cavendish university zambia school of arts education and
TRANSCRIPT
Cavendish University Zambia
School of Arts Education and Social Sciences
TOPIC
The Effect of Zambian National Examination Malpractice on the Learners: A
Case Study on Two Selected Secondary Schools in Kalabo District
by
NALISHUWA CONRAD SIMUNGA
005-802
A Dissertation Submitted to Cavendish University Zambia in Partial Fulfillment
of the Requirements for the Award of Bachelor of Education.
@2020
DECLARATION
I declare that this Dissertation is my original work and has not been previously published or submitted for
award of a degree. I also declare that this contains no material written or published by other people except
where due reference is made and author duly acknowledged.
AUTHOR’S SIGNATURE DATE
…………………………………………………… …………………………………
(NALISHUWA CONRAD SIMUNGA)
SUPERVISOR’S SIGNATURE DATE
…………………………………………………… …………………………………
(Ms MWATE SIMWANZA)
ABSTRACT
Examination malpractice has reached an endemic status in Zambia and has negative and
catastrophic effects on learners. It is a scourge that must be eradicated before it
completely destroys our youth and our education system. this paper investigated The
Effect of Zambian National Examination Malpractice on the Learners: A Case Study on
Two Selected Secondary Schools in Kalabo District. The study used both Qualitative and
Quantitative Approaches because of their flexibility in their use of a variety of data
collection techniques such as Questionnaires, Group Discussions and Interviews. Simple
random sampling technique was used to select one hundred twenty learners from the two
urban secondary schools.
The findings suggest that the major causes of examination malpractices are (i) Fear of
Failure (ii) Peer Pressure (iii) Parental Pressure; (iv) The Desire to Pass Examinations at
all costs; and (v) The failure to implement the ECZ Act Cap 137 for examination related
cases. Among the Effects identified are: (i) Discourages hard work among learners; (ii)
Gives undue privileges to undeserving learners; (iii) Breeding ground for future corrupt
leaders, teachers, etc. It was recommended that there is an urgent need to stiffen the
penalties, deploy qualified teachers, encourage parents to find tutors for their weak
learners instead of bribing teachers to aid and abet examination malpractice.
DEDICATION
This work is dedicated to my Wife Mshoka Simwinji Nalishuwa, my children Muyunda,
Namakau, Nalishuwa, Mataa & the Twins S’mwinji & S’munga who have been supportive
throughout my study.
ACKNOWLEDGEMENT
My gratitude goes to my Supervisor Ms Mwate Simwanza who has been instrumental in
the production of this work from the beginning to the end. She was always there when I
needed guidance and she never wavered in her support and invaluable advice.
I would also like to thank my parents Mr. & Mrs. Nalishuwa Matindo for having introduced
me to education.
Special appreciation goes to all the lecturers of Cavendish University Zambia for their
inspiration, dedication to work and for their passion I ensuring that students get the best.
TABLE OF CONTENTS
CHAPTER ONE ........................................................................................................................................... 7
1. INTRODUCTION ................................................................................................................................ 7
1.1. Background to the Study ............................................................................................................... 8
1.2. Problem Statement ........................................................................................................................ 9
1.3. The Objectives of the Study ........................................................................................................ 10
1.4. Research Questions ..................................................................................................................... 10
1.5. Rationale of the Study ................................................................................................................. 10
1.6. Limitations .................................................................................................................................. 11
1.7. Delimitations of the Study .......................................................................................................... 11
1.8. Definitions of Key Terms, Concepts and Variables .................................................................... 11
CHAPTER TWO ........................................................................................................................................ 13
2. LITERATURE REVIEW ................................................................................................................... 13
2.1. Concept of Examination.............................................................................................................. 13
2.2. Concept of Examination Malpractice ......................................................................................... 14
2.3. Government Policy on National Examinations ........................................................................... 15
2.4. Related Research ......................................................................................................................... 16
2.5. Theoretical Framework ............................................................................................................... 16
2.5.1. The Concept of Anomie and Examination Malpractice .......................................................... 17
2.5.2. The Concept of Act Utilitarianism and Examination .............................................................. 17
2.6. Conceptual Framework ............................................................................................................... 18
2.7. Summary of Literature Review ................................................................................................... 19
CHAPTER THREE .................................................................................................................................... 21
3. RESEARCH METHODOLOGY ........................................................................................................ 21
3.1. Research Design .......................................................................................................................... 21
3.1.1. Target Population ................................................................................................................ 21
3.1.2. Sampling Techniques .......................................................................................................... 21
3.1.3. Data Collection Techniques ................................................................................................ 22
4. PRESENTATION OF FINDINGS ..................................................................................................... 23
4.1. FINDINGS OF FACTORS CAUSING EXAMINATION MALPRACTICE ............................ 23
4.1.1. Student Factors .................................................................................................................... 23
4.1.2. Teacher-Factors ................................................................................................................... 27
4.1.3. Parental Factors ................................................................................................................... 29
4.1.4. Societal Factors ................................................................................................................... 30
4.1.5. Government Factors ............................................................................................................ 33
4.2. RESULTS OF EFFECTS OF EXAMINATION MALPRACTICE ........................................... 34
4.2.1. Discourages Hard Work ...................................................................................................... 35
4.2.2. Produces Half-baked Learners ............................................................................................ 35
4.2.3. Destroys the Credibility of ECZ ......................................................................................... 36
4.2.4. Cancellation & Nullification of Results .............................................................................. 37
4.2.5. Spillover Effect ................................................................................................................... 37
4.2.6. Gives Undue Privileges to Undeserving Learners .............................................................. 38
4.2.7. Promotes Corrupt Practices ................................................................................................. 39
4.2.8. Decline in Quality of Education .......................................................................................... 39
4.2.9. Promotes Crime & Prostitution ........................................................................................... 40
4.3. Findings on Examination Policy ................................................................................................. 40
4.3.1. Is there any policy governing the national examination in Zambian schools? ................... 41
4.3.2. Is the examination policy effective? ................................................................................... 41
4.3.3. Are Penalties in the Act Adequate? .................................................................................... 42
CHAPTER FIVE ........................................................................................................................................ 43
5. CONCLUSION AND RECOMMENDATIONS ................................................................................ 43
5.1. CONCLUSION ........................................................................................................................... 43
5.2. RECOMMENDATIONS ............................................................................................................ 44
REFERENCES ........................................................................................................................................... 45
Figures
Figure 1: Conceptual Framework ................................................................................................................ 19
Figure 2: Fear of Failure .............................................................................................................................. 23
Figure 3: Peer Pressure ............................................................................................................................... 24
Figure 4: Inadequate Preparations ............................................................................................................. 25
Figure 5: Desire to pass at all Costs ............................................................................................................ 25
Figure 6: Lack of Confidence ....................................................................................................................... 26
Figure 8: Teachers' Incompetence .............................................................................................................. 27
Figure 9: Poor Teacher Remunerations ...................................................................................................... 28
Figure 10: Lack of Commitment .................................................................................................................. 28
Figure 11: Unrealistic High Expectations .................................................................................................... 29
Figure 12: Parent's Immorality .................................................................................................................... 30
Figure 13: Corruption .................................................................................................................................. 31
Figure 14: Lack of exemplary leadership .................................................................................................... 31
Figure 15: Overemphasis on Certificates .................................................................................................... 32
Figure 16: Failure to implement ECZ Act .................................................................................................... 33
Figure 17: Failure to provide teaching & learning materials ...................................................................... 34
Figure 18: Discourages Hard Work ............................................................................................................. 35
Figure 19: Produces Half-baked Students ................................................................................................... 36
Figure 20: Destroys Credibility of ECZ ......................................................................................................... 36
Figure 21: Cancellation of Results ............................................................................................................... 37
Figure 22: Spillover Effect of continued cheating ....................................................................................... 37
Figure 23: Gives undue privileges to undeserving students ....................................................................... 38
Figure 24: Promotes Corrupt Practices ....................................................................................................... 39
Figure 25: Decline in Quality of Education .................................................................................................. 40
Figure 26: Promotes Prostitution & Crime ................................................................................................. 40
Figure 27: Availability of Policy governing Exams ....................................................................................... 41
Figure 28: Effectiveness of Exam Policy ...................................................................................................... 41
Figure 29: Adequacy of Penalties ................................................................................................................ 42
CHAPTER ONE
1. INTRODUCTION
The Ministry of Education in Educating Our Future - National Policy on Education, May 1996
(2008) states that one of the goals of education is to produce a learner capable of maintaining and
observing discipline and hard work as the cornerstone of personal and national development.
