YES

NO
STATISTICAL ANALYSIS OF THE CAUSES AND
1440
1440 EFFECTS OF EXAMINATION MALPRACTICE IN

THE TERTIARY INSTITUTION

(A CASE STUDY OF LASPOTECH)

1
 TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgement

Table of contents

CHAPTER ONE:INTRODUCTION

1.1 Statement of problem

1.2 Examination malpractice

1.3 Aims and objectives

1.4 Statement of hypothesis

1.5 Scope of the study

1.6 Significance of the study

1.7 Limitation of the study

1.8 Terminology associated with exams malpractice

2
CHAPTER TWO

2.0 Literature Review

CHAPTER THREE: METHODOLOGY

3.1 The target population

3.2 Statistical sample design

3.3 Determination of sample size

3.4 Method of data collection

3.5 Problems encounter during data collection

3.6 Sex distribution of respondents

3.7 Age distribution of respondents

3.8 Distribution by sex and academic level

3.9 Method of data analysis

3.10 The chi-square (x2) test

3.11 Assumption on the use of x2 test

3.12 Formular distribution for spiegel (1992)

3.13 Calculation of expected frequency

3
3.14 The contingency co-efficient

3.15 Testing the significance of the continuance co-efficient

3.16 Student opinion on the causes of examination malpractice in institute of

management technology

3.17 Contribution of the method of teaching in the school to students’ lact of

interest

3.18 Student on the common form of examination malpractice in the institute

of management

3.19 Distribution of student opinion on school that is most often involved in

exam malpractice.

CHAPTER FOUR

4.0 Presentation and analysis of statistical data

4.1 Using pie chart

4.2 Using multiple bar chart

CHAPTER FIVE

5.0 Summary of findings recommendation and conclusion

4
5.1 Summary of finding

5.2 Recommendation and conclusion

Bibliography

Appendix i

Appendix ii

Appendix iii

Appendix iv

5
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

That we are living in a changing world is a popular statement which

needs little explanation especially when the knowledge of today can be the

fully of tomorrow or when a human being of today can oil to exist on the day

that follows when such natural phenomena occur, one does not bother as to ask

why these happen out when they are accompanied by abnormal happenings on

become worried and asks why which he seldom finds and such is examination

malpractice.

Examination malpractices in our tertiary institution have become a social

molady which have adversely affected the have and have notes, the

hardworking and society in general such corrupt practices have succeeded in

tarnishing the past government and management of such institution employed

different strategies to move up the shameful situation from our tertiary

institution, but unfortunately all their efforts were uneventful or uncertainly.

6
1.2 STATEMENT OF PROBLEM

Some of the examination rules which one should not violate are.

(a) Avoiding conversation while examination is in progress

(b) Coming into the hall with you identity card

(c) Submitting answer script after proper endured before going out of the

hall

(d) Refrain oneself from copying or writing for another obedience to the

invigilator.

(e) Not coming to the hall with expected answer written as pieces of

paper.

As regards to these rules, one who violates them is likely to face the

consequences for it by the committee. The punishment depends on the

magnitude of the offence. Some of the offence after being looked into by the

committee one is asked to withdraw from the institution or stay back. These

culprit would not be caught without the proper vigilance of the invigilator or

supervisor. Therefore, having seen from above I can now say malpractice is

legal action taken by a person in a position of trust. This means when applied

7
to examination situation that any contrary action performed by someone

against certain examination regulation can be termed examination malpractice.

Statistics has shown the examination malpractice became a very

common they in early eighteen and as a result, the instant had to set up a

coming that will have to be looking into these malpractice cases. This

committee was inaugurated in 1982/83 and was called “Examination

Malpractice Committee”.

This committee spells out the appropriate punishment for any culprits involve.

According to the institution (LASPOTECH) academe and examination

regulations prepared in June 1992, some of the regulation which candidates are

required to comply with are.

i. All students shall arrive at the designated examination hall thirty

minutes before the scheduled time.

ii. No student shall enter the hall unless they are asked to do so by the

co-ordinator

iii. A student must enter examination hall with current original school

fees receipt current identity card, pencil etc

iv. Calculator if required but not a programmable type

8
 v. Ruler and any other material table etc that may be permitted by the

chief invigilator.

vi. If a candidate report to the examination without his/her I.D card,

he/she should report to the chief – co-ordinators with a recent

passport photograph endorsed by the it on

If it is discovered that the person who wrote the examination is not the

owner of the identity card, it became a case of impersonation.

vii. No candidate shall have other material in his/her possession, even a

private letter, while he/she is inside the examination hall.

viii. No caps, head ties and sun-glasses shall be allowed and student

writing the same paper shall not sit side by side.

ix. No candidate is allowed to enter the examination hall sixty 960)

minutes after the examination hall is prohibited.

x. Students are not allowed to tear any paper from either the question

paper or answer script for any purpose including rough work. All

rough works must be done at the back of his/her answer scripts and

then be cancelled. No rough work is permitted on the question paper

9
 on the desk at his or palm or anything else other than the answer

scrip.

xi. No student wishing to draw the attention of invigilators to any

particular issue shall do only by raising his/her hand.

xii. No alteration or cancellation is allowed on the registration number

and blank spaces must be ruled across by students.

xiii. All students in the examination hall entitled to sign the attendance

shall I.D cards to the invigilator who will then sign your answer script

indication that you are presence in the examination day.

xiv. Student shall ensure that they enter the question attempted in the

appropriate columns on the front cover of the script.

xv. Student must rule across all blank spaces of the examination answer

booklets used during the examination i.e. either by cheating, copying,

using material etc other than the one specified.

