ASSESSMENT OF FACTORS AND PATTERNS OF EXAMINATION MALPRACTICE AMONG FACULTY OF EDUCATION STUDENT IN GOMBE STATE UNIVERSITY

ABSTRACT This study assessed the factors and patterns of examination malpractice among undergraduate students in the Faculty of Education, Gombe State University. The study was motivated by the persistent incidence of academic dishonesty in higher institutions and its implications for educational quality and integrity. A descriptive survey research design was adopted to obtain relevant data from respondents. The population of the study comprised all undergraduate students in the Faculty of Education, with a total population of 19,427 students. A sample size of 270 respondents was used based on the directive of the project supervisor, and participants were selected using a simple random sampling technique to ensure equal representation. Data for the study were collected using a structured questionnaire designed to capture information on demographic characteristics, factors contributing to examination malpractice, patterns and methods of malpractice, strategies for curbing malpractice, and students’ awareness of its consequences. The instrument was validated by experts in education and research methodology, while its reliability was established using Cronbach’s alpha. Data collected were analyzed using descriptive statistics, specifically frequency counts and percentages, with the aid of the Statistical Package for Social Sciences (SPSS) version 20.0. The findings revealed that examination malpractice among students is influenced by several interrelated factors, including fear of failure, peer pressure, poor study habits, weak supervision, inadequate learning resources, and overcrowded examination halls. The study also identified common patterns of malpractice such as copying from colleagues, seeking assistance during examinations, bringing unauthorized materials into examination halls, and the use of mobile phones and other electronic devices. Although respondents demonstrated a high level of awareness regarding the negative consequences of examination malpractice, the practice was found to persist, indicating that awareness alone is insufficient to deter such behavior. Furthermore, the study found strong support among students for measures aimed at reducing examination malpractice, including strict supervision, effective enforcement of examination rules, consistent punishment of offenders, and improved academic support systems. Based on these findings, the study concluded that examination malpractice is a multifaceted problem requiring a comprehensive approach involving institutional control measures, academic support, and ethical orientation. The study recommends strengthening academic support services, enhancing supervision during examinations, enforcing strict disciplinary measures, improving access to learning resources, and promoting academic integrity among students. These measures are essential to reducing examination malpractice and ensuring the credibility of educational qualifications.