By: Femi-Adenyi Joshua
Examination malpractice is a big issue that goes deeper than the act of students cheating during examination activity. It indicates deeper problems in the education system, as much as it is a socio-cultural issue. In virtually every learning institution, students face intense pressure to perform well academically. The pressure can be from parents, school, or society as a whole. The overwhelming emphasis placed on high grades rather than true learning may lead students to prioritize passing exams at all costs, sometimes pushing them to view cheating as a way out, especially when they are unprepared.
The lack of personal accountability among students also plays a significant role in fostering examination malpractice. When students do not take responsibility for their actions or lack of action, they may see cheating as an easy way to avoid the consequences of poor preparation or failure. Peer pressure also plays itself; students often cheat because others around them are doing it, and it seems like a shortcut to success. The normalization of malpractice among students also perpetuates this cycle, making dishonesty a way of life.
The evil that examination malpractice symbolizes can be perpetrated by any class of students, despite who or what they are, or represent. The recent suspension of Adeniji Uthman, known as “Yamburger“, a former chairman of the Nnamdi Azikiwe Hall of Residence, University of Ibadan, offers an example of this. His suspension for malpractice, despite being a known student leader, shows that even those with high expectations can give in to the aforementioned pressure.
One might wonder how this affects generally. The ripple effects of examination malpractice extend far beyond the academic sphere. It impacts individuals and the society at large. Examination malpractice devalues education. It casts doubt on one’s credibility or qualification. When cheating becomes widespread, even deserving students face suspicion, and institutions lose their reputation. Examination malpractice produces graduates who lack essential skills and knowledge. This incompetence is especially dangerous in critical sectors – like medicine, engineering, law, to mention a few, and everywhere else where errors can have devastating or even life threatening consequences.
Furthermore, a culture of dishonesty and cheating in educational institutions can spill over into other areas of life, perpetuating corruption, dishonesty, and inefficiency in society.
How do we fix this? The solution requires tackling the issue from multiple angles.
Educational institutions need to hold students who engage in such nefarious acts responsible for their act and must all make students caught in such cases an example for other students. The University of Ibadan’s decision to sanction “Yamburger” on account of examination malpractice consciously or not sends a strong message about the importance of upholding academic standards and also zero tolerance for examination malpractice. More crackdowns like this will make the idea of examination malpractice less appealing to students.
It is however not limited to just punishment, the University of Ibadan needs to inspire students to take pride in their work and to understand the value of integrity. Students should be taught the value of honesty, academic integrity, and the long-term benefits of genuinely engaging with their education.
Also, the education system needs to shift its focus from grades to actual learning. This might mean reducing the emphasis on exams and introducing other ways to measure students’ progress. This also calls for a cultural change. In many communities, academic success is measured by certificates, rather than actual knowledge or skills. This mindset can drive students to cheat just to get the piece of paper. Changing this mentality and focusing on the real value of education could go a long way toward reducing malpractice.
Students on their part must learn that hard work is the only way to success. Consistent preparation and reading for examination will prevent them from being in situations that could warrant one trying to cheat during exams. Ultimately, addressing examination malpractice is not just about preventing students from cheating, it is about creating a system where honesty is the norm, and where students are motivated to succeed through their own hard work. By addressing the issue holistically, education can become a tool for genuine learning and personal growth, rather than just a race to secure certificates as it is for many.
