Unmasking the Unseen in Examination Malpractices in High Schools: A Phenomenological Study of Quality Assurance Leaders’ Lived Experiences in Public Examinations

Abstract

Examination malpractice is a pressing and pervasive issue across all levels of education in Nigeria, undermining the integrity of academic assessments and posing significant challenges to the educational system. A qualitative approach was adopted using a semi-structured interview, which allowed open-ended questions. This study employs a phenomenological design that examines the lived experiences of nine quality assurance leaders tasked with monitoring the Senior Secondary Certificate Examination (SSCE) in the Northwestern region of Nigeria. Through in-depth interviews and thematic analysis, the study unravels the nature and forms of examination malpractices, ranging from traditional methods to advanced strategies involving collusion and technology. Internal and external agents within the education system are identified as facilitators of malpractice, driven by financial incentives and societal pressures. Root causes, including societal emphasis on certificates and infrastructural inadequacies, underscore the systemic challenges contributing to malpractice. Drawing from the narratives of the participants, who are quality assurance leaders, recommendations are proposed to address the issue comprehensively. These include shifting societal focus towards moral ethics and competencies, leveraging technology for surveillance, and imposing stronger penalties on examination malpractice perpetrators. By implementing these recommendations, education stakeholders would be able to restore confidence, safeguard the integrity of public examinations, and foster a culture of academic honesty in Northwestern Nigeria and Nigeria at large.