Saturday 13 December 2014

CAUSES AND EFFECTS OF EXAMINATION MALPRACTICE ON STUDENTS’ ACADEMIC PERFORMANCE. PROJECT CODE: BED EDM003

CAUSES AND EFFECTS OF EXAMINATION MALPRACTICE ON STUDENTS’ ACADEMIC PERFORMANCE
(A CASE STUDY OF TAI SOLARIN UNIVERSITY OF EDUCATION)

A B.Ed (B.Sc) RESEARCH PROJECT
DEPARTMENT OF EDUCATIONAL MANAGEMENT,
2013


ABSTRACT
The study examined the causes and effects of examination malpractices on students’ academic performance. It identified the causes and effects responsible for the persistence of examination malpractices.
The study adopted simple frequent counting and chi – square statistics. The data were collected using the questionnaire as the research instrument which was titled causes and effects of examination malpractice (CEEM). CEEM was used to obtained data from a total of one hundred (100) respondents from the four (4) colleges in Tai – Solarin University of Education (TASUED), Ijagun, Ijebu – ode, ogun – state.
The findings revealed that examination malpractice has many effects on students’ academic performance, these include reduction in the worth of certificates, production of low quantity students, students are discourage from working hard among others. Also it indicated pressure / influence of parent on students, collusion from examination officials, students desire to pass at all cost, over emphasis on certificate, among others as significant factors responsible for the persistence of examination malpractices.
The study recommends that only combination of several proffered solution can resolve the menace of examination malpractices, and solution should be preventive rather than curative measures. Among the recommendations made were the provision of educational facilities, harmonization of different syllabus, regular counseling of student, adequate security before, during and after examination. These proffered solutions would reduce examination malpractice to minimum level.


TABLE OF CONTENTS
Title Page
Approval Page
Dedication
Acknowledgement
Abstract
Table of Contents
Lists of tables and figures

CHAPTER ONE
1.0            INTRODUCTION
1.1            Background to the Study
1.2             Statement of the Problem
1.3            Purpose of the study
1.4            Significance of the study
1.5            Research Questions
1.6            Research Hypothesis
1.7            Scope and delimitation of the study
1.8            Operational Definition of terms
CHAPTER TWO
2.0            REVIEW OF RELATED LITERATURE
2.1            The meaning of Examination Malpractice
2.2            Incidence of Examination malpractice
2.3            Forms of Examination Malpractice
2.4            Causes of Examination malpractice
2.5            Effect of Examination malpractice
2.6            Effort so far in curbing Examination malpractice
2.7            Appraisal of Literature reviewed.

CHAPTER THREE
3.0            RESEARCH METHOD
3.1            Research Design.
3.2            Study population
3.3            Sample and sampling techniques
3.4            Research Instrument
3.5            Validity of Instrument
3.6            Reliability of Instrument
3.7            Administration of research Instrument
3.8            Method of Data Analysis.

CHAPTER FOUR
4.0            ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1            Data Analysis
4.2            Discussion of findings


CHAPTER FIVE
5.0            SUMMARY, CONCLUSION, AND RECOMMENDATIONS
5.1            Summary
5.2            Conclusion
5.3            Recommendation
5.4            References
5.5            Implications of Findings
5.6            Appendices.