1.3 AIMS AND OBJECTIVES

The aims and objectives of this study are

10
 1. To find out whether examination malpractice depend on sex, school,

academic level.

2. To determine whether examination malpractice committee has helped

to reduce examination malpractice in LASPOTECH.

3. To know the commonest examination practice in LASPOTECH

4. To determine the school/faculty that indulges most in examination

malpractice in LASPOTECH and suggest why.

5. To suggest its effect on the standard of education for example on

LASPOTECH and to suggest ways of minimizing them.

6. To find out whether lecturers has contributed to the examination.

1.4 STATEMENT OF HYPOTHESIS

1. Null Hypothesis: There is no significant different between exam

misconduct and exam conduct.

H1: There is significant different between exam misconduct and exam

conduct.

2. H0: There is no significant different between examination and

malpractice.

11
 H1: There is significant between examination and.

1.5 SCOPE OF THE STUDY

There are about thirty six (36) states in Nigeria including the Federal

Capital Territory Abuja, however, the study was limited to Lagos State. Lagos

had been the capital of eastern region, and the economic operation that take

place in other states of the federation is also carried out within the same socio –

economic environment as a result, it was considered a fairly representative

sample.

In other words as a result of the topic it serves that to some

circumstances, 1 limited it to a particular school called LASPOTECH and

limited to both female and male regular undergraduate.

1.6 SIGNIFICANCE OF THE STUDY

Examination malpractice can be seen as a short cut to academic glory

and it can be seen as a good benefit to those whoever be involve in it.

12
1.7 LIMITATION OF THE STUDY

The subject, exam malpractice will be very vast in study if it is to be

discussed alone. As regards this work is limited on the statistics analysis of the

causes and effects of exams malpractice in the tertiary institution.

In this work, it is expended to answer certain question as regard the topic

at state. Some of the questions ought to be answered are:

Likely question

1. What is examination malpractice?

2. What leads to exam malpractice?

3. What are the consequences of exam malpractice?

4. How can the issue of stake be eliminated from our tertiary instillation

1.8 TERMINOLOGY ASSOCIATED WITH EXAM MALPRACTICE

IN LASPOTECH

EXAMINATION

A process of putting question forward in order to test knowledge or get

information.

13
IMPERSONATION

Impersonation is when somebody pretends to be or act the part of

somebody else.

In this case of study, this simply means when a student that is convinced

to be more intelligent enters into the examination hall to assist somebody that

seems to be less privilege and regulation, governing examination.

EXAM CONDUCT

Manner and ways exam are being scheduled and carried out effectively.

It is usually carried out at a given period according to the school calendar.

MALPRACTICE COMMITTEE

These are set of people or group of people that are selected from various

department which statistics is inclusive to into cases of people who view the

case or different people. This is as a result of new development from the

accused that is not convincing enough to the management.

EXAMS MISCONDUCT

This is going against the rules governing an examination ie either by

cheating, copying, using material other than the one specified.

SLANGS

14
WHISTLING

Is another, which the candidate that is connects to exam malpractice

adopts in drawing attention of his/her colleague to answer his/her demand base

on the question on the exam paper which he know nothing or little about.

It happens that when this whistling occurs, the partner of the bearer is

always alerted to supply any required material to satisfy the others need

through any possible channel that is open him/her.

BODY LANGUAGE OR SIGN LANGUAGE

This is a special act of examination malpractice which candidates

commonly adopt during examination test. This system of coding and decoding

information through sign language and is widely spread out among students of

exam malpractice in the examination hall believe that it is difficult understand

what is happening in the examination premises.

Some of those signs could be raising up a finger tip of various types to

indicate problems or translate reply information.

RANXEROXING

Photocopying another candidates answer.

GIRAFING

15
 Elogation of one’s neck in order to copy another work.

EXPO

A displayed answer to a question on a rough note or piece of paper,

which have the contents of answering or relates ideas on any unknown

examination question.

GHOST CANDIDATE

It implies to a structure who appears to represent another with take

identities with the claims of being the one partaking in examination on its own

interest.

MICROCHIPS

The most popular and most common cheating strategy is the possession

of another person’s unauthorized material by somebody that relieve it or some

body else is known as microchip otherwise known as “fast guy no be thief”.

OMIKIRIKIRI

It is the act of using reminder.

16
DIRECT ENTRY OR COUNTERFEIT FORMULA

It involves multiple registration, a situation where the student make dual

registration, using a bongus number for the other.

MASS COLLUSION

This is another method adopted by students cheat by the entire class

members and in this case a question of born again no deep.

HARDMANISM

The use of physical might in which student snatch question paper from

invigilator.

SHORT – PUT

The throwing of written answers to choice candidate in the hall.

