Browsing by Author "Akinyemi, Obafolahan Bolakale"

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    CAUSES OF EXAMINATION MALPRACTICE AS PERCEIVED BY TEACHERS OF SECONDARY SCHOOLS LAGOS STATE, NIGERIA: IMPLICATIONS FOR COUNSELLING PRACTICE
    (Department of Educational Foundations, University of Benin, Benin City, Nigeria, 2017-05) Odebode, Aminat Adeola; Alwajud-Adewusi, Mariam Bukola; Akinyemi, Obafolahan Bolakale
    This study investigated the causes of examination malpractices as perceived teachers of secondary school in Lagos State. Moderating variables of god' length of years in service and school type were also examined. Descriptive sury research design was adopted for the study. A total of 600 respondents from thr senatorial districts were selected using a three-stage sampling procedure Ail comprised simple random and purposive sampling techniques. The instrument us' for data collection was a questionnaire titled "causes of Examination Malpracti Questionnaire (CEMQ)". The validity of the instrument was established by .fr! experts in the Department of counselor Education, University of florin, Nige while, the reliability was determined using test re-test method and a correlati coefficient of 0.87 was obtained. One Way Analysis of Variance (ANOVA) andi test statistical tools .were used to analyze the data and the formulated hypothes at 0.05 alpha level. Result showed that teachers of secondary schools in Lagos Sta perceived the causes of examination malpractice as societal preferences fo certificates, poor self-concept, lack of adequate learning facilities (librari laboratories etc) and teachers not considering the slow learners while icachindifference in the causes of examination malpractice as perceived by teachers o secondary schools in Lagos State based on gender, length of years in service, by there was no significant difference based on subject taught and school type.Bas on the findings of this study, it was recommended that Government should plat more emphasis on knowledge and skill acquisition and not on certificates, certificates may not be a true measure of individual's abilities. Teachers shou consider more, students who are slow learners when teaching.