However, examination malpractice is slowly destroying our education system.
Examination malpractice has become endemic in the Zambian educational system and it has eaten
through our system to such an extent that there is no examination that has been written during the
past two decades which has had no leakages. It compromises not only the integrity of the
Examinations Council of Zambia but also the qualifications it offers. Examination malpractice or
cheating has the potential to destroy our education system and the learners’ future since they will
not possess the necessary skills to apply to develop our nation. There is an urgent need therefore,
to address the effects examination malpractice has on the learners to restore the confidence in ECZ
that the quality of learners produced and certificates awarded reflect their true capabilities.
1.1. Background to the Study
Examinations play a very vital role in our education system and are designed not only to assess
learners’ skills and knowledge in a particular subject but helps teachers make necessary
adjustments in the teaching and learning process. According to Jimoh (2009), examination is the
bedrock upon which an individual’s future academic achievements are based. However,
examinations tend to instill fear and anxiety in the learners and have become a do or die affair.
They fear to fail their examinations or to face their parents with no certificate to show after
spending many years in school. These fears compel learners to find ways to succeed at all cost and
thus engage in examination malpractice.
The World Bank (1999), states that education is the single most important key to development and
poverty alleviation. Learners who pass through school will be equipped with the necessary skills
and competencies to enable them contribute to their well-being as well as develop their nation. To
confirm that they indeed have obtained these competencies, they are assessed through
examinations. It therefore right to state that schools are production industries, which produce future
teachers, doctors, doctors and other professionals. However, Oseni (2014) laments that educational
institutions have deteriorated to the extent that in place of being agents of purifying the minds of
our children to become useful members of our society, they are now diverting the minds of the
children away from what education is all about. This is as a result of examination malpractice.
Examination malpractice can be understood as a deliberate wrong doing contrary to official
examination rules designed to place a candidate at an unfair advantage or disadvantage or a
misconduct or improper practice, before, during or after any examination by examinees or others
with a view to obtaining good results by fraudulent means (Arakaranga and Ongong, 2013).
There are many perpetrators of examination malpractices such as learners, parents, teachers,
security officers and even ECZ officials. This makes it very difficult to fight the scourge because
these actors are in it for different reasons. Examination malpractices have a devastating impact on
the learners and the whole country. Tyokyaa (2016) views it as foundational to other deviant
activities of the learners including security threatening activities and the embarrassment it brings
to the nation.
Sentiments by Yushua (2012) that when people talk about corruption usually they refer to public
funds siphoned or misappropriated by civil servants, contractors, politicians, etc. Hardly do they
think of the type of corruption that destroys the minds of our children and siphons the moral values
of our society, the monumental corruption that is taking place in our educational system are right
on point. He further laments that these types of corruption are more dangerous and devastating to
the future of the youths and Zambian is no exception.
Munachonga (2014) bemoans that occurrences of examination malpractice in recent times have
taken a precarious and worrying turn because parents, teachers, supervisor and even school
managers were directly involved. Mwila (2018) in his article in The Zambia Daily Mail of 24th
October entitled Examinations Halted: Leakages Put Stop on All G7, G9, G12 Tests indicated that
this was as a result of the Grade 9 Mathematics paper 2 that was leaked on social media a day
before it was due to be written. This has raised serious concerns of the extent to which this scourge
has reached in Zambia.
1.2. Problem Statement
Every year many learners and teachers are caught in acts of examination malpractice. They
continue to invent new and sophisticated techniques to cheat in examinations, which affect the
quality of education in Zambia. The 2018 nullification and indefinite suspension of all
examinations due to massive examination malpractice has cast serious doubts on the validity and
reliability of our examination system and was a wakeup call to the powers-that-be that the scourge
has become endemic and must be curbed before it destroys our youths and our education system.
Examination malpractice completely undermines the purpose of examinations of measuring
learners’ actual knowledge and has catastrophic effects on learners especially in the long run. It is
therefore pertinent that the causes and effects of examination malpractices on learners are
examined in order to regain the efficacy of the examinations.
1.3. The Objectives of the Study
This study will investigate “The Effect of Zambian National Examination Malpractice On The
Learners: A Case Study On Two Selected Secondary Schools In Kalabo District.”
1. To ascertain the causes of examination malpractices among learners
2. To determine the effect of examination malpractices on learners and the community
3. To investigate the policy governing the national exams in Zambian schools
1.4. Research Questions
1. What are the factors that cause examination malpractices?
2. What are the Effects of national examination malpractices on the learners?
3. Is there any policy governing the national examination in Zambian schools
1.5. Rationale of the Study
In the recent past, Kalabo has had its share of examination malpractice when the only GCE
Examination Center at the time was blacklisted in 2014 due to rampant malpractice cases reported.
What is worrying is that despite the ECZ Act 137 being in place, examination malpractice cases
are on the rise and in 2018 ECZ had to print new examination papers because of massive
examination malpractice. Despite this, no one was arrested or prosecuted. This could be an
indication that many people are not aware of the grievous effects this scourge has on the learners
and our country.