17
 CHAPTER TWO

2.0 LITERATURE REVIEW

The new websites Dictionary of English Language defines education as

institution or training by which people learn to develop and use their mental,

moral, and physical powers. One is building and foundation for a life of

immunity and crime when adequate study is abandoned for any or

combinations of types of malpractices to pass examination and acquire good

certificate.

According to chief Ihetulam C.E., he quoted at the meeting that was

held, in conjunction with national conference on examination ethics at ota in

may (1996) said he believes “it is better not have any certificate at all than to

obtain one fraudulently through examination malpractice”.

Another great best seller Ben Darlington in (1985) in his book title

examination malpractice support the notion that the whole society constitutes a

big agent for the propagation of examination malpractice, but that some people

must be held directly responsible for the evil. These are the lecturers, non-

academic staff, supervisors, exams department, parents and students

themselves.

18
 It went further to reveal that since our youths learn most profoundly

from what they observe and experience around them, examination malpractice

one of the application of what the youths have copied from the society and

practice in the school.

Madume (1992) identify in his finding that examination malpractice as a

moral decadence and social malaise, where he used common language to

translate it as copying answer to questions on palms things, lockers, chair etc

and added that misconduct is cheating and connotes dishonesty to win

advantages in his speech which he deliver he uses the term “Expo” to describe

exam misconduct. According to him the term “Expo” is a general words which

involves all forms of misconduct on examination ranging from exam leakages

to copying of all types in a examination halls.

Ezekiel (1998) supports Nwachukwu in (1991) by suggesting that

education ministries and examination bodies should team and set up a punch to

handle cases of exam malpractice by Taiwan (1991) advocated for the setting

up of vigilante group to monitor the student during examination. This help to

build self confidence in the students one therefore, believes that for this ugly

incident to be eliminated and given room for solid and rejuvenated educational

19
system, there is the need to mount public campaign and re-educate our society

on the evil consequences.

According to the RCV Mike Oye (1978) while presenting a paper titled.

“Righteousness exalts a nation” regretted that the country has a long way to go

because the immorality effects a lot of people in the country from judges,

professors, doctors, lawyer, civil servants, policemen. Traders to the man in

the street.

The society is so corrupt that the people tend to follow this slogan “if

you cannot beat them you join them.

Onyechere also used another words to relate it in his handbook, he

discussed that government is also guilty of examination malpractice and further

comments that nothing is more damaging to society and the students, future

attitude of like than the availability of examination question papers to students

prior to the examination day.

Kelly (1990) was the one that comment to my liking he said, one is not

educated when his qualification is obtained based on examination malpractice.

Since examination malpractice is one of the greatest manifestation of

20
indiscipline and laziness, it leads where cited politicians who rig elections and

parents who perpetuate fraud.

Thus, the eradication of exam malpractice in school will be impossible

also as long as corruption still exists in the large society.

Just like a bachelor who started a race properly may be due to some

miscalculation on his part, he did not end up well, so also is a civil servant who

have worked in an organization and missed to a very high grade say level

eleven may be as a result of his or her involvement in misappropriation of

organization fund was sacked or demoted to grade level of because life style, is

base don the class of grade level eleven, he will now find it difficult to cope

with this present salary or situation simply because, he has lived above such as

situation and now being faced with psychological problem which may lead to

onenial disfiguration and later suicide. That is the case of a student who may be

due to his family environment, morel laxity was involved in examination

malpractice. After his parents or guidance must have invested a lot of

resources on him so that her can became somebody tomorrow, went to school

and have the believe of passing examination with malpractice will graduate

into the society and later find it difficult to fit into the society and later. Find it

21
difficult to fit into his field of study which he studied in school thereby

drawing back the standard of that field. And if he is taught during such

malpractice with the set down laws and regulations guiding the conduct of

examination was expelled or asked to repeat the year may amount to waste of

resources and time take for example school a student who finished secondary

school since 1999 and started writing JAMB immediately but he was lucky

enough to gain admission until 2001, when he was admitted in LASPOTECH

before now while he was busy writing JAMB he was helping himself with

small petty trade but as soon as he was admitted he stopped his trade for school

hoping to come out and become a better personality in the society but in the

first semester examination he took, he was involved in examination

malpractice and he was expelled and for the fact that there is no other hope of

going to school that year, because of the disappointment to his family he

resorted to the riding of machine (which is popularly called Okada) as means

of living. Although this is more or less a better example. There are some other

who because of exam malpractice have found themselves to be armed robbers

and touts which tends not to obey the norms of the society in which they found

themselves.

22
 CHAPTER THREE

RESEARCH METHODOLOGY

THE TARGET POPUALTION

The largest population for this survey is the population of all regular

undergraduate students in all the existing schools in Institute of Management

and Technology.

These schools are

1. School of Business

2. School of Communication Arts

3. School of Engineering

4. School of Technology

5. School of Financial Studies

6. School of Science and Vocational Technology Education (SSVTE)

These schools constitute the total population of Institute of Management and

Technology.

STATISTICAL SAMPLE DESIGN

Stratified random sampling with proportional allocation was adopted in

this survey to assure a more representative sample. The 6 schools in this study

23
are regarded as strata. There are total of 1821 (regular) students according to

records in the academic statistical units Campus III. A simple random sample

of 3 schools was selected using a table of random numbers. The selected

schools are as follows.

