Education is a tool that makes a difference among men and nations of the world.  It is through this means that man acquires the prerequisite knowledge and experiences that enables him to strive well within the complexity of life.  This can be achieved with the establishment of schools, which provide an enabling environment for the teacher, the learner and the psychological environment through which knowledge and experiences are articulated with a view to implementing the curriculum and providing its effectiveness as might be felt by the society.

The main goal of education in its broad terms is directed towards the development of the cognitive, affective and the psychomotor structure of the individual.  This embraces the physical, intellectual, moral, social and aesthetic needs of the learner. If this is the case, then the need to measure and evaluate students’ activities is very paramount.  This is likened to salt in ones’ meals, if the salt loss its taste, then the necessity of the salt is defeated. Anagbogu [1] stated that examination is a tool used to establish a tight relationship between what is taught in school, what is assessed, how it is assessed and who does the assessment. Today, the examination bodies and schools do not seem to conform to the views of Anagbogu [2]. Recently, Onyechere charged the Nigerian Union of Teachers (NUT) and the Teacher’s Registration Council of Nigeria (TRCN) to blacklist their members who connive with students to perpetuate examination malpractice.  This criminative was provoked by the cancellation of over 116,990 results of the University Matriculation Examination conducted by the Joint Admission and Matriculation Board (JAMB) in 2004.

The extent and patterns of advancement in this vice adopted by candidates and their accomplices can be deduced from the exhibits collected from the culprits, during and after the examination exercises. This exercise takes  various  approaches and  styles [2]. Observations in the school system showed that public schools were engaged in examination malpractice while private schools were model schools, [1]. This could be the reason why students who failed the senior secondary certificate examination in public schools go to retake the examination in private schools.  Though this view seems to be upright, some private schools may see examination malpractice as a yard stick to promoting the excellence performances of their schools, to attract a higher patronage. This could equally have a long-term effect where there could be a total collapse in standards in such schools.

Disagreements have variously occurred among the views of researchers, Ashibi [3] hold the opinion that examination malpractice is high in urban schools, while on the contrary some researchers hold the opinion that, examination malpractice was a common feature of rural schools.This view was backed by the agreement that most students who fail external examination in towns end-up re-writing those examinations in rural areas; and such candidates finally end-up with excellent results from the rural schools. Ashibi [3] attributed some of these problems to the lack of effective supervision and monitoring of public examinations. The justification could be traceable to the conditions of access roads to such communities that do not allow supervisors easy entry.

According to Etuibon and umoinyang in their study educational facilitators and examination malpractice in secondary schools in Calabar metropolis found that there was a significant role, external supervisors played in examination malpractice. In the same study, it showed that there was a significant role by teachers in examination malpractice, but there was no significant role played by security agents in examination malpractice. Above all it was found that the principals had a role to play in the examination malpractice of their school.  In an attempt to curb this menace, it was suggested that CCTV cameras be used for proper WAEC and other external monitoring by WAEC and other external examination bodies.

Unfortunately, observations reveal that the incidence of examination malpractice has become so wildly spread that there is virtually no examination anywhere at all levels, in the formal school system that there is no form of examinees involvement in examination malpractice. Well, examination malpractice is neither a recent phenomenon nor is it peculiar to Nigeria or Africa, . The unfortunate aspect is the parent involvement in examination malpractice, Ashibi, [3] stated, parents go to the extent of bribing their stake holders to get unearned grades, while teachers may encourage examination malpractice because they lack the zeal to work, but want to be praised for job not done.

