INTRODUCTION
In almost every contemporary nation, examinations serve as a primary means of evaluating students’ skills, knowledge, and abilities in specific subjects or fields. This form of assessment typically involves answering questions, solving problems, or demonstrating competence, and it acts as a key indicator of an individual’s understanding and proficiency in a given area. Examinations may take various forms, including written tests, practical assessments, and oral interviews, depending on the educational or professional context.
Within the Nigerian educational landscape, examinations are widely used at all levels, primary, secondary, and tertiary institutions. Despite their importance, a persistent challenge in the administration of these assessments is the widespread incidence of examination malpractice. This endemic problem has become a major concern within the Nigerian education system and demands serious attention due to its far-reaching consequences.
EXAMINATION MALPRACTICE
Examination malpractice, often described as the forbidden fruit of the academic world, is universally recognized as an ethical violation. Despite widespread awareness of its wrongfulness, some individuals still succumb to dishonest practices in pursuit of academic success. The issue of cheating presents a narrative of temptation, deceit, and consequences, all rooted in the fundamental dilemma: to cheat or not to cheat.
Examination malpractice refers to any inappropriate, illegal, or unethical behaviour exhibited by candidates, teachers, invigilators, or even parents, aimed at gaining undue advantage in examinations. Such actions undermine the fairness and credibility of assessments. Examples include copying answers, bringing unauthorized materials into the examination hall, impersonation, bribery, and other deceptive practices intended to secure higher scores.
The methods of examination malpractice are diverse and continually evolving, ranging from copying another candidate’s work to the use of concealed materials such as written notes, electronic devices, invisible ink, or answers hidden on personal items like water bottle labels. Regardless of the form it takes, examination malpractice is unethical, unfair to other students, and carries severe consequences for those involved.
WHY PEOPLE ENGAGE IN EXAMINATION MALPRACTICE
The reasons people engage in examination malpractice are complex and multifaceted. While poor preparation and the pressure to achieve high grades are often cited, deeper underlying factors also contribute to this behaviour.
Some students resort to cheating because they feel inadequately prepared and experience anxiety or panic about their academic readiness. Poor time management, procrastination, and competing responsibilities can also increase the temptation to cheat. Additionally, pressure from parents, teachers, or society to achieve excellent grades or gain admission into prestigious institutions may push some individuals toward dishonest practices.
Fear of failure, coupled with low self-confidence, can make cheating appear to be the only viable option. The belief that “everyone is doing it” and the assumption that one can avoid detection further normalize malpractice, even though it remains unjustifiable. Although various measures, such as surveillance, invigilation, technological monitoring, and honour codes, are used to detect cheating, some individuals still underestimate the risks involved. In reality, the consequences of being caught are severe and far outweigh any perceived short-term benefits.
EFFECTS OF EXAMINATION MALPRACTICE
The effects of examination malpractice extend beyond the individual to the entire educational system. It erodes the integrity and credibility of academic institutions, fostering mistrust and unhealthy competition among students. When malpractice becomes widespread, grades and certificates lose their value, negatively affecting the quality of education and institutional reputation.
On a personal level, individuals involved in malpractice may struggle with guilt, shame, and a loss of self-confidence. Such experiences can lead to a negative perception of education, reduced motivation to learn, and poor academic performance in the long term. Furthermore, a culture of dishonesty can develop, undermining the learning environment and impeding personal and societal progress.
CONSEQUENCES OF EXAMINATION MALPRACTICE
The consequences of examination malpractice can be broadly categorized into academic and non-academic repercussions.
Academic consequences include failing grades, cancellation of examination results, repetition of courses, suspension, expulsion, and a permanently damaged academic record, which may limit future educational and career opportunities.
Non-academic consequences may involve social stigma, damaged reputation, loss of trust, emotional distress, and, in severe cases, legal action. Even when malpractice goes undetected, it negatively affects personal development by depriving individuals of genuine learning and essential skills needed for future success.
Cheating does not only harm the individual involved; it also affects others. It places honest students at a disadvantage and can damage the reputation of schools and universities. Therefore, it is crucial to consider the long-term implications of one’s actions rather than focusing solely on short-term gains.
CONTROL OF EXAMINATION MALPRACTICE IN OUR LEARNING ENVIRONMENT
Controlling examination malpractice requires a comprehensive approach that promotes honesty, integrity, and accountability. Educational institutions should clearly define expectations, enforce rules consistently, and cultivate a culture that values ethical conduct. Improved examination security, innovative assessment methods, and curricula that emphasize understanding rather than rote memorization can reduce opportunities for cheating.
Providing academic support through tutoring, counselling, and study groups can help address the root causes of malpractice by assisting struggling students and reducing academic pressure. Additionally, the adoption of modern technologies, such as surveillance systems, computer-based monitoring software, and plagiarism detection tools, can further enhance examination integrity. Honour codes and collective responsibility among students and staff also play a vital role in discouraging malpractice.
CONCLUSION
Examination malpractice remains a significant challenge that requires urgent and sustained attention. By fostering a culture of honesty, strengthening examination security, and providing adequate support for students, the prevalence of malpractice can be significantly reduced. Addressing underlying issues such as stress, fear of failure, and external pressure through holistic educational strategies is essential for creating an environment that supports genuine learning and success.
Furthermore, all stakeholders in education, including policymakers, educators, parents, and students, must collaborate to discourage malpractice and promote ethical behaviour. By reinforcing the importance of academic integrity and instilling a sense of responsibility in learners, we can work collectively toward an educational system where examination malpractice becomes a rare exception rather than a widespread problem.
