THE PROBLEMS OF EXAMINATION MALPRACTICE IN HIGHER INSTITUTIONS AND HOW TO SOLVE THEM- A SPECIAL REFERENCE TO IMT ENUGU.

TABLE OF CONTENT

Cover page

Title page

Approval page

Dedication

Acknowledgement

CHAPTER ONE

Introduction

            General background of the subject matter

            Problems associated with the subject matter

            Problem(s) that the study will be concerned with

            The importance of studying the area

            Definition of important terms

            (Chapter) reference

CHAPTER TWO

2.1     Literature review

2.2     The origin of the study area

2.3     Schools of thought within the subject area

2.4     The schools of thought relevant to the problems           of the study

2.5     Different methods of studying the problem

2.6     Summary

References

CHAPTER THREE

3.1     Conclusion

3.2     Data presentation (highlights of the study)

3.3     Analysis of the date

3.4     Recommendation

3.5     Conclusions

References

CHAPTER ONE

1                   INTRODUCTION

Examination malpractice is common in most of our higher institutions in Nigeria. It was its peak in the “70s” as cited by Nnamani P. Hence we hear expo, (1973) common among the secondary school leavers.

Nowadays, “expo” as it is commonly called is practiced even by children in the kindergarten primary institutions according to a nursery | primary school teacher. She observed that after writing on the black board certain words, concepts or ideals to be dictated to the children based on their (children’s) cognitive level, some exam cheats would quickly scriple it on their desks or at the back of their papers. Then, during the dictation session, those cheats would copy from it. Therefore a good and careful teacher is an assent in teaching, learning| Experiences for he or she could easily pick up such fraudulent children.

The importance of an efficient and well integrated teaching services in the development of any nation cannot be over emphasized because exam malpractice in the higher institutions in Nigeria, which is the highest citadel of learning from kindergarten, primary, secondary schools and then tertiary institutions, and it constituted an act of indiscipline.

The academic conception of discipline shows it as a part or branch of studies. That is why on the last convocation of institute of management and Technology, the school management or authority cited that certificate was issued both in character and in learning” ( Njeze C. 1997).

To achieve the above ideal, the lecturers’ roles are invaluable. This assertion was supported by Uka (1995) who declared that “ on the health of the nation”. it should be remembered that these students would become ( in future) the leader of tomorrow (Ibian 1986) also cried out that “in every society, the teacher is number 1 and in his care lies my children and yours”

Ukeje (1980) asserted that education is now, perhaps the fastest growing industry in  the country.

“Yet bedaiked by indiscipline activities like exam malpractices, cultism   in schools, sexual promiscuity, prostitution, alcoholism, drug addition to maintain but a few. It should be noted that some states in the federation allocate upward of 30% of their annual budget to education. Yet, all over the country cited Ukeje (1980) there is a growing crises of supply and demand in education,

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