Developing Students’ Capacity Against Examination Malpractice Behaviours Through Selected Psychosocial Strategies
Orji, Evelyn Ijeoma
Institute Of Education, University Ofcalabar, Calabar, Nigeria
Abstract
Examination malpractice refers to all forms of cheating and illegal examination related offences that gives student unmerited grades, promotion or higher placement. Some causes of examination malpractice include those connected to institutional, societal and personal variables. As expected, several solutions have been suggested to curb it and those tested have shown some results. But yet, the strategies have not done much in addressing the personal variables, particularly those that should target changing the cognitive and affective antisocial orientation and build their capabilities on ethics and study. These are expected to help students desist from examination malpractice behaviors. One researcher noted that it is almost a routine for students to cheat. The present researcher perceive that the right intervention has not been used to curb examination malpractice among students across all level of the education, which may be the reason it still persists. In fact, examination malpractice is equally evolving in sophistication and assuming innovative dimensions, so this intervention is apt. Suffice to emphasize that examination malpractice in the education system if not curbed continues to undermine the achievement of quality education and production of quality graduates. The consequences of it among middle and high skilled work force has caused the society so much disappointment and loss. Losses incurred in retraining programs to enhance work adjustment of employees, inability to perform as a graduate when called up to, to mention some. Therefore, intervention in student’s classroom learning is needed such as lessons on how to process information and to make use of memory strategies in studying. This is with the view to besides achieving good academic performance, but to help more of them to be self-reliant, productive and employable in this 21st century economy and beyond. The paper concludes that unlearning examination malpractice behavior among students is achievable. Adoption of these intervention strategies can increase students’ confidence, self-esteem and self-efficacy. Overall quality education would be engendered. Suggestions such as instructors should be more creative in teaching and students should imbibe good study habits were made.
Keywords: examination malpractice behaviors, psychosocial intervention, students’ capacity
Impact Statement
The impact of this paper can be measured from the ideas it established that students’ capacity against examinationmal practice behaviours can be developed through exposure to selected psychosocial strategies. Before now, it should be noted that several solutions have been suggested to curb examination malpractice behaviours among students, undeniably, those tested have shown some results. But yet, the fact is those physical strategies have not done much in addressing the personal variables, particularly those that should target change in the cognitive, affective and antisocial orientation of the students. Thus, the selected psychosocial strategies examined in this paper are proven approaches that can build students’ capabilities on ethics and study habits. The present researcher perceive that the right intervention has not been used to curb examination malpractice among students across all level of the education, which may be the reason it still persist as students keep using more sophisticated means to Beat examiners. Therefore, this intervention is apt. For example; lessons on how to process information and to make use of memory strategies in study would besides achieving good academic performance for the students but to help more of them to be self-reliant, productive and employable graduates in this 21st century economy and beyond.
About The Author
Dr Evelyn Ijeoma Orji, is a very passionate university lecturer and researcher. Her PhD is in Educational Psychology obtained in 2021. Besides, administrative responsibilities in her institute( Students advisor, examination officer,etc).Her research interest majorly focuses on educational, social and personality psychology; school intervention, which extends to developing socio-emotional skills of students, discipline and students’ rights advocacy. These include; for equitable and inclusive school conditions that favours special needs,poverty alleviation among women and the girl child..Her special interest is in issues of study habits, peace and climate action. In the area of study habits, she assists students to construct memories of their learning through effective use of memory strategies. In terms of peace,she is particular about developing peace building skills in basic learners to become future peace advocates and ambassadors. In the area of climate action, her drive has been on sensitization and awareness creation on climate change mitigation and adaptation through adoption of greening measures, technologies and sustainable lifestyle. Dr Evelyn I. Orji has attended more than twenty conferences (local, international, and Zoom format). She has forty (40) research papers spread across books, book of proceedings and reputable journals. She is an Interdisciplinary researcher. She has bagged two academic awards; 1. The best graduating postgraduate student of the prestigious University of Calabar, Calabar Nigeria (2021), 2. The Education Excellence Award-2022 of the International Council for Education Research and Training ( Nov. 26,2022).She is a member of the team that won the Telfund NRF 2020 on “Development and Standardization of Test Batteries for Identification of Giftedness in Nigeria, headed by Dr Oluseyi Dada, of the University of Calabar .Dr Evelyn Ijeoma Orji is a member of Nigeria Council of Educational Psychologist (NCEP) and Nigeria chapter of the World Council on Curriculum and Instruction ( WCCIC). She is a mother of four children.
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