Fafunwa, [4] identified and attributed causes of examination malpractice to lack of proper guidance and counseling program, he added that some schools do not have guardians counselors, therefore parents in their pride and wish impose courses on their children not minding their ability, this process, cause students to defend their pride, thereby engaging in examination malpractice in order to please their parents and friends, and possibly create a platform for employment.,To a greater extent, the equalization process adopted by the Nigerian Educational system allowing for equal educational opportunities may equally account for the huge educational problems faced by the Nigerian Educational system. On one side is the issue of unity, but the greater force of unity is the quality of those who are admitted undertaking educational programmes at certain levels, determine the quality of graduates by such a system; if adequate processes are not adhered to in its implementation.  The consideration of geographical spread, the quota system, as spelt out by the NUC may create an opportunity to invade quality in our admission process and this correspondingly injects academically weak students into the system.

The Problem

Unfortunately, in recent times many Nigeria secondary school students cannot read and write, not because they do not have the ability or natural intelligence to perform this task but because parent, teachers and the society is saturated with the belief of passing examination without actually having the ability to do so.  Graduates from some universities in the system cannot comfortably raise memos for official use.  Many have died as a result of involvement in examination malpractice that had led them to get involvement in certain societal ills.  This ugly situation has lead to a restless state that solutions to these problems are being sought for.  The need for more dependable approach for search of a lasting solution is sought.

Purpose of the Study

The main purpose of this study is to determine the weight of those variables within the school system referred to as school factors that students attribute their examination malpractice in secondary school in Cross River State, specifically the study is design to postulate some of the school factors like; school facilities, teachers commitment, class size, student-teacher ratio, corporal punishment, implementation of rules and regulations, and counseling services, that students attribute their examination malpractice. 

Research Questions                                              

These research questions were formulated to guide the study:

• What proportion of students’ attributes examination malpractice to school factors?

• To what extent does, Class size, teachers’ commitment, implementation of school rules andregulations, School facilities,enforcement of punishment, counseling services, and student teacher ratio do jointly have a significant effect on students’ attribution to examination malpractice 

Statement of Hypothesis

The hypothesis for this study was stated thus: Class size, teachers’ commitment, implementation of school rules and regulations, school facilities, enforcement of punishment, counseling services, and student teacher ratio do not jointly have a significant effect on students’ attribution to examination malpractice.

The research design adopted for this study was the descriptive survey design.  The study was carried out in Cross River State, Nigeria. The strategies adopted for sampling were the stratified random sampling technique. This process was used to sample 1,234 students from 23 secondary schools from the 18 local Government area councils in Cross River State.  The modified Likert type scale was developed, validated and used by the researcher. Data was collected with the aid of research assistance, and imputed into the statistical package for social sciences. The simple percentage analysis was used to answer the research question raised and the research hypothesis was tested with the regression analysis. 

Data Analysis and Discussion: The data collected for this study was analyzed using the simple percentage for research question 1, and the regression analysis for the hypothesis respectively. The result of the analyses is presented according to research question and hypothesis.

In respond to the research question using simple percentage to determine the proportion of secondary school students in Cross River State who attribute examination malpractice to school factors? The result of the analysis is presented in (Table 1).

The information in table 1 show the response of students as regards what they attribute their examination malpractice to, 1186 student representing 73.8 percent of the students blame malpractice to the school system, while 420 students representing 26.2 percent attribute their examination malpractice to non school factors. The implication of this result is that most of the students have a negative assessment of the school system.

Table 1: Proportion of students who attribute their examination malpractice to school factors.

Hypothesis one: Hypothesis one states that; class size, teachers’ commitment, implementation of school rules and regulations, school facilities, enforcement of school rules and regulations, counseling services, and student teacher ratio do not jointly have a significant effect on students’ attribution to examination malpractice. This comprised of the responses of students from Junior Secondary School 3, and Senior Secondary 3, respectively. The stepwise regression analysis was used to test the hypothesis at .05 level of significance. The result of the analysis is present in (Table 2).

