IMPACT OF EXAMINATION MALPRACTICE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ANKPA LOCAL GOVRNMENT, KOGI STATE.

TITLE PAGE

IMPACT OF EXAMINATION MALPRACTICE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ANKPA LOCAL GOVRNMENT, KOGI STATE.

PRESENTED

BY

TIJANI TAHIRU

ISS/ECONS 13/0460

A PROJECT PRESENTED TO THE DEPARTMENT OF ISLAMIC STUDIES, KOGI STATE COLLEGE OF EDUCATION ANKPA

September, 2016.

ACKNOWLEDGEMENT 

since no man is an island, i did not work in isolation in the accomplishment of this project work, I the researcher therefore wish to appreciate the valuable assistance of my project achievers, mallamTairu Mustapha who critically read through the work and made useful suggestions and constructive criticisms.

The understanding and cooperation shown to me by my parents and guardiansespecially with the regards to their moral and financial assistance is worthy of thanks. To you all i pray for God’s divine intervention in your respective live.

Above all, i the researcher expresses my profound gratitude to God, the uncreated creator who in His infinite mercies a source of all inspiration and my protector through-out this research works.

ABSTRACT 

The main purpose of this study was to investigate the Impact of Examination Malpractice Among Senior Secondary School in Ankpa Local Government, Kogi State. The following research questions were formulated to guide the study; what are the forms of examination malpractice embarked by the candidate? Who are the categories of people involved in Examination? What are the effect of examination malpractice on the candidate in particular and the society at large? What are the possible solutions to examination malpractice in our secondary school? Review of literature was also carried out with a structured questionnaire; data for the study was collected and analyzed in tables using simple percentage. Based on the findings, the summary of the study was done, coupled with the conclusion and recommendation.

CHAPTER ONE

INTRODUCTION 

BACKGROUND OF THE STUDY

In the world over and Nigeria in particular examinations are conducted and written by different groups of people. Some of these groups are students and others are workers of different fields. These different group of people who write examinations do this either to secure job, to get promotions in their working or to obtain one certificate or the other.  Being a universal issue, examination over the years has attracted a lot of definitions from different group of people.

According to Ibrahim (2006) examination refers to tests administered to learners so as to determine the level and quality of learning over a period of time. Encyclopedia Britannica (1946) also defines examination as primarily a test of capacity of an individual.

The place of examination in the life of every society cannot therefore be over stressed especially the Senior Secondary School Certificate, Examination (SSSCE) which shall be the focus of this research work.

As a result of the priority placed on examination in the country, people conceive it as a matter of life and death. This singular perception has made them to resort to different form of examination malpractices without thinking of the effect it will have on their lives as individuals and life of the society.

There have been different sorts of malpractices usually associated with students of senior secondary schools such as copying from their mates during examinations, impersonation, use of sign language, use of textbooks, jotters and other examination malpractice as an improper or dishonest act associated with examination  with the view to gaining an unmerited advantage.

Aichat (2003) posits that examination malpractice is a deliberate acts of indiscipline adopted by students or their privileged  associates to secure success or advantage before, after or during the administration of test and examination. Supporting the above view, Zakari (2001) opines that examination malpractice is an improper conduct by which an individual gains an undue advantage in an examination.

Those who engaged in examination malpractice employ different strategies in other to have their ways confirming this, Danjuma (2000) observe that examination malpractices previously exist at low ebb with simplistic method but it became more pervasive with the involvement of persons other than the candidates.

In kogi state and indeed Ankpa Local Government in particular, consequencesof this Examination malpractice cannot be over looked in line with this assertion, Ibrahim (2007) asserted that cheating in Examination creates unhappiness, and this brings so many untold hardship to students, parents relations and the entire society.This is so as the result of those found guilty of cheating are usually cancelled along side with those innocent students Jibrin (1996)stated that in a bid to make Examination malpractice things  of the past in the country, the federal government promulgated examination laws ( Degree 20 of 1984) which was amended in 1986, coupled with this measure was individual suggestions on how to avert examination malpractice. In this contribution, Suleiman (1986) observed that continuous mode of assessment of one short final examination. To him, this would obviously eliminate the issue of examination malpractice as the final result would be based on the past assessments.

In spite of these efforts of government and individual at curbing the menace of examination malpractice, it continues to grow. Based on this, the researchers were poised to investigate into the impact of examination malpractice among senior secondary school students in Ankpa Local Government, Kogi State.