CHAPTER ONE
1.1            Background to the Study
Examinations in Nigeria schools dated back to the advent of formal education in the country in the 1800s was patterned after the British system. As such, according to Adesina, (1990); Bandele, (2005) the 1987 ordinance made provision for examinations in schools that have attained the requisite percentage of proficiency. Towards this end, all secondary schools in the country are expected to teach their subjects to meet the requirement of the examination bodies for the expected to teach their subjects to meet the requirement of examination bodies for the Senior Secondary School Certificate organized by the West African Examinations Council and the National Examination Commission (FGN, 2004). Since the advent of western education in Nigeria, Examination has being the major instrument used for the evaluation of learners or students’ achievement. It is a means of assessing the quality and quantity or performance that an individual has accumulated at the end of a teaching process which may spread over a period of seventeen weeks; according to Adekate (1993), examinations are instruments used for the assessment of individual skills and knowledge - content, both in generals and specific areas of studies and over – all academic achievements. To Liman, as cited by Arifayan (2004), examination in broad perspective is an instrument for testing, assessing, evaluating and thus in schools examination is a potent instrument for judgment of knowledge or competence, on her own part, Alutu (2005) simply defined examination as a process of measuring how much knowledge a student in an institution of learning has acquired after exposing him/her to definite course of instruction. Examination as defined by Okoye (1986) is “an organized assessment technique which presents or tasks geared towards ascertaining the individual acquired skills and knowledge. Drawing from all these definitions, examination can rightly be said to be an indispensable tools in educational system which serves as various functions.
          In Nigeria, examinations are either internal or public. Internal examinations are the examinations set by teachers or lecturers in form class tests and end of term or semester examinations, public examinations on the other hand, are examinations that conducted in the public interest by recognized examining bodies that were not involved in organizing instruction or preparing students for the examinations (Addison, 1990, Salami, 1992; Adeyemi 1998). Examination malpractice in the Nigerian education system most especially in Tai Solarin University of Education is widely discussed, which is a menace to the country. WACE (2003), defined Examination malpractice as any irregular behavior behaviors or misconducts, surrounding examinations and it came to an alarming rate in the last three decades. This is a refection of the society. The Nigerian society is that which celebrates mediocre and views cheats as being smart. The society does not want to know how an individual achieves success; the important thing is the success. To be candid, examination malpractice is a variant of the corruption in the society. The politicians employ rigging at elections and enjoy enviable political offices and so do students cheat from primary to tertiary institutions to move from one level to another. All sorts of misconducts take place in and around examination Venice’s in order to success. To make matter worse, it is not only students that are involved, parents, lecturers or teachers, school heads, examination officials all collude with students to perpetrate this misconduct (Ijaiya, 2004).
          The university system evaluates the achievement of student’s learning by administering two major types of examinations. Each course is evaluated by continuous assessment test (C.A Test) and semester examinations. These two types of examinations are not spared of malpractices of one type or another. It was a common occurrence to see posters of student expelled from Tai Solarin University of education.
          Additionally, common observations in the state shows that examination malpractices occur mostly in higher Institutions, (Baiyelo, 2004); Daniel, 2005). Other researchers (Ijaiye, 2000; Igwe, 2004) were of the view that examination malpractices occur at a high rate in universities in Nigeria. Examination malpractices occur in both internal and external examination which is almost a routine to cheat in these examinations, (Onyechere, 2004). Everyone continues to decry this canker worm in the Nigerian universities a case study of Tai Solarin University of Education and all penalties put in place to stop this trend remains almost ineffective. The instance of malpractices during examinations has been identified (Cromwell, 2000, Adeyegbe, 2002). These malpractices includes misrepresentation of identity or impersonation, cheating, theft of other student’s work, tampering with other students work, bringing prepared answers to examination halls, unethical use of academics resources, fabrication of results, showing disregard to academic regulations, conspiracy, forgery of result slip, disorderliness, aiding and many others (Gross, 2003; Owuamanam 2005; Olasehinde, 1993; Ogunsaju, 1999; Act 33 of 1999; Akpa, 2002; Olanipekun, 2003 and Onyechere, 2004).  All stipulated penalties of examination malpractices by Act 33 of 1999 Nigeria constitution, Tai Solarin University (2005) such as rustication for not less than two semesters to expulsion does not serve as deterrent to students.

1.2            Statement of the Problem
The persistent occurrence of examination malpractices has been a major concern to educationist (Aghenta, 2000; Ige, 2002) it has also become a major challenge to examination bodies, the Government of Nigeria, school administrators and parents alike. Despite the high premium placed, on examinations by the National Policy on Education (FGN, 2004), penalties stipulated by Act 33 of 1999 Nigeria constitution and punishment made by schools it seems that examinations malpractices have not been properly addressed in Tai Solarin University of Education (TASUED). All these trends put in place to stop this menace remain almost ineffective. Consequently, it does not serve as deterrent to student. Nothing concrete has been done to reduce or eradicate the problem. The level of examination malpractice in Nigeria universities specifically Tai – Solarin University of Education as a case study makes a research of this nature a paramount interest because it will properly looked into in this research work so as to make reduction or eradication of examination malpractice effective.

1.3            Purpose of the Study
Considering the magnitude and the continuous occurrence of examination malpractice in the Nigeria educational system including the “ivory tower” it is no doubt necessary to research into this area before the Nigerian certificates become worthless papers. Also in the era of anti – corruption in Nigerian society, the educational system needs to join this crusade and totally rid the system of this plague. It was therefore the intention of this research to look into forms of examination malpractices, the causes and implications, effects of examination malpractice on the society and in Nigeria educational system, forms of examination malpractice also evaluate the penalties for examination malpractices bring into focus the role of student, parent teachers/lecturers, staff of public examination bodies, officials of Ministry of Education and National Universities Commission in the perpetration of examination fraud in Nigerian Universities, using Tai – Solarin University of Education (TASUED) as a case study.