Table 2: Summary of data and multiple regression analysis on the effect of class size, teachers’ commitment, implementation of school rules and regulations, school facilities, enforcement of school rules and regulations, counseling services, and student teacher ratio on examination malpractices in schools

Coefficient Model

The information in Table, 2 show the regression results of the 6 predictor variables on the dependent variable, attribution to examination malpractice. The result reveal a significant effect of the predictor variable on the dependent variable examination malpractice (F = 131.531 at 6 and 1668 degrees of freedom). This result revealed that class size, teachers commitment and school facilities had a significant prediction on examination malpractice, while enforcement of rules and regulations, counseling services and student teacher ratio had no significant effect on students attribution to examination malpractice. Generally the 6 predictor variables accounted for 56.7 percent of the attribution to examination malpractice. The result further revealed detailed beta values and the probability values of all the variables in the study as presented; class size (B = 0.216; t = 8.64) teachers commitment (B= 0.230; t = 9.23) school facilities (B = 0.25; t = 10.26) corporal punishment (B = -0.025; t = -1.22) counseling services (B = 0.016;t = 0.77)and student teacher ratio(B-0.001; t = -0.06) respectively.

The findings of this study are not surprising that the class size, teachers’ commitment, and school facilities significantly predict Examination malpractice. This finding to an extent validate the popular opinions of parent, teachers, administrators, and the public about the state of schools, some believe classes are overcrowded, teachers are not properly paid and are not committed as they use part of their time to source for other means of survival. On the other hand, observation showed that there are some students who seat on the bear floor to receive lectures, no functional libraries, poor or no regular overhead cost funding; petty cash funding implementation, provision of the needed facilities for the day to day running of the establishments etc.  Considering the observations and views of, Isangideghi [2] and Denga that teachers be blacklisted and sternly punished, which is in line, the greater need is to look at the cause of this problem and see how to nip it at the bud, since the solution of most problems is linked to the source of the problem. Though teachers can be punished, as a measure, the Government ministries and parastatals should equally provide an enabling environment to assist teachers produce their best, a good craftsman might not be notice if he/she does not have the appropriate equipment for his day to day activities. 

On the other hand, these findings corroborate, Ashibi [3] who had equally accused the teachers that this act is tied to inducement and the zeal of teacher to work and naturally achieve through normal process but would want to vindicate themselves by perpetrating malpractice and keeping their jobs, thereby giving a false image of the students who in the long run may face greater challenges. The implication of this finding therefore reveals that something needs to be done to enable a smooth and sustainable monitoring and evaluation processes.

It is obvious that there is an increasing population without a corresponding increase in economic activities that can match the needs of the society with its available resources. The long run effect might be more grievous than what is being faced today, if a huge sacrifice is not done on the educational system of the country. Its revealing that the problems of examination malpractice is not absolutely the blame of the students, teachers or school administrator but a collective blame. This is so because every sector of the    economy   in its  own   contribution  to the failure or  
success of the school system. If the schools do not have the needed facilities, with over loaded classes then there may be pushed not to produce to maximum capacity. There is this popular saying that a hungry man is an angry man.

Recommendation 

Government should take an aggressive approach in funding of schools and engage a result-oriented monitoring and evaluation activities, to ensure that the resources meant for the schools are actually put in place for effective functioning of the school system.

1. Anagbogu, G.E. Analysis of Psychometric Properties of WAEC and NECO Examination Instruments and Students’ Ability Parameters in Cross River State-Nigeria. PhD thesis, University of Calabar, Department of Educational Foundations, 2009.

2. Isangedighi, A.J. Child Psychology. Calabar: Eti-Nwa Associates, 2007.

3. Ashibi, N.I. Assessment of the Application of Testing Skills among Secondary School Teachers in Northern Cross River State of Nigeria. Master’s thesis, University of Calabar, Faculty of Education, 2005.

4. Fafunwa, A.B. History of Education in Nigeria. London: George Allen and Unwin, 1974, pp. 22–31.

5. Eyiubon, R.U., and I.E. Umoinyang. “Educational Facilitators and Examination Malpractice in Secondary Schools in Calabar Municipality.” Journal of Research in Education, vol. 4, no. 1, 2007, pp. 6–12.