MORAL AND TEACHING ETHICAL VALUES AGAINST PARENTS AND STAFF INVOLVEMENT IN STUDENTS’ EXAMINATION MALPRACTICES IN SELECTED SENIOR SECONDARY SCHOOLS IN AFIJIO LOCAL GOVERNMENT AREA OF OYO STATE

Abstract

Examination malpractice remains a persistent threat to the integrity and credibility of the Nigerian educational system, undermining academic standards and moral development. This study investigated the role of moral and ethical values, alongside parental and teachers’ involvement, in students’ examination malpractice in selected senior secondary schools in Afijio Local Government Area of Oyo State, Nigeria. A mixed-methods research design was adopted, combining quantitative and qualitative approaches. Data were collected through observation, in-depth interviews, and structured questionnaires administered to 1,020 respondents comprising students, parents, teachers, and other educational stakeholders across five senior secondary schools. Descriptive statistics using mean and standard deviation were employed for data analysis. Findings revealed that parents’ involvement in examination malpractice is largely motivated by the desire for rapid educational completion, timely admission into higher institutions, avoidance of failure-related embarrassment, ignorance, and financial considerations. Teachers’ involvement was found to be significantly influenced by parental pressure, financial inducement, and attempts to mask institutional inefficiencies. Students’ participation in malpractice was driven by fear of failure, academic weaknesses, performance anxiety, and the pursuit of good grades and future educational opportunities. The study further identified effective mitigation strategies, including ethical re-orientation through moral instruction, strict enforcement of examination regulations, technological surveillance, counselling and orientation programmes, and positive reinforcement for academic integrity. The study concludes that examination malpractice is fundamentally a moral and ethical failure requiring a collective, value-driven response from parents, teachers, schools, and government.