International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186

Strategies for Curbing Examination Malpractices: A

Mediating Role of Gender
Justice Dadzie, Ruth Annan-Brew (PhD), John Ahorsu-Walker
Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana

Abstract: The purpose of the study was to examine the perception continues to be one of the most acceptable techniques for
of teachers and students towards the efficiency of the techniques evaluating and appraising what students have learned. They
implemented to reduce examination malpractices in the Sekondi- contended that any activity made during examination may
Takoradi Metropolis. Two hypotheses were tested. The design for jeopardize the legitimacy, reliability, and authenticity of the
the study was a descriptive survey. The sample of the study
comprised 280 invigilation teachers and 370 students from 10
grades, as well as the certificates obtained. Because of the
public senior high schools in Sekondi-Takoradi. A 4-point rating competitive nature of the job market, as well as cultural
scale questionnaire named “Stakeholders Perceptions of the expectations, students are frequently under pressure to do
Effectiveness of the Strategies for Curbing Examination whatever it takes to pass their examination. As a result, some
Malpractice Questionnaire (SPESCEMQ)” was adapted. Means, students turn to unethical measures to pass their examination.
standard deviation and, multivariate analysis of variance
(MANOVA) was used for analysing data. The results of the study Examination functions as a decision-making tool, therefore it
revealed that the strategies adopted for curbing pre-examination instils dread and worries in the hearts of teachers, students, and
malpractice strategies were effective, but post-examination other stakeholders (Onuka & Durowoju, 2013). As a result,
malpractices were slightly effective in Sekondi-Takoradi, Ghana. many students would try everything to pass the
Keywords: Examination misconduct, Gender, Pre-examination
examination. The conduct of examination is therefore a vital
strategies, During examination strategies, Post examination exercise in any educational institution since the exercise might
strategies lose its meaning and purpose if not carried out properly. To
conduct an examination, certain authorized practices and
I. INTRODUCTION principles must be properly followed. Failure to adhere to such
procedures leads to examination malpractice.
T he cornerstone to economic prosperity is education. It is
the only way to get information in all aspects of life, which
is the foundation of progress. As a result, every country invests
Examination malpractice has grown into a malignant issue in
the school system, and as such it manifests itself in a variety of
extensively in educating its citizens so that they are well-versed ways. It is unfortunate that most countries' examination
in all aspects of the country's economy. At every educational systems, especially African countries like Nigeria and Ghana,
attainment, the educated are expected to demonstrate some are plagued with examination misconducts or wrongdoings.
degree of knowledge to contribute to the overall economic Examination malpractice is one of the most widespread societal
growth of the nation. As a result, to demonstrate that one has problems facing the education system to every degree, and also
attained the appropriate level of knowledge, he or she must pass due to the reason that it may be detected among pupils at the
an examination at that level of education. The outcome of the basic schools is even more concerning. This is because the
examination defines an individual's advancement. Therefore, basic school serves as the basis for each child's educational
an examination can be seen as one of the most essential and progress. Examination misconduct, according to Denga and
practical techniques of determining the level of student Denga (as cited in Cornelius-Ukpepi & Nifor, 2012), is
performance in a certain line of study or instruction. "Any test prospering in pre-school and elementary institutions, where the
that will give a true assessment of students' performance must youngsters appear to be naive and immature. It becomes worse
be legitimate, trustworthy, and free of examination as you progress up the educational ladder. This is because
misconduct" (Onuka & Durowoju, 2013 p. 342). certificates are given out for job searches, promotions, and
1.1Background to the Study continuing education.

Education, according to Asante-Kyei and Nduro (2014), is Examination plays an important function in both our academic
amongst the most important elements for every nation's system or operations as well as the community or society. Due
socioeconomic growth. An examination, in their opinion, is one to the obvious ever-increasing number of examination
of the assessment strategies that is used to review and assess malpractices in Ghana, including both public and private
the output of the educational structure regularly. Academia examinations done around the country, it is impossible to talk
helps to develop students’ talents, competencies, and job-ready about incident-free examinations that would provide legitimate
skills in preparation for the labour market. As a result, an and accurate examination results. Examination malpractice has
examination is a necessary process in the educational system. been observed since 1914, but a recent instance of the
According to Asante-Kyei and Nduro (2014), examination phenomenon is exceptional (Adamu, 2013).