Statement of The Problem

In the education industry in Nigeria today, the senior school certificate is seen as the gate-way into further studies in institutions of higher learning. It has also been observed that any irregularity connected with school certificate examination must definitely have a negative impact in one way or the other.

In most secondary schools in Kogi State, there have been as leakage of question papers, impersonation, the use of GSM accessories and the likes. Most times, the examination investigators and other school authority and parents are linked up with this ugly trend. The public would blame the school and the teachers while the teachers in turn would blame the students and vice-versa.

Attempts to check-mate the student during examination have caused some teachers and school officials their lives property as the students see the passing of the examination as a do or die affair. It is on this note that the researcher went into studying the impact of examination malpractice among senior secondary school in Ankpa Local Government, Kogi State.

Purpose of the Study

The general purpose of the study is to investigate into impact of examination malpractice among senior secondary school in Ankpa Local Government, Kogi State.

Specifically, this study will determine;

The causes of examination malpractices impact of examination malpractice among senior secondary school in Ankpa Local Government, Kogi State.

The different forms of examination malpractices engaged on by the student.

The categories of people involved in the malpractice

The effect of examination malpractice on the student and the society at large.

The possible solutions to examination malpractice.

Significance of the Study

The significance of this work is that it will identify the causes, practices, categories of people involved, effects and possible solutions to examination malpractices in all levels of our education system.

The study will also provide school administrators, teachers, parents,students and the government with great awareness of the complexities of examination malpractices so that they can be guard. This awareness too, will facilitate realization of educational objectives and more so, ensure qualitative education. The finding of this study will more so enable government and all the stake-holders in the education industry to motivate teachers through prompt salary and allowance payment. This when done will make the teachers to be contented thereby scaring them away from examination malpractices. The government will equally see the need of providing instructional facilities to ensurequalitative teaching and learning. Again, this study will be useful to further researches in other aspect to examination malpractices and ethics it will also be useful to ministry of education and other ministries and parastatals since occasionally, they use examination for the selection of their workers.

Scope of the Study

The scope of this study is the impact of examination malpractice among senior secondary school in Ankpa Local Government, Kogi State. With particular reference to Ankpa District which comprises of five political wards namely, Ankpa Township, Ankpa Suburb I, Ankpa Suburb II, Ankpa I and Ankpa II.

Research Questions

The following research questions were formulated to guide the study;

What are the causes of examination malpractice among senior secondary school in Ankpa Local Government, Kogi State?

What are the forms of examination malpractice embarked by the candidates?

Who are the categories of people involved in examination malpractice?

What are the effect of examination malpractices on the candidates in particular and the society at large?

What are the possible solutions to examination malpractices in our secondary schools?

Definition of Terms

Examination:-This means a formal test of people’s knowledge or ability in a particular subject this is especially carried out by means of written questions or practical exercise.

Malpractice:- this concept refers to illegal unacceptable behavior by somebody or group of persons in a professional or official position. When related to examination, it then means unacceptable or illegal means of writing examination.

Senior Secondary Certificate Examination (SSCE) :- this is the examination meant for student in their sixth year in secondary school system. The examination is set by the West African Examination Council (WAEC). The certificate is a condition for admission into tertiary institutions.

CHAPTER TWO

2.0. Review of Related Literatures

In this chapter, the researcher reviewed some of the relevant literatures on the issues of examination malpractices. The review was done under the following sub-headings;

Causes of examination malpractice among secondary school students in Ankpa Local Government,

The difference form of examination malpractices engaged by the students.

The categories of people involved in the malpractice.

The effect of examination malpractices on the students and the society.

Possible solution to examination malpractices.

2.1. Causes of Examination Malpractice Among 

Senior Secondary School in Ankpa Local Government, Kogi State.

One of the strongest explanations about students is the materialistic initiation of our society aimed at a quicker success through the short cut. Students do not want any tedious work since they are sure that at the end, something must be done. To them, the end justified the means. According to Ibrahim (2001), the general high level of corruption in the society which includes the home the school and community and teacher’s lack of motivation and devotion is seen as the main causes of examination malpractices in our institutions of learning.

