Influence of Family Socio-Economic Status, Gender and School Location on Students Perception of Examination Malpractice.
ABSTRACT
The study of investigated Influence of Family Socio-Economic Status, Gender and school location on students’ perception of examination malpractices. Three hindered and frothy-six secondary school (ss1) students participated in the study. Participants were within the age range of 14 and 18 years with a mean age of sixteen years.
Three hypotheses were tested. Hypothesis 1 states that there will be no statistically significant difference in perception of examination malpractices between participants of high socio-economic status and those of low socio-economic status.
Hypothesis 2 states that, there will be no statistically significant gender differences in perception of examination malpractices and hypothesis 3 states that, there will be no statistically significant difference in perception of examination malpractice between participants from schools in rural areas and participants from schools in urban areas.
Data analysis using 3-way ANOVA indicate significant main influence of family socio-economic status, F(1,338) = 5.49, P < 0.5, and gender F (1,338) = 4.84, P <. 05,on students, perception of examination malpractices. The result reveal significant interaction of family socio-economic status and school location on students’ perception of examination malpractices, F (1, 338) = 7, 55, P <. 0.5.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgment iv
Table of Contents v
List of Table Contents vi
List of Figure vii
List of Appendices viii
Abstract ix
Chapter One: Introduction 1
Statement of the problem 7
Purpose of the Study 9
Operational Definition of Terms 9
Chapter Two: Literature Review 11
Theoretical Review 11
Empirical Review 20
Summary of Literature Review 27
Hypotheses. 28
Chapter Three: Methods 29
Participants 29
Instrument 31
Procedure 32
Design/statistic 33
Chapter Four: Results 34
Chapter Five: Discussion 39
Limitation 42
Suggestion for Further Research 42
Conclusion 43
References
Appendices.
INTRODUCTION
The phenomenon of corruption is not of recent origin. The origin of corruption has been traced back to the time of the Greek and the Roman empires. Corruption is said to have been so prevalent during these period of time that the governments of those days had to privatize tax collections by auctioning the rights to collect taxes to private citizens (Fashola, 2008).
Fashola further stated that the prevalence of corruption in democratic England was also said to account for the professionalization of the civil service in that country in the nineteenth century.
Africa, however, come under the eyes of the storm during the post-colonial era when writers and commentators linked the prevalence of corruption in most African countries to the pre-colonial cultural practices, and the weak economic and institutional structures (Fashola, 2009).
Corruption is one of the few social problems that is widespread in Nigeria. By its nature and character, it is destructive, unethical, and could affect the rate of social development, the term corruption covers several immoral acts. It could be abuse of public office for personal gains or any other illegal or immoral acts which a person engages in, for private gains.
REFERENCES
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Adepoju, T.L (2002). Locational Factors of correlates of private cost and academic performance of secondary school students in Oyo State,
Nigeria. Unpublished doctoral dissertation, University of Ibadan, Ibadan, Nigeria.
Adetunberu, J.O (1998). Adoption of continuous assessment as an alternative to examination to check examination malpractices in schools. In A. Olutoye and J.O. Adetunberu (Eds). Issues on examination malpractice in Nigeria. Edo-Ekiti PETOA Ado-Ekiti: Education publisher.
Adeyinka, A.A (1993). Examination Examined: the Nigeria secondary school system. Unpublished inaugural lecture, university of Ibadan, April, 29.
Afolabi, A.O. & Imhonde, H.O. (2003). Psychology: An Introduction (1st ed) Benin City; Ever-bless publication.
Afolabi, E.R.I (1998) CIPP Framework for the evaluation to distance education prograammes. Journal of Education Research and Evaluation, 2,93-100.
StudentsandScholarship Team.
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