Other studies done on examination malpractice have been focusing on teachers’ roles in
examination malpractice and there is abundant literature on this. However, from the learners’
perspective, there is very little information but the scourge still continues. This gap could be as a
result of leaving out the important players in the whole examination process, the learners. This
study will enable management of schools, parents and MoGE officials to have a clearer
understanding of the effects of examination malpractice on learners since the respondents will only
be the learners. It will also enable ECZ to improve the validity, credibility and reliability of its
examinations and eradicate examination malpractices once and for all. It is said that a problem
shared is half solved therefore by sharing with the learners, the researcher hopes to come up with
effects of examination malpractice from the learners’ perspective.
1.6. Limitations
This study will be limited to the two urban secondary schools of Kalabo District due to their
convenient location and ease of accessibility.
1.7. Delimitations of the Study
The survey was confined to the Effect of Zambian national examination malpractices on the
learners.
1.8. Definitions of Key Terms, Concepts and Variables
Anomie is the state of normlessness where there is a breakdown or absence of social norms and
values in a society.
Cause and Effect is a type of relationship between events whereby a cause creates an effect. In
many cases, an effect can result from many causes and the exact nature of these relationships can
be difficult to determine.
ECZ (Examinations Council of Zambia) is a statutory body that sets and administers examinations
at primary, secondary & college level in Zambia.
Examination is a process of testing of knowledge or ability of an individual in a school subject
through oral, written questions or practicals.
Examination Malpractice is a deliberate wrongdoing during an examination where learners are
involved in cheating in an examination contrary to official examination rules, in order to gain good
grades that they do not deserve.
MoGE Ministry of General Education
Reliability is the consistency, accuracy or trustworthiness of a measuring instrument or scores
obtained
Utilitarianism is the doctrine, which holds that actions are right if they are useful or bring the
greatest happiness to the greatest number
Validity refers to the extent to which a test measures what its authors say it measures.
CHAPTER TWO
2. LITERATURE REVIEW
This section deals with the review of available literature and how it relates to examination
malpractice.
2.1. Concept of Examination
The Zambian education system has examinations upon the successful completion of Grade 7, 9,
12 and tertiary levels. They serve as entry points to the next level of the education ladder. Balogun
(1999) defined examination as a process through which learners are evaluated or tested to find out
the quality of knowledge they have acquired within a specified period. Globally the key reason for
examinations is to determine learners’ level of understanding after undertaking a course.
Examinations remain the most commonly acknowledged approaches in assessing how much one
has learned and also give feedback to teachers on whether the specified goals and objectives have
been attained or not.
Examinations give an equal opportunity to every learner to do the best they can regardless of their
status. According to Makaula (2018), learners’ performance in examinations forms the basis of
important decisions about their educational and vocational futures. Therefore, in order to maintain
this role, they must be handled well so that no one is disadvantaged. The learners’ performance in
properly handled examinations will therefore be a true reflection of their capabilities and the
decisions made based on the results will enable the education system to fine tune the curriculum
in order to meet the aspirations of the country.
According to Phiri & Nakamba (2015) there is need to put in place measures to ensure
examinations are conducted in a manner that sustains confidence and credibility. It is generally
believed that education has a positive effect on learners and examination outcome is an appropriate
measure to the extent to which learners have acquired knowledge to be better citizens in society
(Thompson et.al (2020). Asante-Kyei & Nduro (2014) further states that examination is one of the
assessment tools used to periodically assess and evaluate products of the educational system.
Through education, people acquire skills and competencies that equip them for active participation
in the development of the country.
For Emaikwu (2012), the essence of testing is to reveal the latent ability of an examinee. These
abilities include factual knowledge, specific skills and general skills and the examinee has to
respond to a sample of questions. The test scores accrued would be an appropriate indicator of the
examinee’s ability. Akaranga & Ongong (2013) view examination as the most common tool
around which the entire system of education revolves. The success of any given educational system
is evaluated according to the purpose and efficacy of its examination system. Examination
motivates learners and helps them know their academic strengths and weaknesses and provides
teachers with opportunities to try new methods of teaching. Wilayat (2009) states that this is why
learners should do everything possible to facilitate decision making on the performance,
educational advancement and job opportunity for an individual by working hard instead of through
examination malpractice. Therefore, any cases of examination malpractices threaten the
legitimacy, dependability and genuineness of the grades besides the certificates obtained.
2.2. Concept of Examination Malpractice
Examination malpractice or cheating is a major problem that has plagued the Zambian educational
system. According to Onuka & Durowoju (2013), it entails all unpermitted and dishonest activities
that some examination stakeholders engage in before, during and after an examination. Oko &
Adie (2016) defined Examination malpractice as any deliberate act of wrongdoing, contrary to the
rules of examinations designed to give a candidate an undue advantage. Learners engage in it to
try to make good grades by cutting corners. This shows that learners would want to portray to the
outside world that they are strong academically when they are not. This is confirmed by (Lawal et
al, 2015) who defines examination malpractice is any form of fraudulent activity by a candidate
with the prime objective of getting better result than his or her actual intelligence and performance.
Kolawole & Alade (2019) views it as a deliberate act of indiscipline adopted by learners or their
privileged accomplices to secure facile success and advantage before, during and after the
administration of the test or examination. For Okwu (2006), it is an act of omission or commission,
which compromises the validity and integrity of any examination. As for Nwahunanya (2004), it
is any act of aiding or abetting by an examination official with the intent of making a student excel
in an examination, without having to rely completely on his/her independent capability or
resources that constitutes examination malpractice. All the aforementioned assert what Makaula
(2018) regards as a threat to the legality and dependability of the educational system, and threatens
the sincerity of the examination. He is of the view that that people should be aware that cheating
does not only harm both the moral and intellectual development of the student but also damages
the authority of those responsible for conducting the examinations. Learners will not be serious
with their studies and they will continue to find novel ways of Cheating and will not worry about
the long-term effect of their actions.
Examination malpractice is any illegal act committed by a student single handled or in
collaboration with others like fellow students, parents, teachers, supervisors, invigilators, printers
and anybody or group of people before, during or after examinations in order to obtain undeserved
marks or grades.
All definitions attest that cheating is indeed an illegal act, which gives an unfair advantage or
disadvantage to undeserving learners. If left unchecked examination malpractice will render
schools useless and helpless in producing citizens that are worthy in character and learning.
Schools will instead become merely gateways to meaningless certification.
2.3. Government Policy on National Examinations
Government enacted the Examinations Council Act of 1983 Cap 137 of the Laws of Zambia, to
oversee the running of examinations in the country. The Act has stipulated offences and penalties
to deal with examination malpractices before, during and after the examinations have been written.
