is not properly
conducted, the expected feedback may not be obtained. Hence, the result of such evaluation leads to
wrong decisions and judgments which affect the teacher, the learner, the entire education industry, as
well as the society. Ojonemi et al., (2013) said that whenever there is examination irregularity or
malpractice, the validity and resulting outcome is questionable. According to Emaikwu (2012),
examination as part of evaluation in education is aimed at determining a learner’s level of skill
acquisition or intellectual competence and understanding after a given training. Evidence revealed that
because of the laziness on the part of the students who always want to pass through crude ways
resulted to examination malpractice.
Statement of the problem
The issue of examination malpractice has become very rampant in Nigeria tertiary institutions. This is
a source of concern by education stakeholders. Scholars like Akanni and Udofin (2015), Nnam and
Inah, A. F. (2015) and Asore (2014) carried out their studies on causes, consequences and possible
ways of reducing examination malpractice in Nigerian secondary schools. This present work,
however, is quite different with the studies of these scholars because the problems of the examination
malpractice is investigated at the level of tertiary institution, specifically, in the Directorate of Degree
Programmes, affiliated to University of Maiduguri, Umar Suleiman College of Education, Gashua. In
particular, the work brings to light the impacts of examination malpractice on students’ academic
achievement from 2017/2018 to 2020/2021 Academic Session.
Aim and Objectives of the Study
This study is aimed at assessing the impact of examination malpractice on students’ academic
achievement in the Directorate of Degree Programmes, affiliated to University of Maiduguri, Umar
Suleiman College of Education Gashu’a, Yobe State. Specifically, the objectives are to:
1. identify the types of examination malpractice that hinder academic achievement of students; and
2. investigate the causes of examination malpractice that deter academic achievement of students; in
the directorate of degree programmes, affiliated to University of Maiduguri, Umar Suleiman
College of Education Gashu’a, Yobe State.
Research Questions
1. What are the types of examination malpractice that hinder academic achievement of students in the
Directorate of Degree Programmes, affiliated to University of Maiduguri, Umar Suleiman College
of Education Gashu’a, Yobe State?

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2. What are the causes of examination malpractice that deter academic achievement of students in the
Directorate of Degree Programmes, affiliated to University of Maiduguri, Umar Suleiman College
of Education Gashu’a, Yobe State?
Research Hypothesis
The following null hypothesis was developed and tested at the 0.05 level of significance:
H1: There is no significant difference between the performances of students in the year involved in the
examination malpractice compared to the year after their involvement in the Directorate of Degree
Programmes, affiliated to the University of Maiduguri, Umar Suleiman College of Education
Gashu’a, Yobe State.