1.4            Significance of the Study
Numerous researchers had carried out volumes of books written on the negative effects of examination malpractices and solution proffered this present research aim to identify the basic caused factors of examination malpractices and relate the phenomenon with student performance.
Specifically, this study intends to give insight into real intent of examination malpractices vis-a-vis the primary causes and made suggestion on ways of eliminating examination malpractice. Note that when the causes are known the solutions can be proffered more effectively. The study intends to create a new perception on the mentality of perpetrators of examination fraud, to the body of knowledge from such perception suggestions would be made be an effective ways of minimizing examination malpractice hoping that this growing tumor will be stopped and eliminated.

1.5            Research Questions
          This research intent to answer the following question
1.     Which are the most frequently used examination malpractices in Nigeria Universities?
2.     What are perceptions of teachers on the effect of examination malpractices in Nigeria Universities?
3.     What are the perceived causes of examination malpractices in Nigerian Universities?
4.     What are the ways of curbing examination malpractice in Nigerian Universities?


1.6            Research Hypothesis
Hypothesis 1
H0: There is no significant effect the perceived cause of examination malpractice among students of Tai – Solarin University Ijebu – ode.
H1:     There is significant effect of the perceived cause of examination malpractice among student of Tai – Solarin University of education Ijagun, Ijebu – ode.

Hypothesis 2
H0:     There is no significant influence of examination malpractice on student academic performance.
H1:     There is significant influence of examination malpractice on student academic performance.

Hypothesis 3
H0:     Adequate disciplinary action against defaulters in examination exercise is not a way of curbing examination malpractice.
H1:     Adequate disciplinary action against defaulters in examination exercise is a way of curbing examination malpractice.


1.7     Scope and Delimitation of the Study
          This study will be carried out in Ijebu – Ode Local Government Area and the content is limited on Tai – Solarin University of Education TASUED Ijagun, Ijebu – Ode.

1.8     Operational Definition of Terms
          Examination: - This is a organized assessment technique which presents or tasks geared to wards ascertaining the individual acquired skills and knowledge.
          Education: -         This is the process of transmitting knowledge, skills, culture, values, norms, custom, tradition etc. to create a permanent change in behavior of human.
Examination Malpractice: - Various ways in which an examination question paper is compromised or some other action flouting examination regulations is committed resulting in cheating during the examination refers to as Examination malpractice.
Expos: - This is a small squeezed or folder pieces of paper slotted into hidden places for retrieval and during examinations.
Collusion: - This secret agreement or understanding between two or more persons including students with aim of cheating before, during or after examinations or obtaining undue advantage in examinations.
Trend: - this is a general tendency or direction in the occurrence of examination malpractice.
Mercenary: - it is a person involved in examination malpractices for money or other personal gains.

Leakage: - this is an act of revealing examination materials, especially live questions to students before the examination.
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CORRELATES OF PRINCIPALS’ LEADERSHIP CAPACITY AND SECONDARY SCHOOL TEACHERS’ JOB EFFECTIVENESS IN ABEOKUTA NORTH LOCAL GOVERNMENT OF OGUN STATE, NIGERIA. PROJECT CODE: BED EDM002

CORRELATES OF PRINCIPALS’ LEADERSHIP CAPACITY AND SECONDARY SCHOOL TEACHERS’ JOB EFFECTIVENESS IN ABEOKUTA NORTH LOCAL GOVERNMENT OF OGUN STATE, NIGERIA