Idris (2009) observed that the Nigeria education system is examination oriented. Again the management of WAEC is too cumbersome since it covers many countries. The view that the nature of the examination itself is a contributing factor to the existence of examination malpractice was supported by Umar (2007). He is of the view that what matters most in our education industry is not the understanding of subject or courses but well these subject or course are passed by the students at the end of their course of study. The students thus resort to cramming. Some of the crammed areas obviously may come out during examination. All the same, human brain sometimes usually fail to recall what had been previously learned. Consequently, such students must seek for a way out by all means thereby involving themselves in examination malpractices.

In the opinion of Tairu (2004), parental and that of social rewards for paper qualifications counts a lot in examination malpractices. He posited that the demand of parents and prospective employers regarding professional qualification make for a marked contrast between ideals, and the demand of society.

Agreeing with the above, Maduemezia (2009) believed that the society places much emphasis on certificates and accords more respects to the to the individual according to thenumber of certificates such an individual posses. Such certificate thus becomes a condition for upward mobility. She of course, warned that this is not in the interest of the society because certificate in some cases does not tantamount to experience or knowledge. However, she observed that no matter how intelligent a person is, without certificate, he is nowhere to be recognized because the society will not acknowledge his presence.

Salami (2008) stated that what makes people to cheat is their inability to concentrate on their studies and in fear of failure, indulge in cheating.Aduku(2001) differentiated the attitude of males and females towards fear of failure in examination which leads to both the sexes to resort to cheating. His work shows that while the female ones agree that fear of failure would lead students to cheat at examination, the male ones agreed that motivation to avoid failure obviously leads to cheating in an examination.

Ejima (2001) discovered that examination malpractice is as a result of good number of teachers that are qualified to be in the profession. He further observed that most parents choose subjects and course of study for their children and even grease the palm of teachers to ensure a smooth academic transition of their children. This attitude discourages their children from making efforts. This goes to support a newspaper article (The Sun) that many parents and guardians not only encourage their ward to indulge in examination fraud but very often even perpetrate such fraud themselves on behalf of their wards. The paper went further to say that parents make monetary offers to teacher and school heads to influence their wards’ academic result while some others approach examiners at whatever level to ensure the success of their wards. In line with the above, Tijani (2002) posited that teachers and administrators of schools falsify the results of their student thereby compounding the cases of examination malpractices. He stated that if teachers can change their methods, the problem can be solved. Consequently, Muniru (2004) recommended the introduction of common centers for the West African School Certificate Examination. To him, the establishment of such common center would solve the problem of leakages of examination question papers. He blamed Nigerian Government for attaching much importance and over reliance on paper qualifications. He noted that the Nigerian academic qualifications would be subjected to ridicule, if cheating in examination is allowed to continue.Tairu (2007) observed that government’s poor staffing of schools, shortage of teaching materials, poor administration coupled with teachers’ poor attitude to work create fear of failure and frustrations in students which invariable leads to their dishonest practices in examinations. Supporting this view, Umar (2005) noted that the main cause of examination malpractices in most of our secondary schools is as a result in inadequate classroom, laboratories, workshops, equipment, instructional material and inadequate provision of personnel for teaching and supportive services. He further noted that the inadequacy of teaching and learning materials contribute to poor teaching on the part of teachers and poor learning on the part of students thereby forcing them to be involved in examination fraud.

2.2. Different forms of Examination Malpractices Engaged by the Students.

Examination malpractices appear in many forms it can take the forms of leakages. Candidates can also smuggle in prepared answers manuscripts and other illegal documents that can assist them in the examination. They can also receive external assistants from agents during the conduct of examinations.

It has been observed that student adopt different methods of cheating during examination. Danjuma (2000) stated that some students make use of side long glances at each other’s work, thereby copy the necessary facts they want during the examination so as to pass their papers. This technique is very common and they easiest way of cheating during any examination. Abdulkerim (2009) identified other forms of practices which include; bringing if foreign materials such as piece of paper, prepared notebooks textbooks, handkerchiefs with written materials on them programmable calculators photocopies of prepared answers, dangerous items such as guns knives and daggers and a host of others with the intention of achieving undue advantage over others. He observed that these are quite unusual characters as far as academic achievement is concerned.