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
An examination can be external (public examination) or particularly with examination body officials (Obo, 2008;
internal (school-based examination). External bodies, such as Joshua, 2008; Ojerinde, 2008).
the government, give high-stakes standardized examination In Ghana, examination misconduct has continued to take many
concentrating on the accomplishment of cognitive abilities after forms. According to Yayra (2015), it might take the following
particular levels (primary and secondary) usually to select forms: the selling of examination question papers, the
students for the transition to higher levels. smuggling of important text materials into examination halls,
Public examinations, also known as external examinations, impersonation, disorderliness in examination rooms, forging of
differ from examination organised in schools, which are related result slips, giraffe, and others. To make matters worse, it is
to the internal system or school-based, and in which teachers thought that this behaviour is not limited to students only,
are actively involved in the assessment of their students, Parents, instructors, school administrators, and examination
continuous assessment, terminal, and promotion examinations authorities all conspire with students to commit this
are examples of school-based examinations. In Ghana, the misbehaviour, and the collaboration of one or more of these
Ministry of Education, examination boards, parents, school actors make it more difficult to counteract (Ijaiya, 2004).
administrators, classroom teachers, and even students rely on Examination misconduct has been reported by a variety of
their assessments of educational achievements on success in stakeholders in the education system, including teachers,
public examinations (Oredein, 2004). students, parents, administrators, among others. According to
Public examination appears to be the most popular criterion by Onyechere (2008), students become engaged not because they
which society assesses the output of its educational system. lack preparation and perhaps are frightened of failing, precisely
This is because success in public examinations is increasingly since they shine in a framework where everybody can be a
utilized as a prerequisite for entrance to higher levels of cheat. Adebayo (2002) discovered according to his research,
education, job placement, and certificate and diploma awards. students cheat because they believe that everybody is doing it,
According to Joshua (2008), the assessment may therefore be and they often believe that it is a method of supporting others
used to classify students into high and low abilities. He went on in their studies. In the same vein, Oluwatelure (2008)
to say that individuals having greater abilities are given priority discovered that the young in the community saw nothing wrong
over those possessing lower capabilities, which students with "giraffing," impersonation, and entering examination halls
possessing lower abilities will naturally want. As a result, to with illicit materials when she studied how people of the
display their abilities, they engage in a variety of vices, one of university regard honesty in academia as well as concerns in
which is examination malpractice. examination. As a result, the youth might even make a career
by writing examination for others.
A variety of distinct variables contribute to examination
Still, on perception, Oluwatelure (2004) revealed that teachers
misconduct. According to Maduabum and Maduabum (2003)
saw examination misconduct (especially the sale of
and Onyechere (2005), the following factors contribute to
examination materials) as a way to alleviate poverty. According
examination malpractice: students' lack of appropriate
to Oluwatelure, this might be due to the country's insufficient
examination preparation, a drive to pass at any costs, non-
compensation system. However, evidence suggests that
completion of syllabuses, carelessness in punishing offenders,
multiple fraudulent practices in standardized tests have their
and continual strike action at educational institutions example
roots in either the trustees of the examination
as can be seen in Ghana. Furthermore, Onyechere (2005)
questions, examination bodies entangled in the examination
divides public examination misconduct into three categories:
process, printers of question papers, or the delay in the
pre-examination, during-examination, and post-examination
commencement of an examination, and the police, who are
malpractice.
supposed to be the watch dog of society, turn out to be the
According to Dzakadzie (2015), examination questions are agents of this crime after receiving their settlements (bribe)
obtained before the examination day under the pre-examination (Onyechere, 2005).
category. Impersonation, cheating during the examination, According to Moser (2003) gender is describes as the range of
giraffe, use of prohibited materials in examination halls, and socially constructed roles and relationships, as well as human
external help by individuals are examples of during- qualities such as attitudes, behaviours, values, and levels of
examination malpractice. Post-examination malpractices, on relative power and influence that are ascribed to the different
the other hand, can be traced back to public examination board sexes on a distinct premise. It is also characterised as the
officials. Common forms at this stage include forgery of results economic, political, and cultural advantages and disadvantages
slips, repackaging of examination papers to include those of being male or female. Gender is a learned identity that
written out of the examination room in partnership with develops over time and varies greatly within and between
invigilators as well as supervisors, disbursement of cash to cultures.
markers for some concessions, such as rewriting the
examination , shady dealings of computer operators in Gender, according to Oredein (2004), has a significant impact
examination bodies who acquire wealth from applicants in on an individual's proclivity to cheat, particularly during
altering test outcome, and generally known as "sorting," examinations. Lobel and Levanon (2004) claimed that males
commit more examination malpractice than females, but
Leming (2005) believed that females commit more