The Act provides for the following:
Section
of ECZ
Act
Offences Fine (Penalty Units)
Maximum
Jail Term
(Maximum)
17 (1,2) Failure to take Oath of Secrecy 12 500 3 years
18 Disclosure of Exam-related Information to anyone 25 000 5 years
19 (1) Unauthorized possession of exam papers 25 000 5 years
19 (2) Reckless or willful assistance to anyone during exams 25 000 5 years
20 Negligent & Reckless Loss of Exam Papers 25 000 5 years
21 (1,2) Failure to disclose interest in exam or exam paper 5 000 1 year
22 (1) Any detection of irregularity during the course of the exam May Suspend or Nullify exams or part thereof
22 (2) Candidate obtains Results by irregular means May nullify results of the candidate
In 2014 ECZ further introduced the Candidate Anti-Malpractice Declaration Form to be signed by
both Candidates and their parents or guardians to deter parents and their children/wards from
engaging in examination malpractice.
2.4. Related Research
Most of the research on examination malpractice was done in Nigeria but in Zambia, a number of
researchers have also done likewise in the Zambian context. Phiri & Nakamba (2015) took a
narrow approach, focusing on effects of examination malpractice in Geography in Kitwe district
of Zambia. Mphanza (2013) sought to establish the nature, factors contributing to Examination
Malpractices and the strategies to curtail examination malpractice in Kabwe District. Kalonga &
Katete (2019) focused on the Selfs-Model to eliminate internal factors causing examination
malpractices. Maheka (2015) focused on the nature and causes of Examination malpractices in
selected secondary schools of Kitwe District while Munachonga (2014) focused on the causes and
effects of examination malpractices on the education standards, the character of the offenders and
the socio-economic performance of the country from an ethical perspective.
Even though these studies hinted on the effects of examination malpractices, they did not delve
into the actual effects they have on the learners in the short as well as the long term. If these effects
of examination malpractices are identified and critically examined, we may find a lasting solution,
which will put an end to the vice of examination malpractices hence, the study.
2.5. Theoretical Framework
The study is based on two theoretical frameworks: Anomie and Act Utilitarianism. These two
principles seem to be the driving force behind examination malpractices in Zambia.
2.5.1. The Concept of Anomie and Examination Malpractice
Anomie, as initially developed by Durkheim, referred to a condition of relative normlessness in a
society or group. Merton (1968) uses anomie to mean a state of mind in which the individual’s
sense of social cohesion, the mainspring of his morale, is broken or fatally weakened. There is an
imbalance between cultural goals and institutionalized means which produce anomie because there
is a strain or tension between the goals and means, which produce unsatisfied aspirations. A school
would want its learners to achieve high scores but they do not have appropriate teaching/learning
materials, inadequate staffing and poor infrastructure to make this a reality and they end up failing
their examinations.
Thompson (2016), states that society promoted material success as a legitimate goal, encouraged
self-discipline and hard work as the legitimate means of pursuing that goal, with the idea that any
individual, irrespective of their background could with sufficient effort, achieve their material
success. Learners have equal opportunities through education to learn and compete with others in
examinations regardless of their social status. This, however is not so in rural areas and when they
fail to achieve success via legitimate means, they are condemned for their apparent lack of effort.
The situation puts pressure on learners and forces them to achieve educational success by
illegitimate means, examination malpractice, to avoid being branded failures. According to Merton
(1968) when goals become so important that if the institutionalized means, i.e. those means
acceptable according to the standards of the society fail, illegitimate means may be used.
Giddens & Sutton (2017) state that when people are strained, they adapt through Conformity,
Innovation, Ritualism, Retreatism and Rebellion. Anomie has predisposed some learners, teachers,
parents, law enforcers and others to examination malpractice. Learners would usually adapt
through innovation where they would want to succeed at all costs even though they do not have
the capacity to do so. They will use socially unapproved means to obtain culturally approved goals,
e.g. they may resort to cheating in order to pass examinations.
2.5.2. The Concept of Act Utilitarianism and Examination
Utilitarianism is the ethical principle form of consequentialism, which is attributed to Jeremy
Bentham and John S Mill. It is based on the principle of utility (usefulness) and determines right
from wrong by focusing on outcomes. An action is right if it tends to maximize happiness not only
that of the agent but also of everyone affected (Britannica Concise Encyclopedia, 2006). For
Bainnson, (2014) it is the belief that a morally good action is one that helps the greatest number of
people. Mintz (2018) states that utilitarianism is a useful ethical reasoning method to evaluate the
rightness or wrongness of student cheating. Act utilitarianism (Smart & Williams, 1998:9) is the
view that the rightness or wrongness of an action is to be judged by the consequences, good or
bad, of the action itself.
There are generally two forms of utilitarianism: Act utilitarianism, which includes maximizing
benefits relative to costs for a specific decision at hand, and rule utilitarianism, which involves
following rules designed to achieve the greatest net positive consequences over time. In Act
utilitarianism, the end justifies the means. It often rationalizes otherwise unethical actions by
claiming the good outweighs the bad even though the bad is substantial, e.g. it would consider the
possible benefits of cheating, i.e. get good grades or better job and weigh against the harms, e.g.
getting caught, being suspended, losing the opportunity to get a scholarship..
Eggleston (2014) contends that only well-being matters morally and whatever other properties a
particular act might have, e.g. that it was a felony, or was an instance of disloyalty, or was done
from selfish motives, these properties do not have any independent relevance to the moral value
of the act. Utilitarianism believes that nothing is wrong in itself, it all depends on the consequences
of the act, the results are what matter not the act. Cheating or stealing in themselves are neither
good nor bad but what makes them either way are the consequences they produce. Therefore, one
must choose the
action that conforms to
the general rule
that would have the best
consequences.
2.6. Conceptual Framework
Independent Variables
Causes of Examination
Malpractice
Dependent Variables
Effects of Examination
Malpractice
Control
Variable
Figure 1: Conceptual Framework
The conceptual framework in Figure 1 above shows the conceptualized relationship between the
presumed causes of examination malpractices (Independent Variables) and the presumed effects
on learners (Dependent Variables). The Independent Variables have a direct relationship with the
Dependent Variables. There is an anticipated degree of relationship that is expected to exist
between the Causes of examination malpractice and the effects they have on the learners. This
implies that when the independent variables are manipulated they have a direct influence on the
dependent variables. The Control Variables (The ECZ Act) if implemented will affect the
Independent, the Dependent and the Confounding Variables (Possible Interventions). When the
Control Variables are or are not implemented, they have an effect on the way the independent
variables will view examination malpractices as well as the effects by either promoting them or
curbing them altogether.
2.7. Summary of Literature Review
The effects of examination malpractices were assessed from the standpoint of the learners and
highlighted their destructive nature of the moral character of learners. From the literature reviewed,
cheating compromises not only educational standards but also the social economic performance,
hence the need to control and curb the trend in order to achieve safe, sustainable and efficient
delivery of quality education in our learning institutions. It is likely to breed corrupt and
incompetent leaders who will plunge any country into chaos. The results of the study point not
only to the destructive nature of cheating on learners but on the whole nation.