1. School of Business Studies

2. School of Engineering

3. School of Financial Studies

DETERMINATION OF SAMPLE SIZE

The question of how large a sample should be posed problem in this

particular study at initial stage. (10.9 Cochran “statistical method” (1977) said

that the question on how large a sample size brings with it some increase in the

precsion of the sample estimate.

This reasoning guided in the chosen for convenience, given the time and

amount of money available for the survey.

The three selected school have a size of 20,547 (regular) for the same

reason 10 of the total population of regular undergraduate students which is

equal to 1821 was chosen as the sample size the sample size of each stratum

24
(school was calculated there after with the following adopted from Cochran

(1977).

nh n Nh

Where nh = number of students selected in each

stratum.

N = number of students for the sample size

Nh = Number of student in each school

N = Total population of students in the

selected schools.

Stratum Stratum (School) School Population Students

Number Selected

1 School of 8,230 791

2 Business Studies

3 School of Engineering 6,667 418

School of Financial

5 Studies

5650 612

25
 Total 20,547 1821

(SEE APPENDIX 2A)

3.4 METHOD OF DATA COLLECTION

The questionnaire method was used in collecting the research data.

The printed questionnaire were distributed to the students from the randomly

select schools the administered questionnaire were returned thereafter and there

were cases of non response which reduced the number of completed

questionnaire.

2.5 PROBLEMS ENCOUNTERED DURING DATA COLLECTION

The main problem encountered during data collection was finance. It

was not easy to type and role out a large number of questionnaire for this

survey due to high cost stationary some of the final year student combined of

no time since they had their project to deal with. Another problem encountered

was lasiness on the part of respondent, who most of the time would not

complete the questionnaire given to them. This resulted to several call back the

returned questionnaire were first adopt a detect possible errors, inconsistable

26
and incorrect response. At the end of the editing the number of usable

questionnaire accepted for tabulation and processing was 1500 out of 1821

questionnaire.

The response rate stood at 94.50% the information contained in the 1500

valid questionnaire was then tabulated using telly method and consequently

summarized below.

3.6 THE SEX DISTRIBUTION OF RESPONDENTS IS SPEND IN

THE TABLE BELOW

TABLE 3.6: SEX DISTRIBUTION OF

RESPONDENTS

SEX NO OF RESPONDENT PERCENTAE

DISTRIBUTION

MALE 1000 66.6

FEMALE 500 33.37

TOTAL 1500 100%

(SEE APPENDIX 3A)

27
 The table show the sex distribution of respondent it can be seen that out

of 1500 valid returns, 1000 were male while 500 were female respondents

which is.

TABLE 3.7: PERCENT AND 38.57 PERSENT

RESPECTIVELY AGE DISTRIBUTION OF

RESPONDENTS BY SEX

AGE MALE PERCENT FEMALE PERCENTAE

GROUP DISTRIBUTION DISTRIBUTION

16 – 20 270 27 120 24

21 – 25 427 42.7 300 60

26 – 30 103 10.3 45 9

30-above 200 20 35 7

TOTAL 1000 100 500 100

(SEE APPENDIX 3B)

TABLE 3.8: DISTRIBUTION OF STUDENTS BY SEX AND

ACADEMIC LEVEL

28
 YEAR OF MALE PERCENTAGE FEMALE PERCENTAGE

STUDY DISTRIBUTION DISTRIBUTION

ND I 290 29 140 28

First Year

ND II Second 280 28 110 22

Yr

HND I 215 21.5 50 10

3rd Year

HND II 215 21.5 100 20

4th Year

TOTAL 1000 100 500 100

(SEE APPENDIX 3C)

3.7 METHOD OF DATA ANALYSIS

Since students opinion are immeasurable characteristics which can only

be classified into categories, the X 2 test is the appropriate test for this analysis

from the value of the X2 obtained the degree of relationship co-efficient of

29
contingency would also be computed to ascertain the nature of the association

between the characteristics.

3.8 THE CHI-SQUARE (X2) TEST

Chi-square is defined in Spugal (1992) the sum of square of

independently and normally distributed variable with zero mean and unit

variance. It is a measure of consistency existing between observed and

expected frequency value.

The chi – square contingency table is a two-way classification table

when two or more observations are made on may be classified simultaneously

with respect to the level of manifestation of these traits.

3.9 ASUMPTION ON THE USE OF X2 TEST

1. Each sample is random ie each student is selected randomly.

2. Individual observation must be independent of each other 9ie

respondents opinion must be independent of each other)

3. Each respondent opinion may be classified into exactly one of k –

different categories

30
 4. That with one degree of freedom, no expected frequency should be

less than 5

5. The sum of the expected frequency must equal the sum of the

observed frequency.

6. The X2 test in this case, is limited to frequency or count data.

7. The sample size is reasonable large is n 50

3.10 FORMULAR DISTRIBUTION FOR SPEGEL (1992)

For this analysis an RXC contingency table is used where R stands for

Rows and C for columns: the chi square test statistics is given as X 21 = R1

(01 – e1)2

e1

= r1 012 - NX2 (e)

01 - - - - - (3.1)

Where Oi = Actual or Observed Frequency

Ei = Expected Frequency

R = Number of Rows

S = Significance Level

31
 N = Total Number of observation

For a2 x 2 Contingency table

x21 = N (a1b2) - (a1b1 - (2N)2

(a1+ b1) (a1 + b2) (a1 + a2) (b1 + b2)

Where a1, a2, b1, and b2 are respectively. The observed frequency for row 1,

column 1 column 1 ad row 2 column 2 respectively.

