CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Examination is an important aspect of the education process.

This is the stage at which the learner’s knowledge, skills, ability and competencies are assessed, and judgment made about such performance.

The outcome of such judgment is used for diagnosing as well as replacement of students.

Beating the due process of examination leads to malpractices.
The trend in examination malpractice according to Onuka (2004) can be traced to 1914 when the first known examination malpractice was reported.

This was during the year of Senior Cambridge local examination syndicates, about 38 years before the establishment of the West African Examination Council (WAEC).

Right from that period, examination malpractice has been part of anti-educational system to both internal and external examination in the country.
Due to the fear of failure a setback on their progress and the economy loss, student have devised different fast means or practice to aid them in passing examination.

This made many people to doubt the authenticity and originality of certificate issued to students or candidates.
Bello (2003) during an hour national program, talked intensively on the subject of examination malpractices, he lamented on how teachers, friends, parents and mercenaries collide to aid student to pass examination by hook and crook.

It is offensive to find school principals, teachers, examination officials, invigilators, law enforcement agents, supervisors, parents and communities deeply involved in aiding and abetting examination malpractices
According to Sonuie (2004) examination malpractices are gradually sipping in and becoming an essential part of our educational system.

Ogundele (2005) noted that an examination malpractice is a ban on teacher’s productivity. He noted that examination malpractice constitute problems to the dignity of Nigeria certificates.

According to Abdulkareem and Alibi (2004) examination malpractices is an anti-social behavior, which in recent time has attracted the attention of stakeholders in the educational industry.
Olumero (2002) defines examination malpractice as any examination not conducted in accordance with specified norms set up by the examining institutions.

This, is as well, compels the researcher to also carry out a study on examination malpractices and teachers’ productivity in selected schools in As a Local Government Area of Kwara State.
The problems to investigate are the cause, associated problems, solutions and the implications on the teachers’ productivity.
1.2 Statement of the Problem
Education is Nigeria’s biggest venture, and that education in it’s totality brings quick development to a nation both in its political, socio-cultural and manpower resources, then if education could bring these, we need to see to the reasons and probably the solution to examination malpractice as it may ruin Nigeria’s future.
Examination malpractice has become a national problem starting from primary to tertiary institutions.

However, 1977 marked a watershed in the history of examinations in Nigeria by the almighty West African examination Council (WAEC) which was the only organ saddle with the responsibility of conducting public examination at the secondary school level in Nigeria.
Yakubu (1988) and Edokpa (1998) also described examination malpractice as a cankerworm.

This promoted the federal military government to promulgate “Examination malpractice decree 20 in 1984 which prescribed heavy punishment for the offenders, such as 21 years imprisonment for the offenders, in spites of stiff penalties examination malpractice is growing in leaps and bound at all levels Nigeria Educational system.

Decree 20 was amended copiously by “Examination malpractices decree 33 of 1999” which listed twelve various offences of examination malpractices
1.3 Purpose of the Study
The main purpose of this study is to examine the relationship between examination malpractice and teacher’s productivity in secondary schools is As a Local Government Area.

Hence this study sets out to;
i. The type of examination malpractices that student engaged in.
ii. The causes of examination malpractice.
iii. The frequency of examination malpractice among the students.
iv. How examination malpractice has affected teachers’ productivity.
v. The extent of examination malpractice in As a Local Government Area.
vi. The types of examination malpractices students usually engaged in secondary schools.
1.4 Research Question
In order to be able to investigate the main problem as stated above the research question are drawn for investigation;
i. Can teaching method in Asa Local Government Secondary Schools be the cause of examination malpractice?
ii. Does the urge of success at all cost, be the cause of examination malpractice?
iii. Does the societal value system based on certificate, be the cause of examination malpractice?
iv. Can students lack of preparedness, be the cause of examination malpractice?
v. Can parents’ educational background be the cause of examination malpractice?
vi. What effect does examination malpractice have on Nigeria system of education?
vii. Can there be solution to examination malpractice?
1.5 Significance of the Study
The researcher believes that, the outcome of this study will be useful for the teachers in Secondary schools of As a Local Government Area Kwara State, that will give them the opportunity to know various methods by which students use to cheat during examination.
The knowledge will be of help to the teachers for them to know various forms of examination malpractices as well as the means to curb such acts.

It will equally enlighten those teachers who are involve in examination malpractices.

It will also be enormous benefits to the examining bodies to devise the means of making the examination methods better, thereby safeguarding the integrity of all examinations, so that the reliability result will be dependable to determine and to raise the standard of education in the country.