The involvement of learners, parents, teachers, and other stakeholders in examination malpractice
indicates the extent of the moral decay in our society. Stakeholders are happy when many learners
pass but most do not care whether they passed through cheating or honest hard work. To them all
that matters is passing thus fulfilling the utilitarian principle of producing the greatest happiness
for the greatest number. The end (passing examination), justifies the means (examination
malpractice). It further supports the concept of anomie since many learners who want to pass at all
costs will innovate (cheat) in examinations.
CHAPTER THREE
3. RESEARCH METHODOLOGY
This Chapter focuses on methods employed to obtain information to ascertain the Effect of
National Examination Malpractices on Secondary School Learners of Kalabo District.
3.1. Research Design
The Case Study Research design combined both Quantitative and Qualitative methodologies
because of their manageability and cost-effectiveness. Their versatility in the use of multiple data
collection techniques, Questionnaires, Interviews and focus group discussions also made them a
better choice. Due to the location of the two schools, it was easy to collect data physically and
obtain in-depth information on the Effect of National Examination Malpractices on Secondary
School Learners: A Case Study of Secondary Schools of Kalabo District. The questionnaire
provided respondents with four responses of Strongly Agree (SA), Agree (A), Disagree (D) or
Strongly Disagree (SD). Secondary data was gathered from documentary evidence related to
examination malpractice.
3.1.1. Target Population
The target population for this study comprised 120 learners from two urban secondary schools in
Kalabo District. Sixty (60) learners selected from each of the schools using a quota system to give
equal representation of boys and girls with 20 from each of the senior grades of 10-12.
3.1.2. Sampling Techniques
Random Sampling Technique was used to select the targeted one hundred twenty (120) learners,
i.e. sixty from each of the two urban secondary schools in Kalabo, which are conveniently located
within the researcher’s locality. The ideal situation would have been one urban secondary and one
rural secondary school but the other secondary school is inaccessible because the area is still
waterlogged.
3.1.3. Data Collection Techniques
The researcher used Structured Questionnaire, Semi-structured Interviews and Focus Group
Discussions to collect data. The data was analyzed both qualitatively and quantitatively. The
quantitative data was analyzed using MicroSoft Excel Spreadsheet and interpreted into graphs with
percentages and pie charts. The qualitative data was analyzed thematically under their respective
emerging themes and subthemes. The Secondary Data was collected from various online resources
on the topic of examination malpractice.
CHAPTER FOUR
4. PRESENTATION OF FINDINGS
One hundred twenty (120) learners, sixty (60) from each of the urban schools of Kalabo District were
selected and the findings are presented. Data was analyzed using Microsoft Excel graphs.
4.1. FINDINGS ON FACTORS CAUSING EXAMINATION MALPRACTICE
A number of causes and effects of examination malpractice on learners were brought to light by the
respondents. These are given below and categorized into five: Student, Teacher, Parental, Societal and
Government factors.
Question 1: What are the factors that cause examination malpractice?
4.1.1. Student Factors
4.1.1.1. Fear Failure
Figure 2: Fear of Failure
From the findings, 120 respondents (100%) unanimously agreed that fear of failure was a major
cause of examination malpractice. In our society today, if one fails to succeed in life, it brings
shame and disgrace to the individual and the whole family. It is for this reason that learners often
sacrifice throw caution to the wind and engage in all forms of examination malpractice as a means
to pass examinations. These findings confirm those of Adesupo et al (2016), Chaminuka & Ndudzo
(2014), Boris & Awodun (2012), Mphanza (2013), Emaikwu (2012), Makaula (2018) and Madara
82
38
0
0
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80 90Fear of Failure
& Namango (2016). Peers, parents and society, usually induce this fear because anyone who fails
is considered a misfit in a society where success in education means having a good certificate.
Many learners would want to pass the examinations at all costs to impress parents and peers.
During the discussions, it came out strongly that the learners’ fear of failure caused a lot of anxiety
in them, the parents and school administration. This would compel schools to engage in mass
cheating and collusion during examinations to save face.
4.1.1.2. Peer Pressure
Figure 3: Peer Pressure
A hundred twenty learners (100%) Agreed that peer pressure is a major cause of examination
malpractice. Peer pressure is by far one of the strongest influences on academic dishonesty and
this confirms the findings of Diego (2017), Maheka (2015), Makaula (2018), Adesupo et al (2016)
and Akintunde & Selzing-Musa (2016). Peer pressure is so strong among teenagers and it is
considered stronger than even that of parents on their children. It is very easy for members of a
peer group to conform to the needs of the group than to adhere to what their parents want them to
do. Usually, when they see their colleagues succeeding through cheating without being caught,
they also join in.
47
73
0
0
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80Peer Pressure
4.1.1.3. Inadequate Preparations
Figure 4: Inadequate Preparations
One hundred ten learners (91.7%) agreed that inadequate preparations for examinations could
cause examination malpractice. This confirmed the findings of Makaula (2018), Boris & Awodun
(2012) and Adesupo et al (2016). Emaikwu (2012) affirmed that learners do not usually have
enough time to prepare for exams due to teachers’ failure to prepare them. This lack of
preparedness is usually compounded by truancy, absenteeism and laziness on the part of the
learners.
4.1.1.4. Learners’ Desire to Pass Examinations at All Costs
Figure 5: Desire to pass at all Costs
The desire to pass at all costs was accepted by 120 learners (100%) as a major cause of examination
malpractice. This is consistent with the findings of Achio et al (2012) that the most important
87
23
7
3
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 20 40 60 80 100Lack of Adequate Preparations
29
91
0
0
0 20 40 60 80 100
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
Students’ Desire to Pass Examinations at All Costs
factor responsible for examination malpractice is the desire by candidates to pass at all cost.
Adesupo et al (2016) and Adewale (2014) also agree with this finding. When learners feel that no
matter how much they study, they cannot pass exams without cheating or external assistance they
will no longer rely on hard work or their brain to be successful in an exam but rather engage in
cheating. Olushola (2006) laments that they embrace cheating as additional help needed. These
learners would fail to realize that passing examinations depends on hard work and does not come
on a silver platter.
4.1.1.5. Lack of Confidence
Figure 6: Lack of Confidence
Eighty-nine learners (74%) Agreed that learners’ lack of confidence could cause cheating. This is
in tandem with the findings of Makaula (2018) and Maheka (2015). Some learners may feel that
they cannot pass without leakages or teachers would compound this by telling them they are
incapable of passing their examinations because of their caliber. They lose their confidence and as
a last resort to prove their teachers wrong, they would resort to cheating.