According to Ibrahim (2013) examination irregularities exists both inside and outside the examination hall. Such irregular activities include the use mathematical set, the use of log books or tables, rulers and calculators for the exchange of information. He also noted the use of mysterious voice and touts. Aichat (2016) asserted that some school principals very cleverly distract supervisors and inspectors so as to facilitate cover up of examination malpractices. She further noted that hardly can any examination be written without candidates committing one or more examination malpractices in our institutions of learning particularly the West African School certificate Examination (WAEC).

Salami (2015) offered explanations that the major practices of examination malpractices noted today in our secondary school is forging of continuous assessment scores for external candidates. He further stated that false information are usually cooked up especially by some principals of some secondary schools and sent to the authority of West African examination council (WAEC) and National Examination Council (NECO) for the use in grading their candidate who is due for the respective examinations. Also, Tairu (2015) indentified concealing of papers in private part of the body, writing of expected answers on laps, palms and stomach, seeking for assistance in the examination halls as some of the practices of examination malpractices students usually indulge in.

The University of Nigeria, Nnsuka Academic Regulations of the Senate (2010) noted some of examination malpractices in the institution to include impersonation, copying from other students’ script or from unauthorized sources such as books and handouts, leakages of examination, lobbing for grades by whatever means, either by cash or kind. Similarly,Abdulkerim (2015) identified having fore knowledge of question papers, graphing, inflation of scores by staff and dropping of question papers at designated points for mercenaries to pick, solve and return same to the examination hall.

According to Ibrahim (2014), the different forms of examination malpractices in some of our secondary schools in Nigeria today emanates from poor invigilation and supervisions which is facilitated by presenting gifts to the invigilators and supervisors. With this approach, these fold their arms and pay deaf ears to whatever is going on during examination.

2.3. Categories of People Involved In Examination Malpractice

There are different categories of people that are involved in examination malpractices.Ochepa (2013) gave a clue as to the categories of people that are involved in examination malpractices. He stated that school principals and inspectors of education have been caught over this ugly incidence along with WAEC clerical officers.

Occasions abound where supervisors colluded with teachers and custodians to leak examination question papers. Isah (2011) stated that in the course of printing the question papers, the printers may print extra copies of such questions, thereby leaking out the papers to those they have arrangement with.

Commenting on this issues of those that are involved in the examination malpractices, Aishat (2015) indentified the following groups of people as the key players in the game of examination malpractices; principals of schools, teaching and Non-teaching staff. They aid and abate the existence of examination malpractices. Some principals of some school may tribe the invigilators or supervisors by taking them out for feeding while the examination may be going on. This is to enable the candidate cheat in any way they can. On the other hand, school messengers or security men be given solved answers to give candidate in examination hall. Such persons are allowed access to the halls since they claim to be on an official and genuine assignment.Moreso, the security men may be asked to stay at the gates leading to the examination halls so as to signal to those that are in the halls writing examinations of the presence of the external supervisors who may find such schools guilty of examination malpractices.

2.4. Effects Of Examination Malpractices On The Students And The Society At Large.

The effects of this problem on the students, parents and the entire society as a whole cannot be over-emphasized. Ademu (2014) found out the effects to include among others, frustrations and arrest of candidates in some centers. He further observed that when results of students were with held, innocent students and their parents will be negatively affected both psychologically and otherwise. This situation can lead to the formation and development of corrupt society. In a survey student carried out by Suleiman (2013), it was arrested in three centers in Maiduguri, Borno state during the Senior School Certificate Examination. In Calabar, Cross-River State, thirty candidates were arrested respectively. On this note, a West African Examination Council publication confirmed that the council does not withhold candidate’ results unnecessarily adding that the council cancels results of candidates or schools where there is evidence of irregularities or cheating during the examinations. Supporting the effect of examination malpractices, Abdela (2012) held the view that eventually, some of those candidates may go without any certificate. Automatically, these affected students are branded school drop-outs. He as well noted that these drop-outs pose problems to the socio-economic life of the society as they are most likely going to be unemployed. In his writing, Habib (2016) commented that examination leakages or malpractice as the case may be were causing embarrassment to the nation as well as appears disastrous to the careers of many young Nigerians.

Similarly, Habib (2016) has attributed mostly, corruption, indiscipline and violence in our society to the effect of examination malpractices. It is important noted that the negative effects of examination malpractices pinched on almost every member of the society. Ahmed (2015) identified the following as the main impacts of examination malpractices in our society today; looses of trust in the examination system, loss of self confidence on the part of the students, loss of honesty and integrity by students obtaining undeserved qualifications and finally, increase in the cost of conducting examination.Sani (2013) stated that some centers where West African School Certificate Examination were conducted have been cancelled. He attributed this ugly incidence to thire involvement in examination malpractices. The school heads, teachers and supervisors of those centers were as well penalized in one way or the other.