2.0 LITERATURE REVIEW

Examination was referred to the part of students’ evaluation process that involves the determination of
the intellectual ability, competence and the learners’ level of understanding after a given training has
been offered (Emaikwu, 2012). It evaluated the quality of knowledge, skills, capability, understanding
that a person has acquired within a specified period of time (George & Ukpong, 2013). As a tool of
evaluating academic performance, it is the basis on which the entire system of academics operates,
rotates and it is also an instrument used to decide whether a student is allowed to move to the next
level or be retained at where he is (Adegbenjo & Adebayo, 2017). According to Nnam and Inah
(2015), examination was considered the means by which a candidate’s ability, knowledge,
competence, progresses is formally measured and appraised in the educational sector. Examination
grades are the most common means by which parents and society are informed about learners’
academic performance (Airasian, 2001). In this regard, no one wants to fail examination, it
encourages some students to engage in dubious act of irregularity or malpractice. Examination is an
organized assessment technique which presents individuals with a series of questions or tasks geared
towards ascertaining the individual acquired knowledge and skills (Oduwaiye, 2014). Malik and Shah
(1998) as cited in Akaranga and Ongong (2013) observed that examination is not only a process of
assessing the progress of students but, it also motivates and helps them to understand their academic
strengths and weaknesses apart from providing teachers with opportunities to apply new methods of
teaching if the adopted one does not work properly. But when examination is not conducted well
enough, the expected feedback may not be obtained. Hence, the result of such evaluation leads to
wrong decisions and judgments which affect the teacher, the learner, the entire education industry, as
well as the society. According to Emaikwu (2012), examination as part of evaluation in education is
aimed at determining learners’ level of skill acquisition or intellectual competence and understanding
after a given training. Evidence revealed that laziness on the part of the students who always want to
pass through crude ways resort to examination malpractice.
Examination Malpractice is referred to as any deliberate act of wrong doing, contrary to the rules of
examinations designed to give a candidate an undue advantage. Examination malpractice also known
as cheating is the illegal action that students take during their examinations to try to make good grades
by cutting corners. Examination malpractice is an act or irregular manner of testing candidates which
contravenes the rules and conventions guiding the conduct of examinations. Examination malpractice
has done a lot of harm to students since many of them have neglected their books with the hope of
performing the magic they are used to in every examination. Examination malpractice in Nigerian
educational system has been widely discussed and viewed as a major challenge not only to
examination bodies but to school administrators, the entire education system, the government and the
society at large (Adie & Oko 2016). Maduabum (2009) noted that examination malpractice is
noticeable in every state of the Federal Republic of Nigeria and in all the school systems. Uzoagulu
(2008) affirmed that giraffe method, furtive glancing, copying, and taking handwritten materials and
textbooks into the examination hall rank first among the types of examination malpractice. Cheating
has become a national phenomenon to the extent that forging certificates to gain admission or
employment is a usual habit among desperate Nigerians and even among the political class. Several
members of the legislative and executive arms of government in the last few years have been accused
of certificate forgery and perjury in Nigeria and some have fallen from grace to grass as a result of
examination malpractice. The case of a former Speaker of the House of Representatives in Nigeria
who falsely claimed to have acquired a degree from University of Toronto but to the utter perplexity
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of all and sundry, was only a secondary school certificate holder is still fresh in the minds of many
Nigerians (Ariba, 2011). Examination malpractice has adverse effects on all facets of society, the
individual, the home, the school, the government, the private sector and the international community
(Obasi, 2009). As observed by Ajayi (2009), examination malpractice cannot be curbed unless the
entire society displays high degree of responsibility, integrity and honesty by fighting this menace
with all vigour and rigour it deserves. There should a de-emphasis on paper qualification for
determining the fate of candidates for job placement; enforcement of punishment for offenders; and
public enlightenment campaigns to be carried out regularly to expose the ills of examination
malpractice. Hornby (2005), malpractice referred to careless, wrong, or illegal and undesirable
professional behavior during and after examinations. It is regarded as the national tragedy of
education in Nigeria. Examination malpractice is defined as the deliberate wrongdoing contrary to
official examination rules (Maheshwari, 2011). Ugwu (2012) defined it as any deliberate wrongdoing
contrary to official examination rules and designed to place a candidate at an unfair advantage.
Maheshwari (2011) stated that different forms of malpractice are commonly committed at the pre-
conduct, conduct, and evaluation stages. Maheshwari (2011), in addition, stated that the phenomenon
of examination malpractice has become endemic in the educational system. Students are involved
because they want to achieve success; parents are involved because they want good grades for their
wards; teachers and others are involved because of the financial, material, and other intangible gains
derivable from involvement in examination malpractice.

