The Menace Of Examination Malpractice In Ghana: Meaning, Causes, Effects, And Recommendations

The West African Examination Council (WAEC) oversees the conduct of Basic Education Certificate Examination and West African Senior School Certificate Examination for final year students in Junior High Schools (JHSs) and Senior High Schools (SHSs) respectively. The council was established by the legislative assemblies of Ghana, Nigeria, Sierra Leone, and the Gambia by passing the West African Examination Council Ordinance No. 40 in 1952 with a structure divided into three major parts: International Committees, National Committees, and subcommittees. The council’s activities are run with regular funding from the ministries responsible for education in the member states and the fees it collects from students for examinations. The funding covers examination activities, planning of program milestones, research and development, and staff training. In Ghana, WAEC is recognized as a semi-autonomous agency under the ministry of education with no formal accountability framework beyond government having representation on the WAEC Board.

As John Dewey once stated, "Education is not preparation for life; education is life itself." In Ghana, the sanctity of education is being threatened by the increasing menace of examination malpractice. It is a multifaceted problem that threatens the educational standards and future prospects of students. This issue, prevalent in the Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE), jeopardizes the credibility and integrity of the educational assessments. Wilayat (2009) submitted that examination is no longer regarded as a test for evaluating the performance or judging the scholastic attainment of students. The reason being that there is a complete breakdown of the whole system of examination, almost all over the country, and at all level of education. It is against this background that this composition explores the meaning, causes, and effects of examination malpractice in Ghana and offers recommendations for mitigating this menace, drawing on data from the West African Examination Council (WAEC), Ghana Education Service (GES), and African Education Watch (AEW), among others.

THE CONCEPT AND SCOPE OF EXAMINATION MALPRACTICE

Examination malpractice refers to any illegal act committed by a candidate, examination official, or any other person, before, during, or after an examination, which aims to unfairly enhance the candidate's performance. Examination malpractice also known as cheating is the unlawful action that students take during their examinations so as to make good grades by cutting corners. According to the West African Examination Council (WAEC), examination malpractice "is any irregular behavior exhibited by candidates, or anybody charged with the responsibility of conducting examination in or outside the examination hall, before, during, or after such examination with the aim of taking undue advantage”. In other words, Omonijo (2010) and Akpa (2012) added that, examination malpractice may be understood as, “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”. Maheshwari, (2011) defined examination malpractice as deliberate wrong doing contrary to official examination rules. Examination malpractice in Ghana educational system has been widely discussed and viewed as a major challenge not only to examination bodies but to school administrators, the entire education system, the government and the society at large. Thus, the prevalence of such practices in both the Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) has raised concerns about the reliability and validity of academic qualifications.

FORMS/TYPES OF EXAMINATION MALPRACTICE

Different forms of examination malpractices have been described by different scholars. Ayanniyi and Anya (2017) identified forms of examination malpractices to include tattoo, token, contract, expo, computo, impersonation, question paper leakage, aiding of students by teachers, collusion among students, use of unauthorized materials in the examination hall, giraffe or extending of neck to copy from others and spying during an examination. Onuka and Durowoju (2011) stated that the nature of examination malpractice include lateness of invigilators and supervisors to exam halls, lateness of students to the exam halls, cheating, undue favoritism from invigilators to students, leakage of question papers in the process of setting, printing, packaging, storing and distribution, impersonation, disclosing candidates identity on answer books and bribing or influencing examination staff, invigilators, examiners. Similarly, Job and Lar (2001) found that impersonation, leakage of questions to students before the examination, conniving with supervisors and school authorities to cheat, body writing or tattoo in which students especially females write on hidden parts of their bodies are the different forms of examination malpractices. The following are some identified other forms of examination malpractice:

Leakage of examination papers: This means that the content of examination or part of it is disclosed prior to taking the examination. Usually it involves one or more of the following: staff members of the examination authorities, printers, proof readers, and messengers.

Impersonation: An individual who is not registered as a candidate for a particular examination takes the place of one that is registered. Usually this involves collusion between the chief examiner and the examination supervisor. It frequently involves tertiary institution students taking the test for monetary reward or a favour for a girl friend or boyfriend.

Smuggling of foreign materials: This is perhaps the most common forms of examination malpractice. It relates to the introduction of unauthorized materials (e.g. parts or whole note books, text books, microchips and answers) into the examination hall. Foreign materials are frequently smuggled in pants, shoes, hems, and bras or deposited or fixed in the hall prior to the examination or even smuggled in by the candidates or their aids during the examination.