2.5. Possible Solution To Examination Malpractices

In an attempt to find solution to examination malpractices,Aminu (2013) stated that cancellation of results would not be the appropriate solution to the problem as postulated by some Nigerians. Dr. Zak (2011) did not see the total cancellation of results as an adequate remedy. He was of the view that encouragement should be given to school that performed poorly. But the possession of certificates should not be upper most in the minds of the people. He went further to say that we should de-emphasize the importance of school certificate examination in general and that all schools that performed poorly during the West African School Certificate Examination to continue irrespective of their poor performance.

The issue of examination malpractices could be minimized if parents and guardians teach their wards at home and also register them for extra moral lessons after school hours. The students should also be provided with adequate learning materials and through guidance and counseling sessions, be made to realize themselves and their life ambition. By so doing, the students will be sensitized on the need for developing reading culture among them.

In a related study, Ibrahim (2013) noted that teachers ought to up-date their knowledge by attending seminars, conferences, in-service courses, carrying our researches so as to be richer in their intellectual faculty so that they could be able to impact meaningful knowledge to their students. He further advised that teachers should be told of the negative effect of misleading their students in any irregularity in examinations. By so doing, the students and teachers will build up self confidence in their school works.

On the other hand, adequate teaching and learning facilities such as textbooks, library services, laboratory, classrooms with enough spaces and ventilation should be made available, both the teachers and students will be self confident enough to handle examinations on their own rather than engaging in cheating.

Moreso, the government should motivate teachers to put in their best in their task of teaching. This can be achieved by ensuring prompt payment of teachers’ salaries and allowances. The more the teachers are motivated, the more they put in their best in terms of classroom teaching and learning. When this is done, the students learn effectively and so, will not have the need to cheat during examinations as they are confident enough to face whatever academic challenge.Tairu (2014) equally stated that the government should make sure that school heads are held responsible for whatever form of examination malpractices that goes on in their schools. This will instill fear on them and consequently they make them to sit up in their responsibility of sanitizing examinations in their respective schools.

Chapter 3

Research Methodology

This chapter presents the method and procedures the researchers intend to adopt in the study. The chapter is this, sub-divided as follows:-

Design of the study

Area of the study

Population

Sample and sampling technique

Method of data collection

Validation of instrument

Administration of the instrument

3.1. Design of the Study

The researchers are to employ survey research design. According to Nworgu (1991), a survey research is one which a group of people or items is studied by collecting and analyzing data from only a few people or items considered to be representative of the entire group. It samples a population as a means of generalizing about the population.

3.2. Area of the Study

The study was carried out in Ankpa Education District of Kogi State. The education district is within Ankpa Local Government Area is bounded in the East by Olamoboro LGA, in the west by Dekina LGA, in the North by Omala LGA, and in the South by Benue State. The people are mainly subsistence farmers with 71% of the people as Muslims and 29% as Christians. However, it is of recent that the people of the study area saw the need for formal education.

3.3. Population of Study

The population of this study includes three hundred and ninety (390) teachers; one hundred and sixty teachers were selected from sixteen(16) secondary schools in the study area. 

3.4. Sample of the Study

Out of the entire population, a sample of one hundred and sixty (160) teachers was selected. The selection was carried out through stratified random sampling.

3.5. Method of Data Collection

The instrument used for this study was a structured questionnaire. The questionnaire was divide into six (6) sections; A-F.Section A sought for the ‘personal information/ data of the respondents’. Section B sought for information on, ‘The causes of examination malpractice among senior secondary school Examination candidates in Ankpa Local Government’. Section C sought for the information on ‘the different forms of examination malpractices engaged on by the students’. Section D sought for information on ‘the categories of people involved in the malpractice’. Section E sought for information on ‘the effect of examination malpractices on the students and the society at large’, while section F sought for information on, ‘possible solutions to examination malpractices among secondary school students’.

3.6. Validation of Instrument

The questionnaire for the study was face and content validated by the researchers’ project supervisor. The corrections and suggestions made were used to frame the final instrument.