Types Of Examination Malpractice

The following are some identified forms of examinations malpractice by (Adie & Oko, 2016)
Leakage: This means the content of examination or part of it is disclosed prior to the examination.
Usually, it involves one or more of the following: staff members of the examination authorities,
printers, proof readers, and messengers.
Impersonation: An individual who is not registered as a candidate for a particular examination takes
the place of one that is registered. Usually, this involves collusion between the chief examiner and the
examination supervisor. It frequently involves tertiary institutions students taking the test for
monetary reward or a favor for a girl friend or boyfriend.
Smuggling of Foreign Materials: This is perhaps the most common form of malpractice. It relates to
the introduction of unauthorized materials (e.g. parts or whole note books, text books, microchips and
answers) into the examination hall.
Foreign materials are frequently smuggled in pants, shoes, hems and bras or deposited or fixed in the
hall prior to the examination or even smuggled in by the candidates or their aids during the
examination.
Copying: Copying from another candidate’s work with or without permission.
Collusion: Unauthorized passing of information between candidates usually by exchanging notes or
scripts. This is usually facilitated by inadequate spacing between desks and laxed supervision.
Markers Malpractice: Deliberate alteration of marks designed to inflate or deflate a candidate’s
original mark. This can be initiated by examination officials or candidates (Eze, 2012 & Olanipekun,
2013).
Onyibe, Uma and Ibina (2015) opined that in every examination, students develop new methods of
perpetrating examination malpractices. The instances of examination malpractices vary. They range
from impersonation, leakage of questions, tampering with results, and computer fraud to fraudulent
practices by invigilators. Some forms of malpractices are discussed below.
1. Collusion among candidates themselves and between them and examination officials: it
occurs when candidates writing the same examination copy from one another. When
examination official leaks the examination materials to the intended examinees, parents, or
overzealous school managers prior to the examination time, the malpractice committed also
falls under collusion. Collusion leads to mass cheating in examinations.
2. Impersonation: This is a case where another candidate or hired stand-in sits for examination
on behalf of the genuine candidate; Male candidates sitting in for girls or vice versa and twins
writing examinations for each other.