Copying colleagues: copying from another candidate’s work with or without permission. Students may copy from each other’s papers during examinations or use unauthorized materials such as textbooks, notes, manuals or electronic devices e.g. programmable calculators to gain an unfair advantage. Besides, mention can be made of tattooing where students copy texts on parts of their body to be used during the examinations.

Collusion: unauthorized passing of information between candidates usually by exchanging notes or scripts, stealing scripts of other candidates, receiving assistance and refusing to follow exam regulations. This is usually facilitated by inadequate spacing between desks and lazed supervision.

Makers malpractice: Then there are the makers malpractices where the makers of the scripts deliberately alter candidates marks designed to inflate or deflate a candidate’s original mark. This can be initiated by Examination officials or candidates (Eze, 2012 & Olanipekun, 2013).

Report By West African Examination Council on Forms of Examination Malpractice Cases in West African Senior School Certificate Examination for School Candidates, 2020 in Ghana.

The West African examination council-Ghana gave analytical repot on incidences of examination malpractice for the 2020 WASSCE. According to the report a total of 375,763 candidates from 976 schools entered for the examination. This figure is 8.6% higher than the 2019 candidature of 346,098. The 2020 entry figure was made up of 187,581 (49.9%) males and 188,182 (50.1%) females. A total of 3,343 (0.89%) of the candidates who registered were absent from the examination.

According to the report, the subject results of 2,383 candidates have been cancelled for engaging in collusion, bringing foreign materials to the examination hall and tearing part of their question papers to solicit assistance. The entire results of 480 candidates have been cancelled for bringing mobile phones to the examination hall. The entire results of 384 candidates have been withheld pending the conclusion of investigations into various cases of examination malpractice detected during and after the conduct of the examination.

CAUSES OF EXAMINATION MALPRACTICE
The surge in examination malpractice in Ghana can be attributed to multiple factors. Malpractice cases have been classified by WAEC’s rules and regulations for dealing with malpractice cases as follows: i) Bringing foreign materials into the examination hall ii) Taking mobile phones into the examination hall iii) Irregular activities inside and outside the examination hall iv) Collusion v) Impersonation vi) Leakage vii) Mass cheating viii) Insult/ Assault on Supervisors/ Invigilators ix) Miscellaneous/ new case (WAEC, 2020). Besides the above causes highlighted by WAEC’s rules and regulations, other causes of examination malpractice include the following:

Corruption and Bribery and among Examination Officials:

One of the causes is corruption and bribery among examination officials. Bribery and collusion allow students to gain unfair advantages, such as access to exam questions beforehand or assistance during the exams, which undermines the integrity of the examination process. There have been cases where exam officials leak questions to students or schools for a fee. For instance, the Africa Education Watch (AEW) reported in 2020 that a series of malpractice cases involved corruption and bribery among examination officials. Recently, WAEC uncovered a mind-boggling new strategy of examination malpractice where some candidates conceal money and contact numbers in answer booklets in a bid to influence their exam results.

Psychological issues:
Another cause is psychological issues. Students dealing with psychological problems may find it difficult to study and thus resort to cheating. For instance, students with undiagnosed learning disabilities might cheat as a way to cope with their challenges. High levels of psychological stress and anxiety can lead students to engage in examination malpractice. Thus, students facing personal issues such as family problems might cheat because they are unable to concentrate on their studies.

Inadequate preparation towards examinations:

Another point worth discussing is inadequate preparation and the fears of failure are significant contributors to examination malpractice. The educational system's reliance on rote learning rather than critical thinking leaves many students feeling unprepared and desperate, leading them to cheat. Many students do not prepare adequately for examinations due to laziness or poor time management, leading them to engage in malpractice to avoid failure. For instance, students who procrastinate often end up cramming the night before the examination and resort to cheating.

Parental and community involvement:
Furthermore, Umar (2003) claimed that parents and guardians are equally involved in this shocking and shameful activity, and their children will be unable to defend their grades or will end up graduating as half-baked and undeveloped graduates. Likewise Samuel (2003) noted that parents and communities are deeply involved in encouraging and abetting examination malpractices by taking care of the supervisory staff and other examination bodies to enable their children to pass examination with no difficulty.

Lack of Ethical Education:
An argument can be made against lack of ethical education. The absence of a strong focus on ethics and integrity in the education system contributes to the normalization of cheating. Incorporating ethical education into the curriculum can help foster a culture of honesty and accountability among students. For example, students who are not taught the importance of honesty and integrity in their academic work might not see cheating as morally wrong.

Technological Advancement and Accessibility:

Better still; the proliferation of digital technology has made it easier for students to engage in malpractice. Smartphones and other devices allow students to access and share information illicitly during exams, necessitating stricter controls on technology use in examination settings. For instance, WAEC’s 2020 report indicated a series of malpractice cases involved the use of smartphones and other digital devices. Added to that, WAEC 2023 report detected some subjects results of candidates from 235 schools have been withheld for collusion and the use of artificial intelligence generated answers.