3.7. Administration of the Instrument

The whole copies of the questionnaire were administered in person by the researcher. They were also collected back from the respondents on the spot after filling. This measure was to ensure a hundred percent return.

3.8. Method of Data Analysis

The data collected were analyzed using tables and simple percentages.

CHAPTER FOUR

PRESENTATION AND ANALYSS OF DATA

This chapter deals with the presentation and data analysis of data collection for the study. The presentation and analysis were analyzed based on research questions that were formulated to guide the study.

Research Question 1

What are the causes of examination malpractices among Senior Secondary School Certificate Examination Candidates?

Table i:

S/NItemsResponseS.AATotal%S.DDTotal%6.Inadequate preparation8476160100---0.07.Poor learning environment0309127.5787014892.58.Repeated failure436010364.426315735.69.Lack of confidence/ fear14040180100---0.010.Poor parental coaching586912779.423103320.611.Schools need for excellence13347180100---0.012.High institution demand for good results-07074.4797415395.6The data presented in table i revealed that the following items are the causes of examination malpractice among Senior Secondary School Students; Inadequate preparation (100%), Repeated failure (64.4%), Lack of confidence (100%), Poor parental coaching (79.4%) and School need for excellence (100%), while Poor learning environment (92.5%) and High institutions demand for good result (95.6%) were refuted to be causal items for examination malpractice among Senior Secondary School Students.

Research Question 2

What are the forms of examination malpractices embarked by candidates?

Table ii:

S/NItemsResponseS.AATotal%S.DDTotal%13.Impersonation24113521.9725312578.114.Copying from others10476180100---0.015.Bringing prepared answers19254427.5942211672.516.Using textbooks, etc.8991180100---0.017.Teachers writing on chalkboard43448754.428457345.6

18.Students threatening with arms-232314.4795813785.6The data presented in table ii indicates that the rampant forms of examination malpractices are; copying from others (100%), using textbooks (100%), and teachers writing on the board (54.4%). Impersonation (78.1%), bringing prepared answers (72.5%), and students threatening with arms (85.6%) were not the most used method of malpractices.

Research Question 3

Who are the categories of people involved in examination malpractices?

Table iii:

S/NItemsResponseS.AATotal%S.DDTotal%19.Typists1114115295.0-08085.020.School administration 844012477.5-363622.521.Exam invigilator1013413584.413122515.622.Parents/ Guardians4-042.5797715697.523.Law agents e.g. Police/ Gateman19052415.0944213685.024.Surrounding community4121610.0826214490.025.Male/ Female Students9684180100---0.0Table iii shows the response of respondents on the categories of people involved in examination malpractices. Based on the analysis, it can be deduced that; Typist (95.0%), School management (77.5%), Examination invigilators (84.4%), and students (100%) partakes in examination malpractice during school certificate examinations. It was found out that Parents (97.5%), Law agents (85.0%) and the surrounding community (90.0%) are not involved in this ugly act.

Research Question 4

What are the effects of examination malpractices on the candidates in particular and the society at large?

Table iv:

S/NItemsResponseS.AATotal%S.DDTotal %26.Cancellation of results1212814993.10704116.927.Withholding results688215093.70208106.328.Withdrawal of exam Centre’s73158855.023497245.029.Rendering students as dropout4410014490.011051610.030.Lack of man power13061911.9776414188.1 Table iv is an analysis of the effects of examination malpractices on the candidates on one hand and the society on the other hand. The table reveals that items 26- 30 are all the consequences of examination malpractices on both the candidates and the entire society. However, the table shows that the school administration and teachers are less affected than the students.

Research Question 5

What are the possible solutions to examination malpractices in our secondary schools?

Table v:

S/NItemsResponseS.AATotal%S.DDTotal%31.Cancellation of results36448050.058228050.032.Good certificate should not be used in admission/ employment---0.01285218010033.Arranging extra-classes1034214590.61302159.434.Teachers Training/ upgrading723210465.031255635.035.Government intervention268210867.545075232.5 Based on the analysis in the table v above, it can be deduced that item 32 (100%) is not a favorable solution to examination malpractices. However, item 31 (50.0%), 33 (90.6%), and 34 (65.0%) are the best solutions to examination malpractices. Item 35 (67.5%) is not left out but it is noted that implementation is usually the limitation of Government intervention.