Examination malpractice and its implications to education have become a global menace that researchers are trying to find solutions to curb over the decades. This study, therefore, aimed at examining stakeholders'(students, Regional Coordinators (RCs), and Examination Unit staff) perceptions of examination malpractice at the College of Distance Education (CoDE) of the University of Cape Coast. The descriptive design was used for the study. A sample size of 259 respondents which comprises three Regional Coordinators, four staff of the CoDE examination Unit, and 252 students were selected from an accessible population of 3,102. The multistage and purposive sampling techniques were employed to select respondents across the selected study centers. A self-developed questionnaire and a semi-structured interview guide were used to collect data from students and the other stakeholders. The findings of the study revealed that the majority (148) representing 58.7% of students perceived examination malpractice to be a common practice among students although unethical and wrong, whereas 124 (49.2%) of students indicated that examination malpractice was a wrongful act. The study therefore, concluded that the management of CoDE should make course modules readily available to students on time, and should severely punish culprits to deter other students from engaging in examination malpractices.
Purpose: This study examined determinants of students’ examination corruption at the College of Distance Education (CoDE), University of Cape Coast (UCC), Ghana. Methodology: The participants of the study included students, Regional Coordinators (RCs), and staff of the Examination Unit at CoDE. A sample of 252 students was selected from an accessible population of 3,095 using a proportionate stratified sampling technique. The questionnaire and semi-structured interviews were used to collect data. Data were analysed with frequency and percentage counts, standard deviations, and presented in tables supported with transcribed views expressed by the RCs and the Head of Exams Unit (HEU). Findings: The study's findings revealed that examination malpractice was perceived to be a common illegal behaviour among students. The study also found that deviant students engage in examination malpractices at CoDE due to inadequate preparation for examinations. Unique contribution to theory, practice and policy: It was recommended that the management of the college should sensitise all stakeholders, particularly candidates on the sanctions stipulated in their Students’ Handbook for culprits of examination corruption related activities. Also, the college should make study materials available to students on time to fully prepare for all exams.
Purpose: This study examined determinants of students’ examination corruption at the College of Distance Education (CoDE), University of Cape Coast (UCC), Ghana. Methodology: The participants of the study included students, Regional Coordinators (RCs), and staff of the Examination Unit at CoDE. A sample of 252 students was selected from an accessible population of 3,095 using a proportionate stratified sampling technique. The questionnaire and semi-structured interviews were used to collect data. Data were analysed with frequency and percentage counts, standard deviations, and presented in tables supported with transcribed views expressed by the RCs and the Head of Exams Unit (HEU). Findings: The study's findings revealed that examination malpractice was perceived to be a common illegal behaviour among students. The study also found that deviant students engage in examination malpractices at CoDE due to inadequate preparation for examinations. Unique contribution to theory, practice and policy: It was recommended that the management of the college should sensitise all stakeholders, particularly candidates on the sanctions stipulated in their Students’ Handbook for culprits of examination corruption related activities. Also, the college should make study materials available to students on time to fully prepare for all exams.
Purpose: This study examined determinants of students’ examination corruption at the College of Distance Education (CoDE), University of Cape Coast (UCC), Ghana. Methodology: The participants of the study included students, Regional Coordinators (RCs), and staff of the Examination Unit at CoDE. A sample of 252 students was selected from an accessible population of 3,095 using a proportionate stratified sampling technique. The questionnaire and semi-structured interviews were used to collect data. Data were analysed with frequency and percentage counts, standard deviations, and presented in tables supported with transcribed views expressed by the RCs and the Head of Exams Unit (HEU). Findings: The study's findings revealed that examination malpractice was perceived to be a common illegal behaviour among students. The study also found that deviant students engage in examination malpractices at CoDE due to inadequate preparation for examinations. Unique contribution to theory, practice and policy: It was recommended that the management of the college should sensitise all stakeholders, particularly candidates on the sanctions stipulated in their Students’ Handbook for culprits of examination corruption related activities. Also, the college should make study materials available to students on time to fully prepare for all exams.
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