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3. Giraffing: This form of cheating takes its name from one of the African wild animals with an
extremely long neck, legs and small head (Akaranga & Ongong, 2013). It is a process in
which an examinee stretches out his neck as long as possible to view and copy what a fellow
candidate has written down for a given question. Giraffing is among the oldest and the
commonest form of examination malpractice.
4. Inscription: Students have now advanced to the level of inscribing materials or information on
anything like parts of their body for example palms, thighs, baby pampers; handkerchiefs,
rulers, purses, chairs, tables, walls of examination halls and so on (Oredein, 2006). Nursing
mothers convert the tender skin of their baby to white board; intermittently during
examination seek for permission to breastfeed their baby only to use such avenues for note
reading or revision.
5. Irregular activities inside and outside the examination halls: Students, who have made up their
minds to cheat, exhibit unwholesome behavior during examination. For instance, smuggling
out question papers out of the examination hall, sending and receiving information from other
candidates or from agents and touts outside the hall, tearing part of the question paper or
answer booklet during the examination to perpetrate malpractice.
6. Scientific malpractice/ the use of mobile phones during examinations: Nowadays, candidates
employ unauthorized scientific calculators, organizers, compact disc, and mobile phones to
take undue advantage. Mobile phones with cameras (imaging functions) are used to take
snapshots of a whole textbook in a much reduced format for use during examination. For
examination that involves multiple choice questions, candidates inside the examination hall
receive the answer through the handsets from their agents even outside that geographical
location.
7. Bribery: This form of malpractice may be used to enhance teacher-student collusion to cheat.
It brings in the economic perspectives in examination malpractices. A student may pay an
examination official some money not necessarily to buy the question paper, but to be allowed
to use illegal materials smuggled into the examination halls or to extend the examination
scheduled period. Male students offer money or other valuables while female students use
money or sex to bargain for “upgrading” of their examination scores. Bribery is common in
both secondary and tertiary levels of education examination.
8. Intimidation / Assault on examination officials: There are reported cases where students and
touts brandish dangerous weapons like daggers, pistols, axes, etc. in the examination venues
to intimidate invigilators to have a free day while committing the heinous crime. Students
who indulge in secret cult activities are more prone to this violent act. The case of
intimidation is more evident during external GCE or during final semester of undergraduate
studies examinations.
9. Other forms of examination malpractice includes the use of coded sign languages by some
candidates, exchanging of answer booklets for note comparison or outright impersonation,
mass cheating, leakage of question papers, etc.
From the forms of examination malpractices aforementioned, it is clear that examination malpractice
is not limited to the time and the place of examination. In fact, it occurs either before, during or after
examination. A typical pre-examination malpractice in Nigeria is in the process of registering SSCE
candidates for examinations. Ojerinde (2004) cited in Anzene (2014) reported that one of the
commonest forms of pre-examination malpractice is the registration of non-school candidates for
school examination by principals in spite of clear regulations against such practice. This explains why
secondary schools located in rural areas with no access road or difficult terrains that hinder external
monitoring or supervision witness influx of candidates during SSCE examinations. Such “miracle
centers” are established for pure economic gains and not to impart knowledge to students. The
introduction of Global System for Mobile Communication (GSM) in the country has revolutionized
examination malpractice in all tiers of our school system. A lot of academic information is now stored
in these electronic gadgets for direct use in examination halls or for onward transfer via short message
service (sms) to other students in any other parts of the country. Post examination malpractices
include such unwholesome activities occurring after the examination, for instance, candidates tracing
their answer booklets to the marking centres. During SSCE examinations (WASSCE, NECO, &
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NABTEB), some candidates use pencil to write their telephone numbers, urging the marker
(examiner) to contact them for price negotiation. Some female candidates also attach their semi-nude
photographs in the answer booklets praying for a sexual promiscuous male to mark their answer
booklets. Such photographs bear telephone numbers for contact. In the tertiary institutions, sorting
and sexual gratification is a major form of post examination malpractice. Continuous assessment
scores and even examination scores are altered by the unscrupulous lecturers to give undue advantage
to their cohorts. Intervention by highly placed school officials for their wards or relative to be passed
or given a specific grade at all cost is also a rampant case of post examination malpractice.
Causes of Examination Malpractice
The idea that, in Nigerian, certificate is most important than the skills to deliver is what prompted
most students into malpractice so as to have the required certificate to be there. The society regards
possession of certificate as Alfa and Omega where an individual is only recognized if he possesses
certain certificate. Other factors responsible for examination malpractice in Nigeria includes what
most respondents called “wrong value system which leads to serious quest for certification instead of
knowledge and skills”, Laziness, lack of preparation or in-adequate preparation for examination, lack
of self- confidence, poor school facilities, (Lack of or in-adequate examination hall) poor sitting
arrangement, socio-economic factors, political-undertone, privatization and commercialization of
education, poor invigilation, weak parental function, etc. (Onyechere 2004; Awambor, 2004).
Many reasons have been adduced to be the cause of the prevalent cases of examination malpractice.
Petters & Okon (2013) identified the causes to include fear of failure, craze for certificates, desire of
parents to have their children in choice professions and university, pressure on students to pursue
courses which they have no aptitude for, pressure from teachers who want to gain favour of students
and overcrowded sitting arrangement. George & Ukpong (2013) linked the increasing rate of
examination malpractice to poor teaching, ineffective preparation by students, ill-equipped library
facilities, and dubious admission policy. Akaranga and Ongong (2013) viewed the cause of
examination malpractice to parental upbringing. They opined that because of social status and
economic ability, most parents are easily persuaded to bribe their way through for the sole success of
their children and self-gratification. General moral decadence and the high premium placed on
achievement and certificates by Cameroonians in recent times spawned examination fraud. The
overdependence on educational certificates as a measure of one’s knowledge and competence has led
to a mad rush by most people for educational certificates through unethical means. The disjunction
between culturally acclaimed goals and the institutionalized means of achieving these goals coupled
with the cultural context of great emphasis on success-goals without equivalent emphasis upon
institutional means of attaining these goals have created an environment that predisposes some
students, teachers, parents and others to examination malpractice (Jimoh, 2009). Chidi (2003)
affirmed that if students who bribe their ways out of the exam halls will only go ahead to make the
community in which the find themselves to be more corrupt. He further asserted that a teacher in a
training school who cannot pass written exams or final test and bribes his or her way out, or involve in
examination malpractices cannot be able to manage his or her students in class, not to talk of teaching.
He thus holds that such teachers will only be educating individuals who will become ‘intelligent
devils’. To him, he sees intelligent devils as people who cannot do any positive contributions in their
societies and will only become arm robbers in future.
Many deeply rooted underlying factors have been reported to be the causes of examination
malpractices in our schools. Fear and anxiety are pressures which „push‟ students to want to do well
and this usually lead to all forms of examination malpractices (Ipaye, 1982 & Alhassan, 1991). As
Paul-Cookey (2001) said, this emphasis on examination has caused indescribable anxiety, shock and
nervousness in students and their parents. Laziness and inadequate preparation for examination are
also identified as important causal factors of examination malpractice. This confirms the saying that,
„he who fails to prepare, prepares to fail‟, and since many students who failed in preparation are bent
on passing at all cost; cheating becomes their only option.
Some other causes of examination malpractices as enunciated by scholars like Ipaye, (1982), Alhassan
(1991), Adeyinka (1993), Adekale (1993) & Olasehinde (1993) are attributed to the following group
of factors as indicated below:

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1. Society-Related Factors:
a) Undue emphasis on Certificates. b) Poor staffing of schools. c) Laxity in prosecuting offenders.
d) Inadequate funding.
2. Institution-Related Factors:
a) Too difficult examination questions. b) Poor invigilation. c) Lack of conducive examination
environment.
3. Teacher-Related Factors:
a) Teacher’s threat to fail students. b) Lack of commitment on the part of teachers. c) Anxiety caused
by non-completion of the syllabus. d) Leakages through teachers.
e) Un-stimulating course materials. f) Strikes that often interrupt the school programmes.
4. Learner-Related Factors:
a) The fear of failure. b) Inadequate preparation. c) Desire to meet societal expectations. d) Lack of
confidence in one’s ability.
5. Group-Related Factors:
a) Parents/Guardians. b) Examination Officials. c) Examining Board Computer Operators. d) Law
Enforcement Agents.
Effects of Examination Malpractices
Some of the effects of examination malpractices as highlighted by Alhassan, (1991), & Oyetunde,
(2004) are:
1. It gives a false impression of the amount of knowledge, understanding or skills possessed by
students. This is dangerous because examinations are a means of assuring the public that
candidates certified by institutions and examination bodies as having done well in their
examinations are of the quality and competence reflected in their certificates.
2. It defeats the basis of objective comparison between and among candidates. The examination
is an instrument of objective comparison between the competing candidates with respect to
their mastery of what have been jointly taught to them. That is, examinations are often used
for ranking and selection purposes. In this regard, examination malpractice makes the
selection of the best for a particular position or level difficult. This makes a mockery of
excellence and standard and sends the signal that honesty does not pay.
3. It breeds mediocrity and enthrones laziness and stupidity, thereby discouraging hard work,
which is the foundation of growth and progress.
4. It fosters self-deception as those who engage in examination malpractices cannot correctly
and objectively assess their competence.
5. It is a violation of the law of Almighty God and a reproach to individual’s families and a
nation.
6. It places education and evaluation on a very precarious foundation and creates a picture of a
nation growing on falsehood.
7. It retards the development of a nation. That is, it can create a nation of consumers and not
producers. 8. It breeds criminals, “fraudsters” and killers. We can imagine the havoc that fake
medical doctors can cause to people and nation.
9. It frustrates the use of examination for educational reforms, as it will be difficult for the
administrators of education to know the extent to which the objectives of education are being
served. 10. It erodes public confidence in examinations and the entire educational system.
11. It causes confusion and disorientation for the society and employers of labor.

METHODOLOGY
The research employed survey research design. Sambo (2002) described survey as a type of research
in which a random sample is taken from a well-defined population. The population covered all the
students of six departments in the Directorate of the Degree Programmes, Umar Suleiman College of
Education Gashua. Purposive sampling techniques were used for this study. The questionnaire was
used to obtain the data for this research. The researchers administered the questionnaire themselves
with the help of the research assistant. The research questions were answered using descriptive
statistics, while the research hypotheses were answered using T-test for independent sampling.

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DATA ANALYSIS, RESULT AND DISCUSSION

This section presented data analysis, result and discussion. It discussed the research questions and
research hypothesis raised under this study. However the chapter discussed the data analysis,
summary of finding and discussion.
To analyze the research questions for this study. Descriptive statistics was used to answer research
questions via percentage and frequency, while research hypotheses of this study were analyzed using
T-test.
1. What are the types of examination malpractices that hinder academic achievement of students
in higher institutions in the Directorate of Degree Programmes, affiliated to University of
Maiduguri, Umar Suleiman College of Education, Gashua Yobe State?
Table 1 Type of examination malpractice from 2017/2018 to 2020/2021 Academic Sessions
S/N ITEMS Responses
Frequency
PERCENTAGE
1. Copying answers from pieces of Paper 50 71.4
2. Copying answers from Mobile Phone 07 10
3. Copying answers from Palm 07 10
4. Copying answers from Rack 01 1.43
5. Communication in Examination Hall. 01 1.43
6. Bringing in Prepared Booklet into the 04 5.71
Examination Hall
Source: Examination Office, Degree Programmes USCOEGA 2022.

