ILORIN JOURNAL ISSN: 0189-6636 VOLUME 36 FEBRUARY, 2017 UNIVERSITY OF IBADAN LIBRARY Ilorin Journal o f Education, Voi. 36 February, 2017 1LOR1N JOURNAL OF EDUCATION ISSN: 0189-6636 VOLUME 36 FEBRUARY, 2017 UNIVERSITY OF IBADAN LIBRARY llorin Journal o f Education, Voi. 36 February, 2017 ILORIN JOURNAL OF EDUCATION ISSN: 0189-6636 VOLUME 36 FEBRUARY, 2017 ! UNIVERSITY OF IBADAN LIBRARY I l oriti Journal o f Education, Voi. 36 February, 2017 Welcome to IJE Welcome to thè Ilorin Journal of Education. The Ilorin Journal of Education (IJE) is a broad based scholarly, referred, yearly or biannual joumal published by thè Faculty of Education, University of Ilorin, Ilorin, Nigeria, since November 1978. The scope of thè joumal includes thè research, development, and practice in all areas of education (human development, school, training, formai, informai, tertiary, vocational education, industry training, and lifelong learning). Hard Copy and Online: Hard copies of thè joumal are available at a price fixed by thè publisher. Online version can be accessed in all instances through thè internet, free of charge. Editorial board will first subject articles received for publication to plagiarism test, only articles with 80% and above originality shall be processed for peer review exercise. Peer Review: Articles published in thè journal had been subjected to blind peer-review by at least two experts in thè field. Copyright: Copyright of thè materials in this journal rests with thè publisher, Faculty of Education, University of Ilorin. Apart from fair use such as brief quotation for scholarly purposes, no article in this publication may be reproduced in any form or by any means without permission of thè publisher. Disclaimer: The views and styles expressed in thè articles in this publication are those of thè individuai authors and are not necessarily shared by thè reviewers, thè editors, thè editorial Consulting board, thè Faculty of Education, or thè University 'U v Published by: The Faculty of Education University of Ilorin P.M.B. 1515 Ilorin Nigeria Copyright © 2017 ii UNIVERSITY OF IBADAN LIBRARY Ilorin Journal o f Eilucation, Voi 36 February, 2017 TABLE OF CONTENTS Welcome to IJE ......................................................................... Instruction to Contributors........................................................... jji Editori al Team............................................................................... vi Table of Contents........................................................................... viii OverView of Legai Implications and Health Consequences of Human Traffìcking in Nigeria Saka Mohammed Jimoh; Saka Aishat Oluwatoyin; Oloriegbe Ibrahim 1-8 An Evaluation of Implementation of Upper Basic Islamic Studies Curriculum in Kwara Central Senatoria! District, Nigeria Abdul Ganiyu Salman Sebutu 9-17 Knowledge and Practice Associated with Exclusive Breast Feeding among Married Female Secondary School Teachers in Kaduna Town of Kaduna States Yakubu Gora Kajang & Helen Sindama 18-30 Perception of Senior Secondary School Biology Teachers’ Academic and Incentive Needs in Kwara State, Nigeria Ahmed, Mulkah Adebisi; Moradeyo Ismail; Danmole Bolanle Taibat; John Friday 31-44 Historical Antecedent of Nursing Education in Africa: South Africa, Nigeria and Ethiopia Perspectives Dolamo, Bethabile Lovely & Olubiyi Simeon Kayode 45-54 Examiners’ Characteristics and Attitude Toward Marking as Determinants of Knowledge of Malpractice Indicators Joshua O. Adeleke & Adekunle M. Ayanwale 55-63 Collaboration between Special and Regular Education Teachers: The Nigeria Experience Olubukola Christianah Dada 64-72 Counselling for Economie Empowerment and Nation Building Abdulkadir, Olarewaju Rasaq; Rabiu, A. Kurifi; Baia, Hasidu 73-80 viii UNIVERSITY OF IBADAN LIBRARY Ilorin Journal o f Education, Voi 36 February, 2017 Challenges of Integrating ICT in thè Teaching-Leaming Process in Secondary Schools in Imo State Victor Ekwukoma & Nneka Cynthia Ohaeri 81-88 Environmental Degradation and thè Health of Nupe People of Kwara State, Nigeria Shehu Raheem Adaramaja 89-101 Prevalence and Forms of Internet Addiction among Youths in Kwara State, Nigeria Mustapha, Mulikat Ladi Abdulqadir & Muhammed, Shuaib Abolakale 102-116 Effect of Qualification and Experience of Biology Teachers on thè Status of Ecology Teaching in Kwara State Abidoye, Florence Omosholape 117-125 Factors Influencing thè Uptake of Antenatal Care Services by.Pregnant Women in Bauchi State, Nigeria Yusuf, Aminu & Abdullahi Mohammed Isiyaku 126-135 Challenges Faced by Colleges of Education in Nigeria: Issues and Prospects Muhhammed Umaar Sanda; Issa Gaata Abdullahi & Yunisa Yakubu Abdulrahman 136-146 Philosophical Foundations of Some