2.2 Examination Dishonesty and students’ Academic Achievement
2.3 Poor Attitude to Studies and Students’ Involvement in
Examination Dishonesty
2.4 Lack of Adequate Preparation and Students’ Involvement
in Examination Dishonesty
2.5 Level of Supervision and Students’ Involvement in
Examination Dishonesty
2.6 Summary of the Reviewed Literature
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of the instrument(s)
3.7 Reliability of the Instrument
3.8 Administration of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1 Data Analysis and Results
4.2 Discussion of the Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestion for Further Studies
References
Appendix
ABSTRACT
The study examined examination dishonesty and academic achievement of students in social studies in junior secondary schools. Three null hypotheses were formulated to guide the study. Survey research design was adopted. Simple random sampling technique was used to select one hundred (100) respondents (students) from the population of three thousand four hundred and twenty-five (3,425). A structured questionnaire captioned “Examination dishonesty and academic achievement of students questionnaire” was used as an instrument for data collection.
The data collected from the respondents were subjected to statistical analysis using pearson product moment correlation (PPMC). The result of the findings revealed that students’ poor attitude to studies, inadequate preparation and poor supervision contributed significantly to students’ involvement in examination dishonesty which in turn affect their academic achievement negatively in social studies in junior secondary schools in Ukanafun Local Government Area.
Based on the outcome of the statistical analysis, the null hypotheses were rejected in favour of the alternatives at 98 degree of freedom and .05 probability level. It was therefore recommended among others that students should prepare adequately before examination as early preparation prevent poor performance and involvement in examination dishonesty.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Indeed, education is seen as the key that unlocks the door to modernization. For these and other reasons, it has become important for the authorities concerned to enforce such activities that will promote the quality of education obtained in our society so as to avoid the situation or producing educated illiterates. However, every educational system in this country needs to be properly evaluated in order to achieve its intended goal that means examination is necessary in every institutions of learning.
According to Alayinka (2023), examination serves not only as a tool for providing accountability of educational outcomes and as a basis for successive improvement of education programmes, but also for career guidance and selection into courses and for maintenance of publicly recognized standards.
Despite these dividends of examination objectives, examination dishonesty has so penetrated the Nigerian educational system in this century to the extent that it is a common practice in all levels of education. Effort to eradicate or eliminate this experience in our educational system have proved abortive, it has become a social discomfort which is of great concern to a greater number of people.