Browsing by Author "& Akinyemi, O. B."

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    Causes of Examination Malpractice as Perceived by Teachers of Secondary Schools in Lagos State, Nigeria: Implications for Counselling Practice
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin City, Nigeria, 2017-05) Odebode, A.A.,; Alwajud-Adewusi, M.B.; & Akinyemi, O. B.
    This study investigated the causes of examination malpractices as perceived by teachers of secondary school in Lagos State. Moderating variables of gender, length of years in service and school type were also examined. Descriptive survey research design was adopted for the study. A total of 600 respondents from three senatorial districts were selected using a three-stage sampling procedure which comprised simple random and purposive sampling techniques. The instrument used for data collection was a questionnaire titled “Causes of Examination Malpractice Questionnaire (CEMQ)”. The validity of the instrument was established by five experts in the Department of Counselor Education, University of Ilorin, Nigeria while, the reliability was determined using test re-test method and a correlation coefficient of 0.87 was obtained. One Way Analysis of Variance (ANOVA) and t-test statistical tools were used to analyze the data and the formulated hypotheses at 0.05 alpha level. Result showed that teachers of secondary schools in Lagos State perceived the causes of examination malpractice as societal preferences for certificates, poor self-concept, lack of adequate learning facilities (libraries, laboratories etc) and teachers not considering the slow learners while teaching, among others. The testing of the hypotheses showed that there was a significant difference in the causes of examination malpractice as perceived by teachers of secondary schools in Lagos State based on gender, length of years in service, but there was no significant difference based on subject taught and school type. Based on the findings of this study, it was recommended that Government should place more emphasis on knowledge and skill acquisition and not on certificates, as certificates may not be a true measure of individual’s abilities. Teachers should consider more, students who are slow learners when teaching.