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
examination malpractice than males. It has been argued that this phones and concealed ear pieces. The problem of examination
variable (gender) corresponds to a certain degree and cannot be malpractice has reduced certificates issued in Ghana into a
separated from examination malpractice; as a result, they have worthless paper, such that a number of students with
connected the gender of students as causes for examination outstanding results cannot defend their certificates. The
malpractice. performances of such students are not commensurate to the
Examination malpractice is one social problem that is quality of their certificates. Most disheartening is the situation
disturbing the Ghanaian education sector and it requires a where students who have secured admission to study abroad are
prompt remedy. Examination malpractice occurs in all levels of subjected to dehumanizing treatment because of suspicion on
the Ghanaian educational sector but the focus of this study is the authenticity of their certificates.
the secondary education level. Studies have shown that a lot of The problem of cheating at examinations is of serious concern
failures and anomalies happen in the careers of individuals to some parents, educators, educational administrators, and
because of the impact of the scourge of examination government because it is a major factor that can destroy the
malpractice at this crucial level of education. The more the entire education system in Ghana which Sekondi-Takoradi is
government, head teacher, examination bodies and other well- not an exception. For instance, cases of examination
meaning individuals try to find solutions to the problem, the malpractices in Ghana increased from 22,391 in 2018 to 48,855
more the perpetrators also device ways to frustrate such efforts. cases in 2019 (WAEC 2019). Table 1 shows the number of
The problem is becoming more alarming day after day; it is candidates involved in examination malpractice in WASSCE
metamorphosing from the era of students copying from fellow from 2015 to 2019.
students to using sophisticated electronic gadgets such as cell
Table 1: Candidates Involved in Examination Malpractices in WASSCE from 2015 to 2019

Examination Type 2015 2016 2017 2018 2019

12,754 14,229 13,793 22,391 48,855
WASSCE MAY/JUNE Candidates involved
4.76% 5.26% 4.77% 7.14% 14.12%
Source: WAEC-Ghana (2015, 2016, 2017, 2018, 2019)
In the year 2014/15 two senior high schools from Sekondi- Figure 1: conceptual framework of the effectiveness of the strategies as
perceived by teachers and students.
Takoradi results were withheld due to misconduct that occurs
during the writing of the examination. However, in the year Hypothesis 1: There is no significant difference between male
2017/18 three senior high schools from Sekondi-Takoradi and female students on their perception with respect to the
result was withheld due to examination malpractice. The 2020 effectiveness of strategies adopted for curbing pre-examination
WASSCE saw over 500 students from Sekondi-Takoradi malpractices, during examination malpractices, and post-
caught in the act of malpractice. Thus, it is worthy to point out examination malpractices.
that examination malpractices need to be investigated within
the Metropolis. Hypothesis 2: There is no significant difference between male
and female students on their perception with respect to the
Various examination bodies are recognised to have used a effectiveness of strategies adopted for curbing pre-examination
variety of strategies to combat examination misconduct. One of malpractices, during examination malpractices, and post-
these measures is the cancellation and withholding of examination malpractices.
candidates' results. The problem of examination malpractice,
on the other hand, has persisted unabated. Could it be that the II. RESEARCH METHODS AND MATERIAL
numerous techniques being used to combat examination 2.1 Participants
malpractice in Ghanaian public examinations are ineffective?
The problem of the study therefore is; what are the opinions of The study's intended population included all teachers (1458)
teachers and students in the education system about the efficacy and students (26,847) in the Sekondi-Takoradi Metropolis. This
of the techniques utilized in Ghana's public examinations to study's accessible population included all teachers who
prevent examination misconduct? participate in invigilation during WASSCE and form 3 students
in the Sekondi-Takoradi Metropolis. Teachers who invigilate
are made up of 988 from all ten public senior high, while
students are made up of 9, 949 from all ten public secondary
schools.
For the study, a total of 370 forms 3 students from Sekondi-
Takoradi Metropolis which is made up of 189 male students
consisting 51.1% and 181 female students consisting 48.9%
and 280 invigilation teachers which is made up of 125 male
teachers consisting 44.6% and 155 female teachers consisting
55.4% were chosen from a pool of potential participants. A