33
56
19
12
0 10 20 30 40 50 60
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
Lack of Confidence
4.1.2. Teacher-Factors
4.1.2.1. Teachers’ Incompetence
Figure 7: Teachers' Incompetence
101 respondents (84%) accepted teachers’ incompetence as a cause of examination malpractice.
this confirms the concerns of the Ministry of Education in Educating Our Future, 1996 (2008
reprint) that the existing secondary schools are not adequately staffed with qualified teachers for
subject based teaching in Grade 8-12. Teaching at these levels is conducted by teachers who have
been trained to teach at lower and middle basic levels. The incompetence is compounded by
teachers’ lack of proper qualifications (Osadebeb & Bini 2018) and they would end up assisting
children to cheat (Adesupo et.al (2016). Boris & Awodun (2012) affirm that such teachers would
poorly manage examinations in order to prove to the learners and parents that they are competent.
4.1.2.2. Poor Teacher Remunerations
48
53
7
12
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60Teachers' Incompetence
61
37
13
9
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70
Poor Teacher Remunerations
Figure 8: Poor Teacher Remunerations
98 respondents (83%) agreed that poor remunerations for teachers could cause examination
malpractice. Many teachers are poorly paid and when they find an opportunity to make quick
money through the provision of leakages, they embrace it no matter the consequences. Parents are
also aware of this and they give money to their children to find teachers who can assist them during
examinations.. Some feel that supervisors and invigilators should be paid during examinations so
that they do not fall into the trap of being bribed and Osadebeb & Bini (2018) and Idris (2014)
support this view. The duo further state that some teachers even solicit for bribes from learners.
Most of the discussants in the focus groups confirmed having been approached by teachers to pay
them money in exchange for assistance during examinations.
4.1.2.3. Lack of Commitment
Figure 9: Lack of Commitment
One hundred respondents (75%) Agreed that teachers’ lack of commitment causes examination
malpractices. The respondents affirmed that teachers’ absenteeism from work might cause some
learners to engage in cheating. Such teachers would normally fail to complete the syllabus hence
putting pressure on the learners to cheat. Some invigilators and supervisors’ negligence and lack
of strict supervision during examinations give learners opportunities to cheat. These findings
confirm those of Makaula (2018) and Osadebeb & Bini (2018).
42
48
17
13
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60
Lack of Teacher Commitment
4.1.3. Parental Factors
4.1.3.1. Parents’ Unrealistic High Expectations
Figure 10: Unrealistic High Expectations
110 respondents (91%) Agreed that parents’ unrealistic expectations cause examination
malpractice. The findings of Adesupo et al (2016), Boris & Awodun (2012), Makaula (2018), Idris
(2014) and Akintunde & Selzing-Musa (2016)) confirm this. Many parents play a pivotal role in
encouraging their children to cheat and they even promise them rewards if they pass or they would
want their children to go into professions for which they do not have the academic capabilities.
This puts so much pressure on the children that they engage in cheating so as not to disappoint
their parents or miss the rewards should they fail. When parents’ expectations are too high,
candidates have no option but to engage in cheating to attain them and to win societal honor that
goes along with success
34
76
7
3
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80
Unrealistic High Expectations
4.1.3.2. Parents’ Immorality
Figure 11: Parent's Immorality
This was accepted by 83 respondents (69%) as a possible cause of examination malpractices. Most
parents who have low morality levels would not hesitate to bribe teachers to supply leakages to
their children so that they succeed in their examinations. It is common to find that most people
nowadays wish to succeed with very little effort and what matters is not the means but the goal.
As long as they have money, they can buy their way and that of their children to the top without
any hesitance. This confirms the findings of Maheka (2015), Akaranga & Ongong (2013),
Adesupo et al (2016) and Osadebeb & Bini (2018).
4.1.4. Societal Factors
4.1.4.1. Corruption & Moral Decadence
27
56
32
5
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60
Parents’ Immorality
77
32
9
2
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80 90
Corruption
Figure 12: Corruption
109 respondents (91%) agreed that Corruption and Moral decadence among members of the
society were major causes of cheating among learners. Parents usually bribe supervisors,
invigilators to assist their children during examinations, which is a clear indication of the moral
decadence of our society. Suleman et al. (2015), Adesupo et al (2016), Munachonga (2014), Okoh
(2014) and Boris & Awodun (2012) confirm this in their findings. Ikpe (nd) further elaborates that
the general decadence in the society with low moral values and people perpetrate cheating without
feeling any prick on society consciences that they are doing anything wrong. The level of
corruption in the society has given rise to high level of corruption that has cut across social strata
in Zambia.
4.1.4.2. Lack of Exemplary Leadership
Figure 13: Lack of exemplary leadership
101 learners (84%) Agreed that lack of exemplary leadership is a cause of cheating. When learners
see politicians winning elections through rigging or amassing wealth through corrupt means and
people respect and admire them they feel this is the norm. They see teachers, administrators
encouraging mass cheating and get promotions because learners have ‘successfully cheated’ in
their examinations and passed with excellence. Society has respect for those who pass
examinations without minding about how they did so and has respect for scam artists and political
thieves. This confirms the findings of Osadebeb & Bini’s (2018).
48
53
10
9
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60
Lack of exemplary Leadership
4.1.4.3. Overemphasis on Certificates
Figure 14: Overemphasis on Certificates
Lastly, 98 respondents (82%) agreed that overemphasis on certificates cause examination
malpractices. In Zambia, there is too much emphasis on paper qualifications as the Alpha and
Omega. Ilayat (2009) bemoans that all transactions, be they business, governmental, cultural and
socio-political are predicated upon one’s attainment of some level of certification. A certificate
obtained with good grades opens up doors to well-paying jobs and serve as a means of achieving
high social status (Ajibola in Maheka, 2015). Oseni (2014) laments that the general emphasis in
our society is on materialism, bribery, corruption, cultism, sexual promiscuity, fraud, violence,
certificate racketeering and a host of other vices. This is supported by Osadebeb & Bini (2018),
Adesupo et al (2016), Boris O & Awodun (2012), Makaula (2018), Akaranga & Ongong (2013),
Ikpe (nd) and Maheka (2015). Achio et al (2012) citing Ajibola rightly sum it up when they say
that the emphasis on certificate presentation for a job in most countries, leads to many candidates
trying to acquire it by all forms or means, positively or negatively.