3.11 CALCULATION OF EXPECTED FREQUENCIES (EIJ)

For any observed frequency in call eij, the expected frequency is

calculated by multiplying 7th row total by the column total and dividing the by

the ground total N(or f ---)

e.g F = Fj * F1

F1

Where FI the row total of the observed frequency in row.

Fj the column total of the observed frequency in column

F------ = the grade total

32
3.12 THE CONTINGENCY CO-EFFICIENT

The contingency co-efficient is a measure the extent of association or

relation between two sets of attributes.

It is uniquely useful when we only categorical (Normal seals) in formal

about one or both sets of these attributes the US it may be used when the

information about the attribute consist ordered series frequency. The

contingency co-efficient C is computed as.

C = X2

N+X2

Where N is the total response

X2 the chi-square test

3.13 TESTING THE SIGNIFICANCE OF THE CONTINGENCY CO-

EFFICIENT

If a group of subject constitute a raworm sample from some population

may determine whether the association that exists between two sets of score

from the sample indicates that an association exist in the population by testing

33
the association for significance by testing the significance of a measure of

association we are testing the null hypothesis that there is no correlation in the

population. If the probability associated with the occurrence of a value is as

large as the observed value of the statistics or is equal or less than our level of

significance that if P then we would decide to reject H 0 ad conclude that the

observed association in our sample is not as a result of chance but rather

represents a guinea relations in the population. However. If the statistical test

reveals that is likely that our observed reful might have arisen under H 0 that is

IF P then we would deewer that our data do not permit us to conclude that there

is a relative between the variables in the population from which the sample.

DATA COLLECTION

3.14 DISTRIBUTION OF STUDENT OPINION ON THE CAUSES OF

EXAMINATION MALPRACTICE IN INSTITUTE OF

MANAGEMENT AND TECHNOLOGY

34
TABLE 3.12: OBSERVED CASES

SEX A B C D E F TOTAL

MALE IOO 350 IOO 150 50 200 100

FEMALE 50 140 120 60 30 50 50

TOTAL 250 420 220 240 80 250 15

EXAMPLE

A = Lecturer intimacy with female student

B = Fear of Not getting comfortable cum. Grade

Point

3.15 CONTRIBUTION OF THE METHOD OF TECH IN THE

COURSE SIN THE SCHOOL TO STUDENTS LACK INTEREST

IN THE COURSE

OBSERVED CASES

SEX A B TOTAL

MALE 650 350 1000

35
 FEMALE 280 220 500

TOTAL 930 570 1,500

3.16 STUDENTS OPINION ON THE COMMON FORM OF

EXAMIANTION MALPRACTICE IN THE INSTITUTE OF

MANAGEMENT AND TECHNOLOGY

SEX A B C D E TOTAL

MALE 290 230 300 80 100 1000

FEMALE 120 65 75 100 140 500

TOTAL 410 295 375 180 240 1,500

3.17 DISTRIBUTION OF STUDENTS OPINION ON SCHOOL THAT

IS MOST OFTEN INVOLVED EXMAINATION MALPRACTICE

TABLE 3.15 OBSERVED CASES

SEX A B C D E TOTAL

MALE 168 160 190 291 351 1000

36
 FEMALE 67 83 115 100 60 500

TOTAL 235 243 305 391 411 1,500

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF STATISTICAL DATA

USING TABULATIONS AND CHARTS

TABLE 4.2

37
 STUDENT OPINION ON THE CAUSES OF EXAM MALPRACTICE

ACCORDING TO SEX

USING MULTIPLE BAR CHART

OPINION MALE DISTRITBUTION FEMALE DISTRIBUTION

A 80 8 50 10.0

B 100 10 100 20

C 300 30 90 10.0

D 230 23 120 24.0

E 280 28 50 10.0

F 10 31 90 18.0

TOTAL 1000 100 500 100

TABLE 4.3: USING PIE CHART

OPINION FREQUENCY % DEGREES

YES 900 60 2160

NO 600 40 1440

TOTAL 1,500 100 360

38
 From the chart, it could be seen that students were of the opinion, that the

method of teaching the courses contributes to students lack of interest in the

course. Students who said “Yes” to the question had a higher degree than those

who said “No”

TABLE 4.4

LETIERS OPINION FREQUENCY DEGREE

A Copying in pieces of paper 345 80.00

B Unlawful communication inside 134 32.20

exam hall

39
 C Taking exams for somebody 810 1940

D Seeing exam paper prior to the 150 360

examination

E Other forms 61 150

TOTAL 1,500 3600

KEY
15 0
A

830 B
360

320 E

1940
From the above, it could be seen that copying on pieces of paper is the

commonest form of examination malpractice in Institute of Management and

Technology, followed by unlawful, communication.

