CHAPTER TWO LITERATURE REVIEW 2.1Concept of Examination Malpractice 9 2.2Examination Malpractice within Nigeria10 2.3Forms of Examination Malpractice11 2.4Courses of Examination Malpractice 15 2.5Incidence of Examination Malpractice17 2.6Prevalence of Examination Malpractice 18 2.7Efforts made in curbing Examination Malpractice20 2.8Practical way out to Examination Malpractice in Nigerian Tertiary Institution 21 2.9Consequences of Examination Malpractice22 2.10Effects of Examination Malpracticeon National Development23 2.11Ways of Curbing Examination Malpractice in Nigeria 24

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STATISTICAL INVESTIGATION OF THE CAUSES AND EFFECT OF EXAMINATION MALPRACTICES IN TERTIARY INSTITUTION IN NIGERIA BY ……………………….. SUBMITTED TO THE DEPARTMENT OF STATISTICS, SCHOOL OF APPLIED SCIENCE AND TECHONOLGY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF NATIONAL DIPLOMA (ND) IN STATISTICS. CERTIFICATION This is to certify that this research work titled STATISTICAL INVESTIGATION OF THE CAUSES AND EFFECT OF EXAMINATION MALPRACTICES IN TERTIARY INSTITUTION IN NIGERIA was carried out by DEDICATION I dedicate this project to Almighty God, the of my life who makes this journey to be successful. ACKNOWLEDGEMENTS I wish to express my profound gratitude to Almighty God the pillar of wisdom, knowledge and understanding who has been there for me throughout my academic pursuits and my entire life. TABLE OF CONTENT Title pagei Certificationii Dedicationiii Acknowledgementiv Abstractv Table of content vi CHAPTER ONE INTRODUCTION 1.1Background of Study 1 1.2Statement of the Problem 5 1.3Aim and Objectives of the Study 6 1.4Research questions6 1.5Hypotheses of the Study 6 1.6Significant of the Study 6 1.7Scope of the study7 1.8Definition of terms7 CHAPTER TWO LITERATURE REVIEW 2.1Concept of Examination Malpractice 9 2.2Examination Malpractice within Nigeria10 2.3Forms of Examination Malpractice11 2.4Courses of Examination Malpractice 15 2.5Incidence of Examination Malpractice17 2.6Prevalence of Examination Malpractice 18 2.7Efforts made in curbing Examination Malpractice20 2.8Practical way out to Examination Malpractice in Nigerian Tertiary Institution 21 2.9Consequences of Examination Malpractice22 2.10Effects of Examination Malpracticeon National Development23 2.11Ways of Curbing Examination Malpractice in Nigeria 24 CHAPTER THREE RESEARCH METODOLOGY 3.1Introduction 28 3.2Research Design 28 3.3Population of the study 28 3.4Sampling Size and sample Design29 3.5Method of data Collection29 3.6Validity and Reliability of Research Instrument30 3.7Models of Data Analysis 30 CHAPTER FOUR DATA PRESENTATION AND ANALYSIS 4.1Introduction31 4.2Demographic information of the Respondents 31 4.3Data analysis and Interpretation 37 4.4Test of Hypotheses 42 4.5Discussion of findings 42 CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS 5.1Introduction44 5.2Conclusion 44 5.3Recommendations45 References Appendix CHAPTER ONE INTRODUCTION 1.1 Background of the study Education is a process of teaching and learning. Akaranga & Ongong (2013) says that education is a necessary process through which young adults are equipped to lead productive lives according to their talents and interests. Through education, learners are not only taught, trained, and adequately guided to acquire relevant skills and knowledge but also how to adapt to acceptable public life. To some people, education is seen as a means of overcoming handicaps, achieving greater equality, and acquiring wealth and status for all. It is also often perceived as a place where children can develop according to their unique needs and potentials, with the purpose of developing every individual to their full potential, (Wikipedia). The early years of schooling focuses around developing basic interpersonal communication and literacy skills. Later, education turns towards gaining the knowledge and skills needed to create value and establish a livelihood. Also, people pursue education for its own sake to satisfy innate curiosity, out of interest in a specific subject or skill, or for overall personal development. Education could be formal or informal. Formal education occurs in a structured environment whose explicit purpose is teaching of students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Whilst informal learning occurs in a variety of places, such as out of school time, in youth programmes at community centres and even village squares. Informal learning does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem oriented, and related to situation management and fitness for life. In the traditional African educational system, teaching and learning were basically practical. The students learned orally and through close observation of their master. In fact, it was through imitation, no issuance of certificate to prove completion of course of study since the society was interested in skill acquisition and practical demonstration of the arts learned. Definitely, there was no need for certification, since education was viewed as a means to an end and not an end in itself (Akaranga & Ongong, 2013). One of the objectives of education in Nigeria is to prepare the young ones to face future challenges and develop them to meet the nation ‘s manpower requirements. Schools need to conduct examinations as yardstick for assessment. It is the most practical way of assessment in education Maduka (1993) defined examination as a way to ascertain how much of a subject matter in a particular field of study the candidate has mastered. Homby (1995) defined an examination as a formal lest of somebody’s knowledge or ability in a particular subject, especially by means of answering questions or practical exercises (p. 58). Balogun (1999) also defined it as the process through which students are evaluated or tested to find out the quality of knowledge they have acquired within a specified period. Examinations could be internal or external. It could be oral, written or both. Internal examinations entail continuous assessment tests, terminal, semester and annual or promotion examinations. Whereas external (public) examinations common in Nigerian schools include Common Entrance Examination for admission into secondary school. School certificates examination are conducted by West African Examination Council (WAEC) and National Examination Council (NECO), the Joint Admission Matriculation Board (JAMB) and National Teachers Institute (NTI) conduct admission tests into tertiary institutions while the National Business and Technical Examination Board (NABTEB) conducts professional examinations for teachers and technicians respectively. Examination malpractice is any wrong doing before, during or after any examination. Although one may not be able to rule out examination malpractice in the past, the current trend is alarming and calls for proper management in order to rid the school system of its consequences. Whereas in the past, students tended to hide the acts, now they advertise them with positive blatancy. The things that others thought right to draw a veil across, the modern biographer reveals with all the gusto of a showman. Ruwa (1997) traced back examination malpractice to 1914. He further reported that in the University of Maiduguri, about 25% of the students interviewed admitted to have engaged in one form of examination malpractice or another. Examination malpractice occurs in both internal and external examinations. In short, it has become an epidemic in the nation‘s educational system, which needs a prompt attention. The situation of examination malpractice has serious effect on the quality of grandaunts which invariably affect the socio-economic development of the country. Fayombo (2004) categorized the reasons for examination malpractices into psychological and sociological causes. The over dependence on certification has led to ‗mad ruch‘ by the populace and the resultant effect is that people either acquire certificates legitimately or otherwise. This messy situation is having a negative effect on the nation‘s quality of education and the kind of certificates issued to students at different levels. So many people can no longer defend their certificates. Okwilagwe (2001) opined that the interest in non-intellectual factors would seem to have stemmed from the idea that ―the human being is a complex whole‖ That is, man is made up of intellectual, emotional, affective and psychological traits. For them to develop and reach their full potential in life, these traits must be understood, harnessed, and be catered for by the school. Students ‘involvement examination malpractice has become perennial and institutionalized. It is a testimonial to the flawed process of admission into secondary schools and tertiary institutions. It has invariably, reflected in

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