A BSC RESEARCH PROJECT


DEPARTMENT OF EDUCATIONAL MANAGEMENT



CHAPTER ONE
INTRODUCTION
1.1      Background to the Study
             Leadership capacity is the ability and manifestation of competence of leaders in the discharge of their duties and skillful performance of functions in accomplishment of school objectives. According to Lambert (2000), leadership capacity is the broad-based, skillful participation in the work of leadership that leads to lasting school improvement. Achieving educational objectives therefore, is a function of the capacity of the principal of the schools Peleyeju, 2007. If the principal lacks competencies in managerial function of school organization, such always results in poor job effectiveness which in turn affects students’ academic performance.
               Educational expectation In Nigeria today has posed many questions in the heart of our leader regarding the poor leadership qualities, capacities and output of secondary schools’ standard. Principals’ leadership qualities include good sense of humor, self discipline, initiative, integrity, academic and professional qualification, motivational and human relation skills and so on Obadara, 2006. The societal expectation seems higher on the leadership capacities in many parts of Nigeria educational sector. Leadership capacity has been described by researchers as the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. Alan Keith (2004) states that, "Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen. Principals’ leadership capacity can be measured from various dimensions; from the perceptions of school vision, capacity building and collaboration in policy making, motivation, curriculum leadership and school discipline delegation, executive behavior, managing time, resourcefulness, communication and leadership principle. For instance, the dimensions of principals’ leadership capacity has been viewed by many researchers as parts of the variables that affect teachers’ job effectiveness in educational sectors Peretomode 2007 . Hunter-Boykin and Evans (2005) further contends that perceptions about principals as leaders by their teachers indicate an important dimension to evaluate the leaders capacities. According to him, understanding how teachers perceive their principals leadership capacities has a great significance and providing evidence for improvement of school leadership. Public opinion poll has also revealed the teachers’ perceptions of their principals’ capabilities and their working conditions is effective in determining the organizational climate and culture of a school. Such perceptions will also impact on the performance of the school.                                                                                                                                                                           
           School system’s accomplishment of its goal seems to be dwindling over the years, based on observation of students’ poor performance, students’ poor attitude to learning, and general apathy of teachers to their work. It appears the roles of school leaders are becoming more cumbersome with the introduction of the new technology, inadequate resources available for the job at hand, and the need for curriculum innovation to meet the global trend. However, the school leadership seems to be saddled with more roles and assignments to meet the challenges ahead. The question one would ask at this point is whether the principals have ability to supervise and perform the functions associated to such titles for the overall process of education system.     

1.2 Statement of the Problem
           In spite of the different approaches adopted by different researchers over the years to improve the standard of education in Nigeria, educationists are still struggling towards getting an antidote for     improving the standard of education. In a study conducted by Peleyeju (2007), only organizing and supervising managerial capacity skills of the principals’ account for poor academic achievement of secondary school students in Lagos state, Nigeria, without any due examination of the indirect relationship of these factors of teachers’ motivation on their effective job performance. Consequently this study attempts an examination of the extent to which principals’ leadership capacity factors influences teachers’ job effectiveness in secondary schools in Abeokuta North Local Government, Ogun state.

1.3     Hypotheses
             The hypotheses formulated for the study are stated as follows:
HO1: There will be no significant relationship between principals’ academic qualification and teachers’ job effectiveness. 
HO2: There will be no significant relationship between principals’ length of services and teachers’ job effectiveness.
HO3: There will be no significant relationship between principals’ gender and teachers’ job effectiveness.
HO4: There will be no joint significant relationship between principals’ academic qualification, length of service, gender and teachers’ job effectiveness.

1.4      Purpose of the Study
             The purpose of this study is to investigate the correlates of principal’s leadership capacity and secondary school teachers’ job effectiveness.
               As a result of the above, the researcher will be paying attention to identifying the leadership capacity prowess obsessed by the principals of junior secondary schools. The outcomes of the research will be used to determine the influences of principal leadership competences on their teachers’ job effectiveness.

1.5     Scope of the Study
               This study focuses only on leadership capacities and how they affect teachers’ job effectiveness in selected secondary school in Abeokuta North Local Government of Ogun State Nigeria.
               The principal leadership capacity skills were limited to three such as academic qualification, gender and length of service.
            Teacher’s job effectiveness was considered in terms of their ability in development of lesson, class control, class arrangement, clarity of voice, appropriate use of language, suitability of assessment and questioning techniques.

1.6     Significance of the Study  
                The results of this study will provide the basis for developing the appropriate managerial prowess and strategies that will be emulated by school principal and secondary school teachers towards job effectiveness, so that, low motivating factor, inability for the principal to delegate duties, poor teacher’s welfare, freedom of expression and decision making these days will be checked.
            More so, the study will assist the government to improve in service training of principals, so as to help the principals understand their roles and capacities as the head. It will also help them to understand the fact that their managerial abilities go a long way in affecting the teacher’s attitude to work and subsequently the cognitive and affective development of the students.
            This study will particularly showcase the influence of the leadership competence of school principals on secondary school teachers’ job effectiveness. Thus; the information derived will accustom them with the cause of poor principals’ leadership capacity and the teachers’ non-dedication to work. The research findings will also stimulate government to adopt certain policy decisions in the terms of principals’ leadership capacity as regards the findings of the research.
1.7     Operational Definition of Terms
·        Leadership capacity; This refers to principals’ academic qualification, gender and length of service.
·        Secondary school: This refers to the second tier of the 6-3-3-4 system of education operated in Nigeria.
·        Teachers job effectiveness: Ability of teachers to develop lesson, class control, class arrangement, clarity of voice, appropriate use of language, suitability of assessment and questioning techniques.