TABLE 4.4

NO OPINION FREQUENCY DEGREE

40
 A School of Business Study 528 1270

B School of Technology 48 120

C School of Financial 280 670

D School Science and VTE 158 380

E School of Engineering 28 700

F School of Communication 300 720

TOTAL 1,500 3600

KEY
A

1270 720 B

E
120 700
380 F
670 41
 From the up date chart it could be seen that the school of Business

Studies engages most in examination malpractice followed by the school of

communication Arts.

TABLE 4.6

NO OPINION FREQUENCY DEGREE

A Giving enough periods for revision and 350 840

proper spacing out of lectures

B Allowing the lecturers to examine their 180 430

student in the way quizzes are conducted

Making provision for adequate security in the

C examination hall 480 1150

Adequate spacing out of students in the

D examination hall 2900 700

Imposing stricter penalty on the examination

department in case of leakage

42
 E 200 480

TOTAL 1,500 3600

KEY
A

850 480 B

700 D

430 E

50
110

From the chart, we can see that students were of the opinion that making

provision for adequate security in the examination hall can help to reduced

exam malpractice in Institute of Management and Technology and then giving

enough revision time.

43
 DISTRIBUTION OF GENDER THAT GET MORE IN EXAM

TABLE 4.7: MALPRACTICE

OPINION FREQUENCY DEGREE

MALE 370 890

FEMALE 950 2280

NO IDEA 180 430

TOTAL 1500 3600

TREATED CASES

FROM TABLE (3.12) EXPECTED

SEX A B C D E F TOTAL

MALE 167 327 147 140 53 167 1000

FEMALE 83 73 70 27 1.7 500

HYPOTHESIS TESTING

H0: Students opinion depend on sex

H1: Students opinion does not depend on sex

44
CRITICAL VALUE: At % level of significant and self X2 (0.01,5) = 15.1

TEST STATISTIC

X2C = 139 (Sec appendix 30)

DECISION RULE

Reject H0 If X2C (X2 (0.01,5)

CONCLUSION

Since X2C is greater than X2 (0.01,5) 15.1 reject H0 and conclude that

students opinion on the causes of examination malpractice does not depend on

sex.

FROM TABLE (3.13)

SEX A B TOTAL

MALE 650 350 1000

FEMALE 280 220 500

HYPOTHESIS TESTING

H0: Students opinion depends on sex

H1: Students opinion does not depend on sex

45
CRITICAL VALUE

X2C = 6.37 (See Appendix 3E)

DECISION RULE

Accept H0: If X2C > X2 (0.01,1) = 6.4

CONCLUSION

Is less than X2 (0.01,1) = 6.64 and conclude that respondents opinion

depend on sex

(FROM TABLE 3.14)

SEX A B C D E

MALE 273 197 250 120 160

FEMALE 137 98 125 60 80

HYPOTHESIS TESTING

H0: Students opinion depend on sex

H1: Students opinion does not depend on sex

CRITICAL VALUE: At 1% significant and sdf X2 (0.01, 4) = 13.3

TEST STATISTIC

46
X2C = 103 (See Appendix 3 F)

DECISION RULE

Reject H0 since X2C = 103 is greater than X2 (0.01,5\4) = 13.3 and conclude that

respondent opinion on the commonest form examination malpractice in

(LASPOTECH) does not depended on sex.

SEE TABLE 3.15

SEX A B C D E F

MALE 77 273 190 173 197 73

FEMALE 38 137 95 87 97 37

HYPOTHESIS TESTING

H0: Students opinion depend on sex

H1: Students does not depend on sex

DECISION VALUE

Test at 1% level of significance and sdf X2 0.0,4) = 13.3

TEST STATISTIC

X2C = 478 (See Appendix 3 G)

47
DECISION RULE

We reject H0 that students opinion on the contribution of examination

malpractice committee towards reducing examination malpractice does not

depend on sex.

CHAPTER FIVE

SUMMARY OF FINDINGS RECOMMENDATION AND

CONCLUSION

5.1 SUMMARY OF FINDINGS

Based on the analysis of the survey, the following findings were made:

1. A large proportion of the students agreed that lack of seriousness on

the part of students agreed that lack of seriousness on the part of

48
 students to their students before examination is responsible for

examination malpractice.

2. Students are of the view that the method of teaching course contribute

to examination malpractice.

3. Students stated that copying on pieces of paper is the commonest

form of examination malpractice

4. Students from the school of business studies are mostly the culprits of

examination misconduct.

5. On ways to curb examination malpractice must of the students

suggested that the school authority should make provision for

adequate security in the examination halls.

6. On the contribution of the examination malpractice committee

towards curbing of examination malpractice in the school, most,

student agreed that the committee has not helped to reduce the rate of

examination malpractice.

7. Students are of the view that he female students get more involved in

examination malpractice than male students.

49
 In conclusion, the greatest challenge which this project addresses the

attention of all sundry to, is that of safe guarding one’s integrity. This is

because the validity of certificate awarded by the institution/school depends, a

great deal on surmounting this challenge.

I therefore, call on staff both academic and non academic and the

students to attach the greatest importance to this. Any measure devised for

meeting this challenge will be highly appreciated.