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
multi-stage sampling procedure was used in this investigation III. RESULTS
which comprises two or more sampling techniques. Firstly,
This research hypothesis sought to find out if there is a
involved the use of the purposive sampling technique in the
difference between gender of teachers and students on their
selection of schools, all schools in Sekondi-Takoradi were
mean perception with respect to the effectiveness of strategies
used. The second stage involved the use of a proportionate
adopted for curbing pre-examination malpractices, during
stratified sampling technique in selecting the number of 370
examination malpractices, and post-examination malpractices.
forms 3 students out of the total of 9,949 students and 280
Multivariate analysis of variance was used to check if
invigilation teachers out of the total of 988 senior high
differences exist in terms of the gender of students concerning
invigilation teachers as respondents (Krejcie & Morgan, 1970).
the strategies adopted for curbing pre-examination
Again, this is necessary since the various schools vary in the
malpractices, during examination malpractices, and post-
numerical strength of the students and teachers. The third stage
examination malpractices.
was involve using the simple random sampling (lottery
method) technique in selecting the specific students and 3.1 Research Hypotheses 1
teachers from each of the schools to serve as respondents.
There is no significant difference between male and female
2.2 Measures students on their mean perception with respect to the
Every research project is unique, and as a result, research effectiveness of strategies adopted for curbing pre-examination
designs are developed to meet the specific needs of each study. malpractices, during examination malpractices, and post-
Others believe that while selecting a suitable research design, examination malpractices.
the most important factor to examine is whether the design is Table 1: Perception of Students on Examination Strategies
capable of giving trustworthy responses to the research
Std.
questions (Polit & Beck, 2004). The research design used in GENDER Mean
Deviation
N
this study was a descriptive survey. Male 41.9259 8.22844 189
The instrument used to gather data for the study was Pre-examination malpractice Female 42.0387 8.12907 181
TOTAL 41.9811 8.16909 370
Stakeholders Perceptions of the Effectiveness of the Strategies Male 25.9524 5.77438 189
for Curbing Examination Malpractice Questionnaire During examination
Female 26.4033 5.51239 181
(SPESCEMQ) developed by Uchekwe Joy Oluchukwu, based malpractice
TOTAL 26.1730 5.64461 370
on the literature reviewed. It consists of two parts. Part 1 is the Post examination
Male 20.6931 5.92515 189
personal data section, which was used to collect personal Female 20.9171 5.33425 181
malpractice
TOTAL 20.8027 5.63732 370
information from the respondents. Part 2 consists of 70 items
arranged in three 3 Sections. Section A was used to examine Table 2: Box's Test of Equality of Covariance
the perception of various education sector stakeholders with
Box's Test of Equality of Covariance Matricesa
respect to the effectiveness of the strategies adopted in curbing
pre- examination malpractice in public examinations. Section Box's M 2.703
B was used to examine the perception of various education F .447
sector stakeholders with respect to the effectiveness of the df1 6
strategies adopted in curbing examination malpractice during
examinations. While Section C was used to examine the df2 976236.928
perception of various education sector stakeholders with Sig. .848
respect to the effectiveness of the strategies adopted in curbing
Table 3: Levene's Test of Equality of Error Variances
post-examination malpractice in public examinations. The
reliability of the instrument was .860. Levene
df1 df2 Sig.
Statistic
The questions were constructed on a 4-point rating scale Very Based on Mean .879 1 368 .349
Effective (V.E) = 4, Effective (E) = 3, Slightly Effective (S.E) Based on Median .914 1 368 .340
Pre-
= 2, and Not Effective, (N.E) = 1. Based on Median and
examination .914 1 364.666 .340
with adjusted df
2.3 Pilot Testing malpractice
Based on trimmed
.893 1 368 .345
mean
Pilot testing was done in Cape Coast Metropolis. After pilot
Based on Mean .459 1 368 .499
testing, the instrument was subjected to a test of internal Based on Median .582 1 368 .446
consistency using Cronbach Alpha (r). Section B, which During-
Based on Median and
examination .582 1 367.969 .446
comprises 14 strategies has a reliability index of 0.838, Section malpractice
with adjusted df
C, which comprises 9 strategies has a reliability index of 0.802, Based on trimmed
.501 1 368 .479
mean
while Section C, with 8 strategies has a reliability index of
Based on Mean .697 1 368 .404
0.806. The overall Sections, which comprise 31 strategies have Based on Median .634 1 368 .426
a reliability index of 0.909. Post-
Based on Median and
examination .634 1 360.042 .426
with adjusted df
malpractice
Based on trimmed
.687 1 368 .408
mean