Table 1 shows the types of examination malpractice. It is obvious from the table 1, 50 out of 70
students who involved in the examination malpractice which represent 71.4% were caught copying
answers from pieces of paper during examination. However, 7 out of 70 students who involved in the
examination malpractice were caught copying answers from mobile phones which amount to 10%
during examination. Moreover, 7 out of 70 students who involved in the examination malpractice
which constitute 10% were caught copying answers from palm during examination. A student out of
70 students who involved in the examination malpractice which represent 1.43% was caught copying
answers from rack during examination. A student out of 70 students who involved in the examination
malpractice which represent 1.43% was caught communicating during examination. Also, 4 out of 70
students who involved in the examination malpractice which represent 5.71% were caught in the
examination hall with prepared booklets during examination. Therefore, these are the types of
examination malpractice that occurred from 2017/2018 to 2020/2021 Academic Session in the
Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar Suleiman College
of Education Gashua Yobe State.

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2. What are the causes of examination malpractices that deter academic achievement of students in
higher institutions in the Directorate of Degree Programmes, affiliated to University of Maiduguri,
Umar Suleiman College of Education, Gashua Yobe State?
Table 2 Causes of examination malpractice from 2017/2018 to 2020/2021 Academic Sessions
S/N Items Frequency Percentage
YES NO YES . NO
1. Lack of facilities 26 14 65 35
2. Lack of qualified teachers 27 13 67.5 32.5
3. Inadequate preparation 32 08 80 20
4. Fear of failure 27 13 67.5 32.5
5. Students’ decline reading habit 20 20 50 50
6. Lack of proper Supervision 27 13 67.5 32.5
7. Too much emphasis on paper 20 20 50 50
qualification
8. Poor sitting arrangement during 33 07 82.5 17.5
examination
9. Writing examination in an 28 12 70 30
overcrowd hall
10. Inadequate of time allocated 20 20 50 50
to examination
and Inability to cover scheme of work
11. Impose course on students by parents 18 22 45 55
Source: Examination Office, Degree Programmes USCOEGA, 2022.

Table 2 shows the causes of examination malpractice. It is obvious from the table 2, 26 respondents,
which represent 65% responded with “Yes” that lack of facilities cause examination malpractice,
while 14 respondents, which represent 35% responded with “No” that lack of facilities do not cause
examination malpractice. 27 respondents, which represent 67.5% responded “Yes” that lack of
qualified teachers cause examination malpractice, while 13 respondents, which represent 32.5%
responded “No” that lack of qualified teachers do not cause examination malpractice. 32 respondents,
which represent 80% responded “Yes” that inadequate preparation cause examination malpractice,
while 8 respondents, which represent 20% responded “No” that inadequate preparation do not cause
examination malpractice. 27 respondents, which represent 67.5% responded “Yes” that fear of failure
cause examination malpractice, while 13 respondents, which represent 32.5% responded “No” that
fear of failure do not cause examination malpractice. 20 respondents, which represent 50% responded
“Yes” that students decline reading habit cause examination malpractice, while 20 respondents, which
represent 50% responded “No” that students decline reading habit do not cause examination
malpractice. 27 respondents, which represent 67.5% responded “Yes” that lack of proper supervision
cause examination malpractice, while 13 respondents, which represent 32.5% responded “No” that
lack of proper supervision do not cause examination malpractice, 20 respondents, which represent
50% responded “Yes” ` that too much emphasis on paper qualification cause examination
malpractice, while 20 respondents, which represent 50% responded “No” that too much emphasis on
paper qualification do not cause examination malpractice. 33 respondents, which represent 82.5%
responded “Yes” that poor sitting arrangement during examination cause examination malpractice,
while 7 respondents, which represent 17.5% responded “No” that poor sitting arrangement did not
cause examination malpractice. 28 respondents, which represent 70% responded “Yes” that writing
examination in overcrowd hall cause examination malpractice, while 12 respondents, which represent
30% responded “No” that writing examination in overcrowd hall do not cause examination
malpractice. 20 respondents, which represent 50% responded “Yes” that inadequate of time allocated
to examination and inability to cover scheme of work cause examination malpractice, while 20
respondents, which represent 50% responded “No” that inadequate of time allocated to examination
and inability to cover scheme of work do not cause examination malpractice. Finally, 18 respondents,
which represent 45% responded “Yes” that impose course on students by parents cause examination
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malpractice, while 22 respondents, which represent 55% responded “No” that impose course on
students by parents do not cause examination malpractice. Therefore it has been concluded that all
these cause Examination Malpractice among students in the Directorate of Degree Programmes,
Affiliated to the University of Maiduguri, Umar Suleiman College of Education Gashua Yobe State.

