ASSESSMENT OF TEACHERS PERCEPTIONS OF EXAMINATION MALPRACTICES IN SCHOOLS: CURBING SOCIAL ILLS AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study investigated the prevalence of the various types of examination malpractices at the secondary education level in Nigeria; finds out the perceptions of teachers on the examination malpractices in schools and prescribe strategies for the prevention and management of examination malpractices in schools. The research design adopted for this study is descriptive survey. The sample consists of 203 (101 males and 102 females) secondary school teachers’ randomly selected using simple random sampling technique from 12 senior secondary schools in Osogbo and Ede North local Government Area of Osun State. Instrument used for this study was designed by the researchers and titled as: Teachers Perception of Examination Malpractices Questionnaire (TPEMO), it consisted of 20 items with a Cronbach Alpha reliability coefficient = 0.82. Three research questions guided the study. Data were analyzed using frequency counts, percentages and independent t-test. It was found that respondents had little awareness of the prevalence of these forms of examination malpractices in general It was therefore recommended that teachers should be thoroughly trained before embarking on teaching and marking of student’s script, so that they would not involved themselves in teaching malpractices and be able to easily detect and report cases of examination malpractices.