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Table 4: Multivariate Tests Male 27.8320 5.38477 125
Hypothesis During examination
Effect Value F Error df Sig. Female 27.1871 4.92909 155
df malpractice
Pillai's TOTAL 27.4750 5.13817 280
.970 3908.346b 3.000 366.000 .000
Trace Male 22.7840 5.20326 125
Wilks' Post examination
.030 3908.346b 3.000 366.000 .000 Female 21.4516 4.90189 155
Lambda malpractice
Intercept Hotelling's b
32.036 3908.346 3.000 366.000 .000 TOTAL 22.0464 5.07308 280
Trace
Roy's Table 6: Box's Test of Equality of Covariance Matrices
Largest 32.036 3908.346b 3.000 366.000 .000
Root Box's M 6.022
Pillai's
.002 .268b 3.000 366.000 .849 F .992
Trace
Wilks' b df1 6
.998 .268 3.000 366.000 .849
Lambda
GENDER Hotelling's df2 496728.107
.002 .268b 3.000 366.000 .849
Trace
Sig. .429
Roy's
b
Largest .002 .268 3.000 366.000 .849
Table 7: Levene's Test of Equality of Error Variances
Root
Levene
A one-way between-group multivariate analysis of variance df1 df2 Sig.
Statistic
was performed to investigate gender differences in the Based on Mean .039 1 278 .843
strategist adopted in curbing examination malpractice. Three
Based on Median .035 1 278 .852
dependent variables were used: pre-examination malpractices, Pre-
Based on Median
during examination malpractices, and post-examination examination
and with adjusted .035 1 276.591 .852
malpractices. The independent variable was gender. malpractice
df
Preliminary assumption testing was conducted to check for Based on
.013 1 278 .909
normality, linearity, univariate and multivariate outliers with no trimmed mean
serious violation noted. Box's Test of Equality of Covariance Based on Mean .103 1 278 .748
Matrices indicated a sig-value of .848 which is greater than .05 Based on Median .031 1 278 .860
indicating that the assumption of homogeneity was satisfied. During-
examination Based on Median
From Levene Test of Equality of Error Variances table, no malpractice
and with adjusted .031 1 258.078 .860
value indicated a significant value, therefore we can assume df
equal variance. From the Multivariate Tests table, it indicated Based on
.047 1 278 .829
trimmed mean
a sig-value of Wilks lambda to be .849 which is greater than
Based on Mean 1.328 1 278 .250
.05. as such we fail to reject the null hypothesis which states
that the mean rating of male and female students would not Based on Median 1.597 1 278 .207
Post-
differ significantly with respect to the effectiveness of the Based on Median
examination
strategies adopted in curbing pre-examination malpractice, malpractice and with adjusted 1.597 1 277.193 .207
df
during examination malpractice and post-examination Based on
malpractice. There was no statistically significant difference 1.392 1 278 .239
trimmed mean
between male and female students on the combined dependent
Table 8: Multivariate Tests
variable: F (3, 366) = .268, p-value = .849; wilks’ lambda=
.998; partial eta squared= .002. Hypothesis
Effect Value F Error df Sig.
df
3.2 Research Hypothesis 2 Pillai's
.977 3851.845b 3.000 276.000 .000
Trace
There is no significant difference between male and female Wilks'
.023 3851.845b 3.000 276.000 .000
teachers on their perception with respect to the effectiveness of Lambda
strategies adopted for curbing pre-examination malpractices, Intercept Hotelling's
41.868 3851.845b 3.000 276.000 .000
Trace
during examination malpractices, and post-examination Roy's
malpractices. Largest 41.868 3851.845b 3.000 276.000 .000
Root
Table 5: Perception of Teachers on Examination Malpractice Strategies
Pillai's
.018 1.639b 3.000 276.000 .181
Std. Trace
GENDER Mean N Wilks'
Deviation .982 1.639b 3.000 276.000 .181
Male 43.4480 7.00053 125 Lambda
GENDER Hotelling's
Pre-examination .018 1.639b 3.000 276.000 .181
Female 42.6968 7.44013 155 Trace
malpractice
Roy's
TOTAL 43.0321 7.24401 280
Largest .018 1.639b 3.000 276.000 .181
Root