Moreover, on rare cases do lectures go outside the scope of the course,

so that any one who has been punctual to classes, attentive to the lecturers as

well as diligent in his studies stands a very good chance of passing his

examination. I trust that the institute of management and technology Lagos

will work hard to eliminate this disease from the school.

5.2 RECOMMENDATION A ND CONCLUSION

Based on the finding of this survey, I hope that the following

recommendation would help to reduce the incidence of examination

malpractice in the institute of management and technology, Lagos.

50
 I suggest that the school examination committee should strengthen the

penalties awarded to culprits. The management should try and see that lecturer

hours are well special out and enough revision period (say two weeks) given in

order that student will get themselves well equipped for examination

management should also call on lectures to make the teaching of the courses

easy to students.

Security men should be posted to the examination halls to apprehend

those students who are not serious with their studies but only depend on

“Expo” to pass their examinations. Furthermore since the rice in examination

malpractice, these days can be attributed to moral decadence in the society.

It can be agreed that examination malpractice has its base on some

societal ill like election malpractices, corruption and fraud. I therefore, call for

a change in our social values and the inculcation of the fear of God in the

youths. This will go a long way in reviving decency and honesty. Also,

students should be taught to develop their talents and rely on their own

abilities.

51
 In conclusion the management owes an obligation to mankind to protect

the integrity of the certificates it issues to those who pass through it. Otherwise

the educational system as we know it would crumble.

BIBLIOGRAPHY

Ike Onyechire, Examination Ethnics Halls Book Potomal

Books

Lecture Notes on Sampling Techniques II by Mr. Ezenwa

52
Madume (1992) and Ozongwu. M. Odo, Guide to

Research Proposal writing on social and Behavioural

Spiegil M.ZR. (1992) Theory and Problems of Statistics

Schaums Outline Series McGraw Hill, UK 2nd ed.

Ezekiel (1998) and Desraji (1972) The Design of Sample

Surveys McGraw Hill Book Company.

Chukwu Emeka Ike (1986) The Challenge of

Examination Irregularities the Public Relations Department, West

African Examination Council, Owerri.

Nwabuok (1986) Fundamental of Statistics of Koruna

Books

Rev. Mike Oye (1978) Righteousness Exalt a Nation

Chief Ihetulam C.E. (1996) National Conference on

53
 Examination Ethnics.

Pius U. Ugwu (2003) Digestive Statistics

APPENDIX I

The population of institute of management and technology, Lagos

regular undergraduate students according to the eresiting

schools.

SCHOOL IN LASPOTECH TOTAL

School Of Business Studies 8,230

54
 School Of Communication Arts

School Of Engineering 4069

School Of Financial Studies 6,667

School Of Technology 5650

School of SS VTE 3969

35

TOTAL 28,420

APPENDIX II

DETERMINATIN OF SAMPLE SIZE

55
 The total population of institute of management and Technology

students as at the time of the survey is 28,350 chosen 10% of the population as

the sample size n, we have

2A

n = 10 x 28,350

10 1

n = 2835

The allocation of sample size of each of the three selected schools

(stratum) using proportional allocation.

nh = nNh where N = 21,547

Therefore, school of business studies

1821 x 8730 = 729.0

20,547

School of Engineering 590.8

56
1821 x 6667

20,547

School of Engineering

1821 5650 = 500.7

20,547

APPENDIX III

3A

57
 From table 3.6 (percentage six distribution of respondents:

Male = 1000 x 100 = 66.6

1500

Female = 500 x 100 = 33.33

1500

3B

From the table 3.7 (percentage age distribution of respondents)

For Male

16 – 20 = 270 x 100 = 27.0%

1000

21 – 25 = 427 x 100 = 42.7%

1000

26 – 30 = 103 x 100 = 10.3%

1000

58
 30 above = 200 x 100 = 20%

1000

For Female

16 – 20 = 120 x 100 = 24%

500

21 – 25 = 300 x 100 = 60%

500

26 – 30 = 45 x 100 = 9%

500

30 above = 35 x 100 = 7%

500

3C

From table 3.8 (percentage distribution of respondents academic level)

59
For Male

First Year OND I =

290 x 100 = 29%

1000

Second Year OND II

280 x 100 = 28%

1000

Third Year HND I

215 x 100 = 21.5%

1000

Fourth Year HND II

215 x 100 = 21.5%

1000

3D

From the contingency table 3.12

Computation X2C = R C

j=1 J=I (Oi – ej)2

ej

60
(100 – 167)2 + (350 – 327)2 + (100 – 147)2

167 327 147

+ (150 – 140)2 + (200 – 167)2 + (50 – 83)2

140 167 53

+ (140 – 113)2 + (120 – 73)2 + (150-140)2

163 73 140

+ (30 – 27)2 + (50 – 17)2

27 17

269 + 1.6 + 15.0 + 0.7 + 6.5 + 0.2 + 13.1 + 3.2 + 30.2 + 0.7 + 1.4 + 64 =

139

3E

From contingency table 3.13 computation

X2C = N ( (a,b2 – a2 b1) – 1/2N)2

(a1 + b1) (a1 – b2) (a1 + a2) (b1 + b2)

61
= 1500 ( (650 x 220) – 280 x 350 – 1500)2

(650 + 350) (650 + 220) (650 + 280) (350 + 220)