Testing of Hypothesis
Hypothesis: There is no significant difference between the performances of students in the year
involved in the examination malpractice compared to the year after their involvement in the
Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar Suleiman College
of Education Gashu’a, Yobe State.
Table 3: Test of difference of students’ academic achievement in the year involved in the examination
malpractice compared to the year after their involvement from 2017/2018 to 2020/2021 Academic
Session in the Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar
Suleiman College of Education Gashu’a, Yobe State.
Table 3: T-Test Analysis of the Respondents’ Academic Performance
Group N X DF P-VALUE REMARK
Pre_Test 19 2.9068
18 0.659 No sig.
Post_Test 19 2.9832
level of significance
Table 3 shows that the p - value of 0.659 using degree of freedom of 18 at 0.05 level of significance
was obtained. The null hypothesis that said: “there is no significant difference between performances
of students in the year before and after their involvements in the examination malpractice” is here by
retained since 0.659 . This implies that the difference between mean
score of students in the year involved and the year after their involvement is minute; hence, students
should avoid examination malpractice because it does not add any value to the performance of
students in the Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar
Suleiman College of Education Gashu’a, Yobe State.

DISCUSSION OF RESULTS
The study assessed the impact of examination malpractice on students’ academic achievement in the
Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar Suleiman College
of Education Gashua, Yobe state. The major types of examination malpractice identified by the
researcher include copying answers from pieces of paper which is the most occurrence, copying
answers from mobile phone, copying answers from palm, copying answers from rack, communication
in the examination hall, and bringing in prepared booklet into the examination hall.
It also found that the causes of examination malpractice on students’ academic achievement in the
Directorate of Degree Programmes, affiliated to the University of Maiduguri, Umar Suleiman College
of education Gashua, Yobe state, include lack of necessary instructional facilities that facilitate easy
learning to the learners, lack of qualified teachers that impart knowledge to the learners, inadequate
preparation towards examination, fear of failure among students, students decline reading habit, lack
of proper supervision during examination, too much emphasis on paper qualification, poor sitting
arrangement during examination, writing examination in overcrowd hall, inadequate time allocated to
the examination, inability to cover scheme of work, and impose course on students which is beyond
the learners ability by parents as a factor.

CONCLUSION
The findings of this research have revealed the types, causes, and consequences of examination
malpractice, among students in the Directorate of Degree Programmes, affiliated to the University of
Maiduguri, Umar Suleiman College of Education Gashua, Yobe State. It is pertinent that the society,
the general public, government of Yobe State, and indeed Nigeria as a whole to stand up and face the

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challenges pose by this menace, otherwise, the future of our educational system will collapse to some
extent that the product of our institution will not compete with other countries across the globe.

RECOMMENDATIONS
Even though, the system tried its possible best to provide solution to curb this crime, little have been
achieved in the fight against examination malpractice, the research recommended that:
1. Proper orientation should be organized to the new admitted students at the right time by the
college management.
2. College Handbook needs to be issued to each and every student.
3. Parents should not impose course to their children, that they should allow them to study the
course of their choice.
4. The institution should be fair in selecting questions, conducting exams, marking of answer
scripts, and grading of students.
5. Adequate punishment should be given to an erring student based on the offences committed
as provided in the College Handbook.
6. Guidance counselors should help students to define their goals and solve problems related to
personal, social and academic concern.
7. Qualitative teaching through adequate preparation by the lecturers should be improved on.

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