High Level of Poverty:
Indeed, poverty makes some students engage in examination malpractices because education and schooling require parents to spend money or make financial investment on their children. Some parents could not afford to buy textbooks, novels, and other necessary materials for their wards, this leads to the students cheating in examinations among others.

EFFECTS OF EXAMINATION MALPRACTICE
Examination malpractice has grave consequences on the individuals and institutions of learning, communities and the country at large. Dismissal, termination, loss of position, and lack of self-confidence are effects and have caused a lot of embarrassment and suffering to individuals, families and the nation. The guilty ones who were not caught and punished cannot defend the certificates procured not to talk of working at their duty posts (Onyibe, Um and Ibina, 2015). Other effects of this cankerous act include but not limited to

Devaluation of Academic Credentials:
First and foremost, malpractice devalues academic credentials. As Nelson Mandela famously said, "Education is the most powerful weapon which you can use to change the world." However, examination malpractice devalues academic credentials and undermines the credibility of Ghana's educational qualifications. Employers and tertiary institutions lose trust in the merit of graduates, which tarnishes the reputation of the educational system. According to WAEC, the increase in malpractice cases has led to a growing distrust in the authenticity of Ghanaian certificates both locally and internationally.

Frequent cancellation of results:
Secondly, the prevalence of examination malpractice can lead to frequent cancellation of results. For instance, according to the 2020 report released by WAEC- Ghana, the subject results of 2,383 candidates have been cancelled for engaging in collusion, bringing foreign materials to the examination hall and tearing part of their question papers to solicit assistance. The entire results of 480 candidates have been cancelled for bringing mobile phones to the examination hall. In addition to the above, the entire results of 384 candidates have been withheld pending the conclusion of investigations into various cases of examination malpractice detected during and after the conduct of the examination.

Stifled Innovation and Critical Thinking:

Better still, examination malpractice stifles innovation and critical thinking by encouraging students to rely on dishonest shortcuts rather than developing their own ideas and solutions. This diminishes their ability to think creatively and critically, which are essential skills for personal growth and societal progress. By engaging in cheating and other unfair practices, students deprive themselves of the opportunity to truly learn and comprehend the subject matter. This undermines the fundamental purpose of assessments, which is to evaluate students’ understanding and mastery of the content.

Create room for social vices:
This canker sometimes creates an enabling environment for students to engage in various forms of social vices. Examination malpractice may lure some students into other areas of misconducts such as prostitution and armed robbery, female students who lack money to sort or pay for scores may take prostitution while male students may as well take stealing or armed robbery in a bid to make money to pay for scores (Onyechere, 2004; Adewale, 2014 & Uzochukwu, 2015)

Psychological Impact on Students:
The pressure to cheat and the potential consequences of getting caught can have severe psychological effects on students. Those involved in malpractice may experience heightened stress, anxiety, shame, and feelings of guilt, which can negatively impact their mental health, self-esteem, future opportunities and academic performance. For instance, some students who are caught cheating may often suffer long-term psychological effects, including lowered self-esteem and fear of future examinations.

Legal and Disciplinary Consequences:
Students and teachers caught engaging in examination malpractice often face serious legal and disciplinary consequences, including expulsion from school, fines, and legal action. These repercussions can have long-lasting effects on their academic and professional futures, limiting their opportunities and stigmatizing them within their communities. WAEC’s 2020 report documented that students and teachers caught cheating faced legal or disciplinary actions, including expulsion and fines.

Erosion of Social Values and meritocracy:

Examination malpractice contributes to the erosion of social values by normalizing dishonesty and unethical behavior. When cheating is tolerated or even encouraged, it sends a message that success is more important than integrity, leading to a decline in societal values and a culture of corruption. On the other hand, examination malpractice undermines the principle of meritocracy by allowing students who cheat to gain advantages over their honest peers. This erodes the fairness and equity of academic and professional opportunities, leading to a system where rewards are based on dishonesty rather than merit and effort.

Negative Impact on Career Prospects and increased costs for families:

A history of examination malpractice can negatively impact students' career prospects. Employers may be reluctant to hire graduates from institutions known for high rates of cheating, and individuals with a record of malpractice may find it difficult to secure job opportunities or advance in their careers. Besides negative impact on career prospects, examination malpractice can lead to increased costs for families, including legal fees, fines, and the expenses associated with retaking exams. These financial burdens can strain family resources and create additional stress for students and their families.