= 1500 (44250)2

4.6118711

= 2.937093712 = 6.37

4.6118711 x 10

3F

From the contingency table 3.14

Computation X2C = R C

j=1 J=I (Oi – ej)2

ej

(290 – 273)2 + (230 – 197)2 + (300 – 250)2

273 197 250

+ (80 – 120)2 + (100 – 160)2 + (120– 137)2

120 160 137

+ (65 – 197)2 + (75 – 125)2 + (100 - 60)2

197 125 60

62
+ (140 – 80)2 = 46.0

80

1.0 + 5.5 + 10 + 13 + 23 + 2.1 + 88 + 20 + 27 + 45 103

3G

From contingency table 3.15

(50 – 77)2 + (300 – 273)2 + (190 – 190)2

77 273 190

+ (200 – 173)2 + (220 – 197)2 + (90– 73)2

173 197 73

+ (65 – 38)2 + (110 – 137)2 + (95 – 95)2 +

38 137 95(

+ 60- 87)2 + (75 – 80)2 + (20 – 37)2

87 97 37

63
=

68

(860 – 573)2 + (80 – 127)2 + (100 – 93)2

573 127 73

+ (350 – 403)2 + (110 – 63)2 + (40 – 47)2

403 63 47

478

APPENDIX IV

64
PERCENTAGE OF THE OPINION OF B OTH SEXES (MALE AND

FEMALE)

FOR MALES

A = 80 X 100 = 8%

1000

B = 100 X 100 = 10%

1000

C = 300 X 100 = 30%

1000

D = 230 X 100 = 23%

1000

E = 280 X 100 = 28%

1000

F = 70 X 100 = 31%

1000

65
FOR FEMALE

A = 50 X 100 = 10%

500 1

B = 100 X 100 = 20%

500 1

C = 90 X 100 = 30%

500 1

D = 90 X 100 = 23%

500 1

E = 120 X 100 = 28%

500 1

F = 50 X 100 = 31%

500 1

QUESTIONNAIRE
Department of Statistics

66
Institute of Management and Technology
P.M.B 01079
Lagos.
22/08/2005

Dear Respondent,
STATISTICAL SURVEY ON THE CAUSES OF EXAMINATION
MALPRACTICE: (A CASE STUDY OF INSTITUTE OF
MANAGEMENT AND TECHNOLOGY LAGOS)

I am carrying out statistical analysis on the causes of examination malpractice.

This project is in a partial fulfillment of the award of OND in statistics. It’s

Yours Faithfully

Elumelu Festus

67
STATISTICAL SURVEY ON THE CUSES OF EXAMINATION

MALPRACTICE: (A CASE STUDY OF INSTITUTE OF

AMNAGEMENT AND TECHNOLOGY LAGOS).

Please read the questions and ticks ( ) the box against the answers considered

appropriate.

1. Sex. a) Male ()

b) Female ()

2. Age. a) 16-20 ()

b) 21 –25 ()

c) 26 –30 ()

d) 30 and above ()

3. Discipline (Department)

4. Years of study

a) First Year ND I ()

68
 b) Second year ND II ()

c) Third year HND I ()

d) Fourth year HND II ()

5. School

a.) Business studies ()

b.) Engineering ()

c.) Education ()

d.) Technology ()

e.) Financial Studies ()

f.) Communication ()

6. What do you think is the causes of exams malpractice in institute of

management and technology?

a) Lecturers intimacy with female student ()

b) Fear of student not getting comfortable grade point cumulative

()

c) Dishonest individual in examination paper for some amount

department leak ()

69
 d) Congested lecture hours and insufficient period for revision

()

e) Fear of carrying over the course ()

f) Lack of seriousness on student part to their studies before

exams ()

7. Which course is/are usually prone to examination malpractice.

a) Mathematical course ()

b) Business course ()

c) General studies course ()

d) Science course ()

e) Other course ()

8. Do you think that the method of teaching these courses contributes to

student lack of interest in the course?

a) Yes ()

b) No ()

70
9. Which of following is the commonest form of exams malpractice in

institute of management and technology?

a) Coping in pieces of paper ()

b) Unlawful communication inside exams hall ( )

c) Taking exams for somebody ()

d) Seeing of exams paper prior to the exams ( )

10. How do you think that exams malpractice can be reduced?

a) Giving enough periods for revision and proper spacing of the

lectures hours ()

b) Allowing the lecturer or examiner them allocates in the way

quizzes are conducted. ( )

c) Making provision for adequate security in the exams halls

()

d) Imposing stricter penalty on the exams department in the case of

leakage. ()

11. What do you think is the contribution of exams malpractice in

LASPOTECH?

71
 a) The committee has adopted to reduce the rate of exams

malpractice ()

b) The committee has not helped to reduce the rate of exam

malpractices. ()

c) The committee is partial in awarding penalties to offenders

()

d) The committee not been performing penalty and should

discontinue. ()

12. How do you view the penalty of exams malpractice committee?

a) The penalty are generally hash ()

b) The penalty have not prevented exams malpractice

()

13. Which sex do you think is mostly often involved in exams malpractice?

a) Males ()

b) Female ()

c) No ideals ()

72
14. Suggest possible of minimizing eradically exam malpractice in institute

of management and technology.

73