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Exploring the prevention of examination malpractice in secondary schools through student voice

Exploring the prevention of examination malpractice in secondary schools through student voice
Exploring the prevention of examination malpractice in secondary schools through student voice
Despite the significant body of research on examination malpractice, there is still the need to focus research on preventing examination malpractice in secondary schools. At present, schools prevent examination malpractice through invigilation, structural arrangements in the examination rooms and punishment of offenders. These methods are failing schools in preventing examination malpractice because they do not address students' problems that determine examination malpractice. The aim of the study was to explore the effectiveness of preventing examination malpractice by consulting students on schooling and by using a community approach in its prevention.
Research into consulting students, their participation in identifying school problems and in initiating solutions to them through student voice has become increasingly evident in the last few decades, but to date, student voice has not been studied as a method for preventing malpractice in schools. Research has predominently used questionnaires to capture students' views on examination malpractice thereby taking for granted, students' feelings, values, interpretations and experiences of their personal and school contexts that determine examination malpractice. The study is geared towards understanding this unexamined area.
The study reports the use of "qualitative dominant" mixed methods to explore the perspective of teachers and students on examination malpractice and on consulting students on schooling. Multiple case studies of students and teachers in three secondary schools in Nigeria were carried out. Data was collected through a combination of focus groups, interviews, questionnaires and observations. Data was analysed by using interpretative and deductive approaches. Key findings from the study show that examination malpractice is prevalent in secondary schools and is predominantly determined by academic/institutional factors. The study confirms that as students are experienced in schooling, consulting them about schooling and about preventing examination malpractice will likely improve their commitment to education, their responsibility towards the prevention of examination malpractice and enhance teacher and student relationships and examination integrity/morality.
Ikwueke, Livinus
841b7e32-2220-406a-b27e-45d71969b52c
Ikwueke, Livinus
841b7e32-2220-406a-b27e-45d71969b52c
Kelly, T.
1e08c8d2-7ba8-4b3c-b0a3-e39a9877ffb9
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314

Ikwueke, Livinus (2011) Exploring the prevention of examination malpractice in secondary schools through student voice. University of Southampton, School of Education, Doctoral Thesis, 418pp.

Record type: Thesis (Doctoral)

Abstract

Despite the significant body of research on examination malpractice, there is still the need to focus research on preventing examination malpractice in secondary schools. At present, schools prevent examination malpractice through invigilation, structural arrangements in the examination rooms and punishment of offenders. These methods are failing schools in preventing examination malpractice because they do not address students' problems that determine examination malpractice. The aim of the study was to explore the effectiveness of preventing examination malpractice by consulting students on schooling and by using a community approach in its prevention.
Research into consulting students, their participation in identifying school problems and in initiating solutions to them through student voice has become increasingly evident in the last few decades, but to date, student voice has not been studied as a method for preventing malpractice in schools. Research has predominently used questionnaires to capture students' views on examination malpractice thereby taking for granted, students' feelings, values, interpretations and experiences of their personal and school contexts that determine examination malpractice. The study is geared towards understanding this unexamined area.
The study reports the use of "qualitative dominant" mixed methods to explore the perspective of teachers and students on examination malpractice and on consulting students on schooling. Multiple case studies of students and teachers in three secondary schools in Nigeria were carried out. Data was collected through a combination of focus groups, interviews, questionnaires and observations. Data was analysed by using interpretative and deductive approaches. Key findings from the study show that examination malpractice is prevalent in secondary schools and is predominantly determined by academic/institutional factors. The study confirms that as students are experienced in schooling, consulting them about schooling and about preventing examination malpractice will likely improve their commitment to education, their responsibility towards the prevention of examination malpractice and enhance teacher and student relationships and examination integrity/morality.

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Published date: August 2011
Organisations: University of Southampton

Identifiers

Local EPrints ID: 180883
URI: http://eprints.soton.ac.uk/id/eprint/180883
PURE UUID: 3fd7123e-c32e-42ac-bd71-bb6a1bfd92a9

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Date deposited: 23 May 2011 10:38
Last modified: 10 Dec 2021 19:02

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Contributors

Author: Livinus Ikwueke
Thesis advisor: T. Kelly
Thesis advisor: Kalwant Bhopal

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