CHAPTER ONE

GENERAL INTRODUCTION

Introduction

This chapter presents the background of the study, statement of the problem, objectives of the study which includes general and specific objectives, research questions, research hypothesis, and significance of the study, scope of the study, limitations of the study and definition of terms

Background to the study

Historically, Ateh-Afac (2019) opined that, examination malpractices have a long history in educational systems worldwide, including Cameroon or examination malpractices have been a longstanding issue in the educational systems of many countries, including Cameroon. The practice of cheating, plagiarism, and other forms of malpractice during examinations can be traced back to the early days of formal education in Cameroon. The prevalence of examination malpractices has been influenced by factors such as societal pressure for academic success, lack of effective monitording the various forms of examination malpractices and their impact on learners’ academic achievement is essential for developing effective strategies to combat this issue. ( Ateh-Afac, & Fonkeng (2019))

Examination malpractices were first reported in Nigeria in 1914 when there was leakage of senior Gambrige examination and in 1948 when a Nigerian had his papers on History cancelled for coming to the examination hall with foreign paper that was related to the examination in question.  In recent times, the academic achievement of students has been a call for concern, where in many individuals try to find out why it is declining instead of improving. Examination malpractices have become an important factor under consideration for the students’ academic achievement. Apart from Nigeria, the process of examination malpractices in contemporary Cameroonian society lives much to be desired. This is because of the phenomenon of examination malpractices has become endemic in educational system especially in secondary schools both in grammar and technical schools. Students are into it because they want to achieve success, parents because they want good grades from their children and others are involved because of the financial materials and other tangible gains. The researcher is therefore pre-occupied with the causes of examination malpractices and its effects on the contemporary Cameroonian society. The term ‘seeing believes’ is very important. The researcher witnesses a number of cases which damages meritocracy in examination process. A few caught the attention of the researcher, some of which include;

A parent and daughter struggling to pay a huge sum of money to the class master to secure the position of the child who has failed. You will be shocked to hear that this man had not paid the daughter’s fee. This is an act of examination malpractice.

Another instance of examination malpractice that provoked the researcher to write this topic    was when she realized some parents running behind administrators to promote their children whose report card clearly stated ‘repeat’

Conceptually, examination malpractices refer to any dishonest behavior during exams, such as cheating, plagiarism, and impersonation. These malpractices undermine the integrity of the examination process and can have serious consequences for learners and educational institutions. Understanding the various forms of examination malpractices is essential for developing strategies to combat this issue. (UNESCO)

Learner’s academic achievement is another concept used in this study. According to the Oxford Learner’s Dictionary is a thing that somebody has done successfully especially using their own efforts or skills in a test, assignments or even examinations. In this piece of work, achievement is something you did or got after planning and working to make it happen which gives you a feeling of satisfaction or the act of working to make it happen.

Contextually,   Per section 163-1;of law No 2006/007 of July 2016 relating to the penal code of Cameroon ,it provides that ‘whoever through corruption facilitates the success or causes the failure of a candidate in an administrative competitive examination or other examinations shall be punished with imprisonment for from 2-5years or pay a fine of 200,000.This law address the prod of examination malpractices and equally raise awareness on the various penal provisions which can be used to prosecute exam offenders under the penal code of Cameroon. It also states that, any person who commits the offence and its guilty of the offence must be liable. Also, malpractices are not only illegal, immoral and unacademical such acts are unprofessional and unethical. .meanwhile,, whoever through corruption declares successful one or more candidates who did not sit for examination shall be punished as provided for in sub section 1 above.

In Cameroon, examination malpractices are a significant concern in the education system. Issues such as leaked exam papers, cheating, and falsification of results have been reported. The government and educational authorities have implemented measures to address examination malpractices, including the use of technology to enhance exam security and the establishment of anti-corruption agencies to investigate and prosecute offenders. ( Ateh-Afac , & Fonkeng (2019))

The African Union (AU), United States (USA), and UNESCO have all recognized the detrimental effects of examination malpractices on learners’ academic achievement. These organizations have called for increased efforts to combat malpractices and uphold the integrity of examinations. The AU, USA, and UNESCO have also emphasized the importance of promoting ethical behavior and integrity in education to ensure fair and transparent assessment processes.

Theoretically,  we have the behavioural theory of operant conditioning by BF Skinner(1938).Operant conditioning refers to as a kind of learning process whereby response is made more frequently by reinforcement. .The second theory is the social learning theory by Albert Bandura(1977).This theory postulated in (1977) agrees with the behaviors theories of classical conditioning and operant conditioning that behavior is learnt from the environment through the observational learning(McLeod,2016).This theory emphasizes on the importance of observation and modelling behavious, attitudes, and emotional reactions of others.

Various theoretical frameworks can be applied to understand the effects of examination malpractices on learners’ academic achievement. One relevant theory is Bandura’s Social Learning Theory (1977), which posits that individuals learn through observation, imitation, and modeling. In the context of examination malpractices, learners may be influenced by peers or societal norms that condone cheating behavior. Another relevant theory is Vygotsky’s Sociocultural Theory (1978), which emphasizes the role of social interactions and cultural influences in shaping learning outcomes. This theory highlights how societal attitudes towards academic dishonesty can impact learners’ attitudes and behaviors and finally the Agnew Strain Theory (1992) which argues that certain strain or stressors placed on members of the society may lead certain individuals to engage in criminal activity such as examination malpractices. Under this premise, certain individuals may resort to crime to avoid strain and reduce those stressors they face.

Statement of the Problem

Over the years and recently there have been series of complains by academic administrators and instructors over examination malpractices and poor academic achievements of students especially in public secondary schools in in Bamenda 3 sub division of Republic of Cameroon. Even the students, parents, and the people in the society are not left out with these complains due to the under achievement of the students. Nowadays examination malpractice has become a topic of discussion and matter of concern in seminars, workshops and P.T.A Meetings. This prompted me the researcher to find out whether examination malpractice has consequences on students’ academic achievement in some schools in Bamenda III subdivision, Mezam division North West region of Cameroon

Research objectives

General objectives

• To find out how examination malpractice influence students’ academic achievement in some secondary schools in Bamenda 3 subdivision

Specific objectives

• To find out how copy work affects students’ academic achievement
• To find out how dismissal affects students’ academic achievement
• To find out how maladjustment affects students in their academic achievements

Research questions

General research questions

• How does examination malpractices influence students’ academic achievement?

Specific research questions

• How does copy work affects students’ academic achievement
• How does dismissal effects students’ academic achievements
• How does maladjustment affects students’ academic achievement

Research Hypothesis

Main Hypothesis

H0: Examination malpractices has no effect on students’ academic achievements

Ha: Examination malpractices has an effect on student academic achievement

Specific Hypothesis

Ho1: Copy work has an effect on students’ academic achievement

Ha1: Copy work has no effect on students’ academic achievement

H02: Dismissal has no effect on students’ academic achievement

Ha2: Dismissal has an effect on students’ academic achievement

H0₃: Maladjustment has no effect on students’ academic achievement

Ha₃: Maladjustment has an effect on students’ academic achievement