Hello teachers, students, and researchers, I am here again today, Thursday, 9th April, 2020, to share a guide on how to measure "Teacher Factors that Contribute to Students' Examination Malpractice" through research.
Examination malpractice remains one of the greatest plagues that have affected the entire educational sector and is prevalent in most developing countries. It is a cankerworm that has eaten deep into the fabric of the society, and it has become so rampant among students that many of them regard it as a normal process of passing examinations. This monster has permeated all the levels of education (the primary, secondary and tertiary levels).
Common observations have shown that there is high incidence of cheating in both internal and external examinations impersonation of candidates, collusion, examination leakages and certificate forgery. Students insult, assault, embarrass and threaten invigilators and supervisors who fail to co-operate with them in their nefarious acts.
Teachers and invigilators who supposed to have protected the examination oracle compromise their integrity by corruptly enriching themselves while aiding and abetting examination fraud. This problem is of great concern to educational scholars that have carried out various studies
at various places to find solution to this ugly trend. In spite of these researches, nothing concrete has been done to reduce the problem.
However, teachers have been variously accused of abating examination malpractice. This is because teachers and school reputations depend on the success of the students in public examinations. Thus, schools where students indulge in examination malpractices denote that the teachers are not at their best.
Some teachers get involved in examination malpractice because of the financial benefits accruing from such illegal transactions. Sometimes, teachers find it difficult to report cases of cheating for fear that students or their parents will confront them. In order to avoid such confrontation, some teachers always overlook incidents of academic dishonesty by students.
It is against this background that related studies to measure the teacher related factors that may enhance students' examination malpractices becomes important.
I have put in over seven years into educational researches, and I have discovered that it is a popular problem among research students to be able to construct their instruments for collection of data even when this is a major component for the success of the research. In the coming days, I would be sharing more research guides and tips for students and teachers. This is my way of supporting the @Steemiteducation and the #Education-Hive community.
I decided to put below the following guide questions for a researcher who is interested in working on a topic related to "Teacher Factors that Contribute to Students' Examination Malpractice".
Questionnaire Items to measure Teacher Factors that Contribute to Students' Examination Malpractice.
Factor 1: Teachers’ Attitude
| S/N | Statement | Agreed | Disagreed |
|---|---|---|---|
| 1 | Poor method of teaching by teachers is the reason students cheat in examination. | Agreed | Disagreed |
| 2 | Teachers who give students area of concentration indirectly encourage examination malpractice. | Agreed | Disagreed |
| 3 | Students whose teachers do not give tests and assignment regularly have negative self-concept towards examination. | Agreed | Disagreed |
| 4 | Teachers who refuse to punish students that cheat during examination are indirectly encouraging examination malpractice. | Agreed | Disagreed |
| 5 | Students cheat in examination because many teachers who were meant to teach them forgo their lessons for their private businesses. | Agreed | Disagreed |
Factor 2: Teachers’ Motivation
| S/N | Statement | Agreed | Disagreed |
|---|---|---|---|
| 6 | Un-conducive staff rooms, discourages teachers from making assignments and checking of notes frequently. | Agreed | Disagreed |
| 7 | Poor library facilities within the school premises encourage ill lesson notes preparation as well as reading. | Agreed | Disagreed |
| 8 | Inadequate instructional material encourages poor preparation for classes. | Agreed | Disagreed |
| 9 | Poor pay packages encourages abating of examination malpractice in exchange for money. | Agreed | Disagreed |
| 10 | Poor social infrastructures like; staff quarters and bad road links, encourage truancy on the part of the teachers. | Agreed | Disagreed |
For the sake of users using mobile phones, the below view would be helpful:
Factor 1: Teachers’ Attitude
- Poor method of teaching by teachers is the reason students cheat in examination.
- Teachers who give students area of concentration indirectly encourage examination malpractice.
- Students whose teachers do not give tests and assignment regularly have negative self-concept towards examination.
- Teachers who refuse to punish students that cheat during examination are indirectly encouraging examination malpractice.
- Students cheat in examination because many teachers who were meant to teach them forgo their lessons for their private businesses.
Factor 2: Teachers’ Motivation
- Un-conducive staff rooms, discourages teachers from making assignments and checking of notes frequently.
- Poor library facilities within the school premises encourage ill lesson notes preparation as well as reading.
- Inadequate instructional material encourages poor preparation for classes.
- Poor pay packages encourages abating of examination malpractice in exchange for money.
- Poor social infrastructures like; staff quarters and bad road links, encourage truancy on the part of the teachers.
I am your Research Assistant @Uyobong. We hope to meet again tomorrow for some helpful educational research tips. Feel free to use the comment section of this post to ask questions so we can interact the more.