UNDERSTANDING EXAMINATION
MALPRACTICE IN NIGERIAN
SECONDARY SCHOOLS
CAUSES, CONSEQUENCES, AND THE WAY FORWARD
BY:
UNAH, ANTHONY UKIAN
INTRODUCTION
Examinations are a vital part of academic assessment, helping to measure what students
know, understand, and can do. However, the integrity of these assessments in Nigerian
secondary schools has come under serious threat due to rising cases of examination
malpractice. This paper aims to educate both teachers and students about what constitutes
examination malpractice, the legal implications, and the moral dangers it poses to personal
and national development.
WHAT IS EXAMINATION MALPRACTICE?
Examination malpractice refers to any deliberate wrongdoing before, during, or after an
examination aimed at unfairly boosting scores or gaining undue advantage. In the context of
secondary schools, these malpractices are often subtle, widespread, and sometimes
systemically enabled.
COMMON FORMS IN SECONDARY SCHOOLS INCLUDE:
Copying from textbooks or 'expo' materials smuggled into exam halls (commonly
referred to as 'microchips').
Writing answers on desks, palms, papers, or uniforms before entering the exam room.
Collusion among students, where answers are shared during the exam through
whispering, passing notes, or using sign codes.
Teacher assistance, where invigilators solve questions or give hints under the guise of
'help'.
Impersonation, where someone else sits the exam on behalf of a student.
Buying or leaking of examination questions before the date.
Parents influencing results during assessments or report card preparation.
Tampering with scripts or records to manipulate marks.
LEGAL AND INSTITUTIONAL CONSEQUENCES
The Examination Malpractice Act of 1999 criminalizes all forms of exam misconduct. Under
this law, anyone involved—students, teachers, parents, or external agents—is liable to
severe penalties:
For Students (Minors under 18):
Fine of ₦100,000, or
Imprisonment for 3 years, or both.
Forfeiture of results, disqualification, and ban from future exams for up to three years.
For Teachers and Invigilators:
Minimum of 4 years imprisonment without an option of fine.
Blacklisting or dismissal from service if found guilty.
For Schools Involved:
Withdrawal of accreditation or exam centre status.
Heavy fines, public exposure, and loss of credibility.
PHILOSOPHICAL AND MORAL DIMENSIONS
From a moral standpoint, examination malpractice is a betrayal of trust. It undermines the
very purpose of education, which is the formation of character, not just the acquisition of
grades. It represents what Nietzsche would describe as a slave morality—a way of acting
dishonestly out of fear rather than courage.
Students who cheat defraud not only the system but themselves. Over time, such habits
become part of their character. Teachers who assist in malpractice violate their duty to
model truth and integrity.
WHY DO STUDENTS AND TEACHERS ENGAGE IN MALPRACTICE?
Pressure to pass at all costs—from parents, peers, and schools.
Poor preparation due to laziness, distraction, or ineffective teaching.
Lack of exam monitoring and discipline.
Corrupt school culture.
Ineffective invigilation or fear of sanctions.
THE WAY FORWARD
Civic and moral education must be integrated across subjects.
Teachers must uphold exam integrity and resist pressure to compromise.
All exams, internal or external, must be conducted with strict discipline.
Enhanced invigilation, seating arrangements, and possibly CCTV.
Continuous assessment should reflect true merit.
Public campaigns and seminars to raise awareness.
CONCLUSION
Examination malpractice is not just a criminal offence; it is a social and moral virus that eats
deep into the fabric of our society. To build a Nigeria that values competence, responsibility,
and truth, we must begin this transformation from our classrooms. Let integrity, not just
intelligence, be our ultimate goal.
June 25, 2025