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THE INFLUENCE OF TEACHERS’ FACTOR ON STUDENTS’ ACADEMIC PERFORMANCE PROJECT CODE: BED EDM001

THE INFLUENCE OF TEACHERS’ FACTOR ON STUDENTS’ ACADEMIC PERFORMANCE


A BSC RESEARCH PROJECT



DEPARTMENT OF EDUCATION MANAGEMENT


2014
CHAPTER ONE
INTRODUCTION
1.1            Background to the Study
According to Abott (1994) the quality of any educational system is dependent on the quality of its teachers. Teachers play a vital role in student’s academic performance. Oshunkoya (2008), if educational goal are to be achieved, there is the need for teachers to be involved in decision making process and in the development of curriculum contents. They should also be recognized and involved in other school-based governance activities. According to Ajayi (2007) the buildings, facilities and programmes designed for educating the pupil will be to n o avail if the teachers are of a poor quality. The teacher is the most important resource in the education function for it is the teacher that decides to set the teaching-learning environment in a way that will enhance student’s learning.
Ogunsaju (2006) emphasizes that the ministry of education demand a very high measure of loyalty, dedication, hardwork and commitment from its teachers. High motivation enhances productivity hence, the teachers pay, benefits and supportive working conditions should be taken into consideration because these affect their career decision and improvement of educational system. In order to make teaching and learning effective teachers should be well motivated in order to achieve high students’ performance.
According to Ajayi (1984) for any educational organization to sustain itself over a period of time and for efficiency and effectiveness to be maintained, it must be concerned with attracting and retaining it’s teachers and ensure the faithful performance of their duties. Adeyanju (2011) states then the decline of educational sector or system is as a result of factors ranging from the shortage of all teaching resources to proper motivation of teachers. Teachers are unhappy, dissatisfied and unmotivated and this has in no doubt translated into students’ low morale and in turn hamper their academic performance.
Performance of students in Nigeria educational system has remained the main source of information about students’ academic performance in secondary schools. Using the information gathered from this source, various observes usually comment that the standard of education or students’ academic performance in Nigeria is continuously falling every year (Falojayi; 1998). A cursory look at the senior secondary school certificate examination in the last five years shows a gradual decline in students’ academic performance many people have wondered what would be responsible for this, Durotoye (2006).
1.2     Statement of the Problem
            The inability to achieve high academic performance on the part of students has made philanthropist, stakeholders, parents and the government to have serious concern for students’ academic performance. Students’ inability to perform very well in public examination will jeopardize the educational system in Nigeria. Tenibiade (2009) and Deminiwei (2009) also note that despite all the efforts of the stakeholders in educational to revamp the quality of teaching personnel, the poor academic achievement of students’ keep increasing by years and this would lead to shortage of professionals in various field. This study is thus designed to examine the influence of teachers’ factor on students’ academic performance.

1.3            Research Question
1.      Is there any significant influence of teachers’ age on students’ academic performance?
2.      Is there any significant influence of teachers’ sex on students’ academic performance?
3.      Is there any significant influence of teachers’ qualification on students’ academic performance?
4.      To what extent can the teachers’ age, sex, experience and qualifications relate to students’ academic performance in secondary school?

1.4     Purpose of the Study
            The purpose of the study is to investigate the influence of teacher factors on students’ academic performance in secondary school in Ijebu-Ode Ogun State. The purpose would also pin-point the relative effect of those factors on students’ academic achievement.

1.5     Scope of the Study
            The study covered public secondary schools and teachers in Ijebu-Ode Local Government Area of Ogun State. The study will consider the age, sex, qualifications and experience of the teachers out of various teacher factors. This research will also focus on five secondary schools in Ijebu-Ode Local Government Area out of all the 56 secondary schools in Ijebu-Ode.



1.6            Significance of the Study
This research work would be at great importance to teachers, principals, educational policy makers, curriculum developers, students and the entire society at large. It will have a unique advantage of providing the curriculum developers, educational administrates and government with the knowledge of teachers’ variables that are related to students’ academic performance for the purpose of enhancing improvement in our educational system.
The result of the study will enable teachers appreciate the need for further studying in education and other personal development which will enhance the improvement of the quality of education. The study will also help to educate various governments on how to structure benefits and working conditions of teachers to meet their basic needs of life and also enhance students’ academic performance in order to ascertain high productivity and activities in our secondary schools.

1.7            Operational Definition of Terms
Teacher factor: These refer to some variables that are inherent in teachers which include age, sex, experience and academic qualifications.
Students’ Academic Performance: This is the score of students in a given test in year 2011/2012.

Secondary school: is the post primary school education received by pupils from age 11years old to 16years of age and it’s given before tertiary education.

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