62
36
17
5
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70
Overemphasis on Certificates
4.1.5. Government Factors
4.1.5.1. Failure to Implement ECZ Act
Figure 15: Failure to implement ECZ Act
114 respondents (95%) agreed that government’s failure to implement the penalties contained in
the ECZ Act of 1983 causes examination malpractice. This is confirmed in the 2014 ECZ Annual
Report where it was observed that the penalties for examination malpractice cases were not stiff
and as such there should be a complete review of the ECZ Act Chapter 137 to come up with stiffer
punishment for cheating offences and should do away with the option of a penalty or a fine. The
penalty should only provide for imprisonment. Bbalo & Mulauzi (2019) state that when students
notice that culprits of Examination malpractice were not punished severely or not punished at all,
others followed suit, knowing that the penalties attached to breaking the reputation of the
examinations were not stiff. Similarly, when the punitive measures for engaging in examination
malpractice is considered by students to be mild or minor, they are likely to engage in such acts
(Asante-Kyei & Nduro, 2014). Osadebeb & Bini (2018), Boris & Awodun (2012) and Adeyemi
(2010)confirm the findings. The government is dealing with the issue of examination malpractice
with kid gloves because the punishment that is commonly meted out on offenders is just
nullification of examination results or blacklisting supervisors and invigilators from further
participation in national examinations.
71
43
4
2
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80
Failure to implement ECZ Act Penalties
4.1.5.2. Lack of teaching/learning materials
Figure 16: Failure to provide teaching & learning materials
110 respondents (91.7%) Agreed that government’s failure to provide teaching/learning materials
to schools contributes to cheating. In the rural schools, staffing levels are very poor and lack
qualified subject teachers. This finding is corroborated by Osadebeb & Bini (2018), Adesupo et al
(2016, Chaminuka & Ndudzo (2014), Madara &Namango (2016) and Makaula (2018). Teachers
find it difficult to teach effectively with little or no resources especially for subjects such as science
and other practical subjects.
From the above findings, examination malpractice will continue to exist if nothing is done to
address its various causes. No learner who wants to fail and no parent would want to see their child
fail whether they have been studying or not so they will always strive to find ways of ensuring that
they attain this precious paper, the certificate. This is so because employers and tertiary institutions
have overemphasized certificates.
4.2. FINDINGS ON EFFECTS OF EXAMINATION MALPRACTICE
Various effects of examination malpractices on learners were also critically examined.
47
63
7
3
0 10 20 30 40 50 60 70
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
Failure to provide Teaching & Learning materials
4.2.1. Discourages Hard Work
Figure 17: Discourages Hard Work
A hundred twenty respondents (100%) Agreed that examination malpractice discourages hard
work. Examination malpractice is contagious especially if it is not adequately addressed. These
findings confirm those of Madara & Namango (2016), Chaminuka & Ndudzo (2014) and Emaikwu
(2012). When learners know that they can cheat or have seen others getting away with it and
proceeding to the next level of education, they will not work hard. This would further discourage
even the hardworking learners who would ordinarily have passed their exams without leakages.
4.2.2. Produces Half-baked Learners
103
17
0
0
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 20 40 60 80 100 120
Discourages Hard Work Among Students
79
36
4
1
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70 80 90
Produces Half-baked Students
Figure 18: Produces Half-baked Students
115 respondents (95%) stated that examination malpractice produces half-baked learners. There is
a vast difference between qualification based on paper and that of actual knowledge and skills in
the said area (Nwankwo, 2011). This is especially true with high-risk professions like medicine,
engineering as well as education. This further affects the production and quality of work in
government institutions. These findings are corroborated by Chaminuka & Ndudzo (2014),
Madara & Namango (2016), Onuka & Durowoju (2013) and Emaikwu (2012).
4.2.3. Destroys the Credibility of ECZ
Figure 19: Destroys Credibility of ECZ
110 respondents (91.7%) agreed that it destroys the credibility of ECZ. Cheating negatively affects
the accuracy of the evaluation process and decreases examinations validity and reliability. This is
supported by Madara & Namango (2016) and Emaikwu (2012). Examination malpractice
undermines the validity of student learning. Academic integrity is fundamental to the reputation
of any educational system and when there is a breach to the examination system, which goes
unchecked, it has the potential to undermine the credibility of certificates and the reputations of
the awarding institutions.
92
18
2
8
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 20 40 60 80 100
Destroys the credibility of ECZ
4.2.4. Cancellation & Nullification of Results
Figure 20: Cancellation of Results
109 respondents (90.8%) agreed that it could lead to the cancellation and nullification of results.
The ECZ has nullified a number of learners’ results due to examination malpractices. According
to the 2012 & 2014 ECZ Annual Reports, results of nine Grade 7 learners and 26 learners’ Grade
12 results for 2012 and four Grade 9 candidates’ results (2014) were nullified in all subjects for
malpractice related cases. This confirms the findings of Akaranga & Ongong (2013).
4.2.5. Spillover Effect
Figure 21: Spillover Effect of continued cheating
Hundred respondents (83%) agreed that examination malpractice has a spillover effect on the
learners. Madara & Namango (2016) support the findings that the cheating behavior may carryover
91
18
9
2
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 20 40 60 80 100
Cancellation & Nullification of Results
14
86
15
5
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 20 40 60 80 100
Spill-over effect of Continued Cheating
even after graduation. Such people are likely to cheat at university or at work. When they are not
caught during the act, they would be encouraged to continue cheating and accept it as the norm.
4.2.6. Gives Undue Privileges to Undeserving Learners
Figure 22: Gives undue privileges to undeserving students
Ninety-eight respondents (82%) Agreed that it gives undue privileges to undeserving learners. It
forces innocent learners to endure in an unfair system. They cannot usually compete favorably
with those that use leakages. According to Achio et al (2012), those who would prefer to work
hard and get genuine results may unfortunately not attain competitive grades and may be denied
admission of job. This thus deprives honest hard working students from achieving their targets in
these highly competitive education system of ours. This finding is supported by Madara &
Namango (2016) and Achio et al (2012).
63
35
19
3
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70
Gives undue privileges to Undeserving Students
4.2.7. Promotes Corrupt Practices
Figure 23: Promotes Corrupt Practices
Ninety-one respondents (76%) agreed that it promotes corrupt practices and breeds future
fraudsters. The findings show that corruption to assist others to cheat is one of the causes that
contribute to cheating. Although corruption is a broad term, learners interviewed stated that in this
context it means the use of money or other material gifts used to illegally acquire examination
materials or have prior knowledge of examination questions. People who usually cheat in
examinations would grow up into corrupt officials and fraudsters. The findings confirmed those of
Chaminuka & Ndudzo (2014), Madara & Namango (2016) and Emaikwu (2012).
4.2.8. Decline in Quality of Education
58
33
17
12
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60 70
Promotes Corrupt Practices
49
37
22
12
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
0 10 20 30 40 50 60
Decline in Quality of Education
Figure 24: Decline in Quality of Education
86 respondents (72%) Agreed that it leads to declining quality of education. When examination
malpractices occur, people start to doubt the quality of education offered and many agree that they
lose confidence in the education system and in the qualifications learners possess. These findings
confirm those of Emaikwu (2012), Madara & Namango (2016) and Chaminuka & Ndudzo (2014).