RECOMMENDATIONS FOR MITIGATING EXAMINATION MALPRACTICE IN GHANA

Eradication of examination malpractice is impossible without the collaborative efforts of all the stakeholders of society. According to ajayi (2009), examination malpractice cannot be controlled unless the whole society adopts high degree of responsibility, integrity, sincerity, and fights against this curse with full strengths and potencies it deserves. In other words, mitigating the canker of examination malpractice requires a multifaceted approach involving various stakeholders, including private and government agencies, educational institutions, teachers, students, parents, and the state as a whole. Other recommendations include

Strict Enforcement of Regulations and Penalties:

Examinations laws and rules should be implemented effectively. Culprit students should be given severe punishment according to examinations laws so that it may render a lesson to others. Likewise, teachers, supervisory staff and other examination bodies who were found get involved in examination malpractices should be subjected to exemplary punishment according to the examination act and law. For instance, African Education Watch recommends enforcing strict penalties for those caught engaging in examination malpractice. This includes not only students but also examination officials and teachers who facilitate cheating. Severe penalties can act as a deterrent and reinforce the seriousness of the offense.

Educational Reforms:
Revising the curriculum to focus more on critical thinking and problem-solving rather than rote memorization can reduce the reliance on examination as the sole measure of academic achievement. Investing in the continuous professional development of teachers to equip them with the skills to uphold academic integrity and foster a culture of honesty in their students is crucial. The Ghana Education Service in collaboration with the Ministry of Education should advocate for continuous assessment methods to distribute evaluation more evenly throughout the academic year.

Stamping out Corruption and bribery among examination officials:

Corruption should be discouraged before, during and after examination as it is the main factor that contributes to examination malpractices. Offenders should be subjected under punishment as mentioned in West African examination council’s acts and laws. Examination duties should be allotted through transparent computerized system. For this purpose, a special committee should be constituted which include dedicated and loyal personnel. Favoritism should be discouraged. Honest reputed personnel should be assigned examination duties such as paper sitting, invigilation and checking of answer scripts, among others.

Promoting Ethical Education:
Schools should emphasize the importance of academic integrity and instill ethical values in students from an early age. Incorporating ethics education into the curriculum can help students understand the long-term benefits of honesty and hard work. Programs that promote moral education and highlight the consequences of cheating can help instill values of honesty, integrity, discipline, responsible citizenship and hard work among students. Educational campaigns and ethics training through workshops and seminars, as proposed by African Education Watch, can foster a culture of integrity and values. The government, religious institutions, and civil society organizations, must come together to promote moral values, ethics and social norms that will foster national development.

Strengthening Supervision and Security:

Supervision of students during examination should be enhanced and made effective by the collaborative efforts of all the stakeholders and examination bodies. Enhancing the training and accountability of invigilators, alongside technological advancements like biometric verification and CCTV monitoring, can significantly minimize opportunities for malpractice. WAEC has already begun implementing such measures with promising results.

Engaging Stakeholders in Advocacy:
Engaging parents, teachers, students, media, civil society organizations, communities, and all other relevant stakeholders in awareness campaigns about the dangers of examination malpractice can help create a supportive environment for academic integrity and credibility. For instance, African Education Watch suggests that "collaborative efforts among stakeholders are vital in addressing this issue effectively”. Stakeholders should stop paying leap services to examination malpractice. Religious and community leaders should be used to intervene on parents who insist on their children getting the best result without genuine efforts for it.

Student Support Services:
Offering support services such as counseling and academic assistance to help students cope with academic pressure and improve their study skills. Providing adequate resources such as libraries, laboratories, and tutorial classes, can also contribute to reducing the temptation to engage in examination malpractice.

Reinforce Ban on the use of Mobile Phones:

Efforts to curb examination irregularities must begin with disrupting the supply chain for questions through breaking social media communication between question merchants and students. Therefore, the ban on the use of mobile phones must be reinforced by schools, since they were used as the main medium to transfer questions to students.

Increment in teachers’ salaries and allowances:

Teachers should be appreciated for their gallant work and rewarded accordingly. Increment in the salaries and allowances of the teachers will go a long way to reduce examination malpractice in Ghana. This will motivate them to have the right attitudes and zeal toward work and carry out their responsibilities accordingly.

CONCLUSION
Examination malpractice is a complex issue that undermines the foundation of Ghana's educational system. As stakeholders in the educational sector, it is our collective responsibility to uphold the integrity of our examinations and ensure that every student has an equal opportunity to succeed. In the words of Aristotle, “The roots of education are bitter, but the fruit is sweet.” By addressing the root causes of malpractice and fostering a culture of honesty, we can ensure that the fruits of education are indeed sweet for all Ghanaian students.

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