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
A one-way between-group multivariate analysis of variance indices for examination malpractice among students. Given
was performed to investigate gender differences in the this, the implication for counselling was recommended, this
strategist adopted in curbing examination malpractice. Three tells us that gender has no role to play when it comes to
dependent variables were used: pre-examination malpractices, examination malpractice both female and male students cheat
during examination malpractices, and post-examination in examinations. The findings disagreed with Asante-Kyei and
malpractices. The independent variable was gender. Nduro, (2014) argument that those male students have the
Preliminary assumption testing was conducted to check for higher tendency to cheat to indulge in sharp practices during
normality, linearity, univariate and multivariate outliers with no the examination. The findings also disagreed with Omotere
serious violation noted. Box's Test of Equality of Covariance (2010) that more females than males are involved in
Matrices indicated a sig-value of .429 which is greater than .05 examination malpractice. These findings were an indication of
indicating that the assumption of homogeneity was satisfied. the stakeholders within the education sector to be taken through
From Levene Test of Equality of Error Variances table, no active involvement of other stakeholders within the education
value indicated a significant value, therefore we can assume sector to reduce cases of students and teachers involving in
equal variance. From the Multivariate Tests table, it indicated examination malpractices.
a sig-value of Wilks lambda to be .181 which is greater than
V. CONCLUSION AND RECOMMENDATION
.05. as such we fail to reject the null hypothesis which states
that the mean rating of male and female teachers would not Based on the major findings of this study, the following
differ significantly concerning the effectiveness of the conclusions were made. Teachers' and students' perception of
strategies adopted in curbing pre-examination malpractice, the effectiveness of the strategies adopted for curbing
during examination malpractice and post-examination examination malpractices in public examinations in Sekondi-
malpractice. There was no statistically significant difference Takoradi has been determined in this study. The teachers' and
between male and female teachers on the combined dependent students’ perceptions were ascertained at three different levels
variable: F (3, 276) =1.639, p-value = .181; wilks’ lambda= of examination malpractices (pre-examination, during
.982. examination, and post-examination). Notwithstanding male
and female students also had a positive perception towards the
IV. DISCUSSION
strategies adopted for curbing examination malpractice.
4.1 Research Hypothesis 1 However, male and female teachers also had positive
perception of strategies adopted for curbing examination
The findings suggests that there is no significant difference in
malpractice. Ghana Education Services should organise
male and female students concerning the effective strategies
workshop for both teachers and students in order to make the
adopted for curbing pre-examination, during the examination,
strategies for curbing examination malpractices very effective.
and post-examination malpractice. Both male and female
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