4.2.9. Promotes Crime & Prostitution
Figure 25: Promotes Prostitution & Crime
Ninety-seven respondents (81%) agreed that it promotes prostitution and crime. Some learners
interviewed confirmed that some teachers ask for sexual favors from female learners especially
those who lack money in return for help during the examinations. The male learners may as well
take stealing or armed robbery in a bid to make money to pay invigilators. These findings are
corroborated by Makaula (2018), Onyechere (2006), Adewale (2014) and Uzochukwu (2018).
4.3. FINDINGS ON EXAMINATION POLICY
Research Question 3 examined whether there was any policy governing examinations in Zambia.
36
61
13
10
0 10 20 30 40 50 60 70
STRONGLY AGREED
AGREED
DISAGREED
STRONGLY DISAGREED
Promotes Prostitution & Crime
4.3.1. Is there any policy governing the national examination in Zambian schools?
Figure 26: Availability of Policy governing Exams
120 respondents (100%) affirmed that they were aware that there is a policy guiding the conduct
of examinations in Zambia. This is because these regulations from this policy are usually read out
to them before the examinations start.
4.3.2. Is the examination policy effective?
Figure 27: Effectiveness of Exam Policy
Ninety-six respondents (80%) rejected the notion that the ECZ Act Cap 13 is effective in curbing
examination malpractice. The findings indicate that there is laxity in implementing the Act and if
it were, then these cases of cheating would have been curbed. The respondents felt the option of a
fine or imprisonment waters down the effectiveness of the Act. Most of the perpetrators make huge
amounts of money and are able to pay the fine pay from the proceeds of their crimes.
120
0
0 20 40 60 80 100 120 140
Yes
No
Is there a Policy governing national Examinations?
Yes20%
No80%
Is the examination policy effective?
The commonest form of punishment is just nullification of result for learners. This comes out
strongly in the 2013 & 2014 ECZ Annual Report that in 2013, out of 22 pending cases at Grade 9
level, seven candidates’ results were nullified in all subjects while ten candidates’ results were
released due to lack of sufficient evidence and five cases were deferred for further clarification. At
Grade 12/GCE level, 315 cases were reported in 2012 where 284 results were nullified in all
subjects while two were released and 29 were deferred due to insufficient evidence. In 2018, all
the national examinations were cancelled due to the leakage of Grade 9 Mathematics Paper 2 but
no one was arrested or prosecuted thus confirming the ineffectiveness of the Act. This is mainly
due to the fact that there is no offence against online leakages in the Act.
4.3.3. Are Penalties in the Act Adequate?
Figure 28: Adequacy of Penalties
The penalties stipulated in the Act were overwhelmingly rejected by 100 respondents (83%) as
being inadequate or stiff enough to curb the offences committed. The high percentage shows that
the ECZ Act is not an effective deterrent. In the ECZ Annual Report of 2014, the Director lamented
that there is an urgent need to revise the Act so that the penalties are stiffer to deter would-be
perpetrators and that it should include new offences.
The effects of examination malpractice identified by the learners send strong signals that our
education system is headed for doom. Government and all stakeholders should ensure that this
scourge is eradicate or brought under control by eliminating the causes.
Yes16%
No84%
Are the Penalties in the ECZ Policy Adequate?
CHAPTER FIVE
5. CONCLUSION AND RECOMMENDATIONS
5.1. CONCLUSION
Examination malpractice indeed has catastrophic effects on learners’ academic performance and
in the long term, it leads to the production of corrupt leaders, incompetent workforce. It promotes
the production of corrupt immoral citizens who would not see anything wrong with examination
malpractices because they themselves passed through the education system through examination
malpractices.
Act Utilitarianism has a big effect in the way people perceive examination malpractices because
society is only interested in seeing good results without taking into consideration how those were
obtained. When many learners pass their examinations by whatever means, everyone is happy and
this is all that matters in utilitarianism, to produce the greatest happiness for the greatest majority!
Therefore, there is an urgent need to regain the lost glory of leakage-free examinations. Every
concerned Zambian citizen should adopt the zero-tolerance to examination Malpractice. If others
are able to obtain good grades through hard work, then everyone can. All they need to do is to
develop a positive attitude and have self-confidence in their abilities. Examination malpractice
must be curbed because it is making a mockery of our education system.
Anomie is another factor that influences people’s involvement in examination malpractice because
there is a breakdown in norms and morals. This results in aberrant conduct and of course non-
conformity, symbolizes dissociation between culturally prescribed goals and the acceptable means
for realizing these goals. People no longer want to work hard but want to find shortcuts to success
be it in education or politics. This is in conformity with the findings of Mphanza (2013) that a
society that overemphasizes goal achievement disregarding corresponding emphasis on
institutionalized means of achieving these goals pressurizes some members of society to use the
result to justify whatever means seems expedient to them even if it means engaging in examination
malpractices. When we evaluate cheating in an exam in light of utilitarianism, we discover that
cheating does not produce the greatest net benefit to the society and in fact, it does more harm than
good to the society. The innovation aspect of anomie does not in any way justify getting good
results through cheating when the legitimate means of hard work fail. Even if learners are under
pressure from parents or their peers, it does not in any way justify cheating in examinations.
Examination malpractice has numerous negative consequences and must be eradicated by all good
citizens to regain our lost glory. According to the study, it is clear that examination malpractice
has direct relationship to the grooming and cultivating of fraudulent behaviors in the society. There
is a high probability according to this survey that anyone who partook in examination malpractice
while in secondary school is likely to continue to perpetrate other fraudulent acts in the future.
Therefore, it could be concluded that the corruption in Zambia is attributed to behaviors/attitudes
cultivated in the time of their school days.
5.2. RECOMMENDATIONS
Arising from the results of the study, there is an urgent need for all stakeholders in education to
make concerted efforts to curb the vice if examinations are to remain as valid tools for assessing
learners. The following recommendations are suggested:
1. Complete overhaul of The ECZ Act Cap 137 to include more penalties and stiffer punishment
for perpetrators and include an Examination Malpractice Whistle-blower policy that will
protect whistleblowers.
2. Deemphasize the Importance Placed on Certificates and instead ECZ should intensify the use
of Continuous Assessment
3. The Ministry of General Education should involve the Drug Enforcement Commission (DEC),
the Anti-Corruption Commission (ACC), the Intelligence Service and Judiciary to ensure
adherence and enforcement of the ECZ Act.
4. Parents to stop pressurizing their children but instead encourage them to find tutors for their
children to help them in subjects where they are weak
5. Massive sensitization of learners and communities on the negative effect of examination
malpractice
6. Provide adequate teaching and learning materials in all schools and deploy properly trained
teachers where their services are required.
7. Remunerations of Supervisors and invigilators while performing ECZ duties to deter them
from accepting bribes.
REFERENCES
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