Extinct Mathematics Topics and their Value System in Nigerian Secondary Schools Olaoye Adetunji Abiola 147-154 Effects of Web-Based instruction on Students’ Academic Achievement in Basic Science and Technology Abd-El-Aziz, Abd-El-Latif Adekunle & Hassan, Abdullahi Muhammad 155-167 Forms of Health Risk Behaviours and it Implication on thè Health of Secondary School Students in Ilorin, Nigeria limar, Nda Jibril; Rejuaro, Falilat Morisola; Imam, Abubakar Ayinla; Yusuf, Gambari Abdulrasheed; Bitrus,Donald; Oladejo Folashade Sakirat; Aminat Gogo Umar 168-177 IX UNIV RSITY OF IBADAN LIBRARY Ilorin Journal of Education, Voi. 36 February, 2017 EXAMINERS’ CIIARACTERISTICS AND ATTITUDE TOWARD MARK1NG AS DETERMINANTS OF KNOWLEDGE OF MALPRACTICE INDICATORS Joshua O. Adeleke Institutc of Education, University of Ibadan, Nigeria. +23-18033510688; ioadeleke@vahoo.com & Adekunle M. Ayanwale National Examinations Council, Nigeria +234-8063323594; kiinleavanwale@vahoo.com Abstract Examination malpractice has invaded Nigeria and has increased in tempo dcspite measures intended to curò it. It is therefore not in doubt that some stakeholders and policy makers in thè educational sector today including teachers who combine public examining duties may not be knowledgeable enough to track thè “menace” while marking. This study, therefore investigated thè existing relationship between personal characteristics, attitude toward marking and examiners’ knowledge of examination malpractice indicators. The study is a descriptive research that never manipulated any independent variable but adopted a correlational approach. Four hundred and fifty NECO examiners were drawn using multi - stage sampling technique from nine marking centres in three of thè six States of thè south west. The two questionnaires used for data collection were Examiners7 Attitude Towards Marking Scale (r = 0.6) and Examiners’ Knowledge of Malpractice Indicators (r = 0.6). The data collected were analysed using multiple regression analysis with alpha level set at 0.05. The study revealed that all thè predictor variables had a composite influence on examiners’ knowledge of examination malpractice indicators (R=.355, F844i=7.957; p<0.05): number of year(s) of marking with NECO (P=-.200), location of marking (P=-.278) and attitude towards marking (P= .157) were found to have significai contribution to examiners’ knowledge of examination malpractice. The fìndings have implications for examination bodies, examiners and stakeholders in educational sector. It was recommended that there should be intensive training and re-training for all thè examiners by thè examination bodies where issues related to detection of examination malpractice cases while marking will be discussed. Production of handbook on thè indicators of examination malpractice is recommended. Keywords: Examiners’ Characteristics, Attitude towards Marking, Knowledge, Malpractice Indicators. Introduction Most available records point to thè fact that examination leakages are very old practice in Nigeria. Adeyegbe (2005) reported that examination malpractice was first reported in Nigeria in 1914 (incidentally thè year Nigeria’s North and South were 55 UNIVERSITY OF IBADAN LIBRARY Examiners’ C/iaracteristics and Attitude towardMarking as Determinants o f Knowledge amalgamateci) when thè questions of thè Senior Cambridge Locai Examinations were obtained before thè examinations were taken. Examination leakages have featured regularly since then. According to Adewale (2006), thè examination malpractice stili persists despite public campaigns and enlightenment programmes embarked on by government and non-govemmental organization on thè nced for elimination of examination malpractice. Adewale further stressed that, it also seems that thè society is now accustomed to and comfortable with examination malpractice, thè reason for this might be thè fact that, only an insignificant number of persons are genuinely involved in thè campaign against it (Ijaiya, 2008). Furthermore, examiners who are in most cases teachers themselves, ought to easily detect when students engaged in examination malpractice, especially mass dubbing or copying (Adeyegbe, 2005). Adeyegbe reported that answers are written for students on chalkboard and sometimes photo copied materials are circulated to provide illegal support for students during examination. Grasp knowledge on thè part of an examiner is required to detect Scripts of candidates that are so involved. Ayanwale (2014) reported that, there are indications recently, that examining bodies have improved on securing examination papers, which reduces leakages, yet, students continue to devise new methods of cheating, some of these methods include smuggling of prepared Scripts into examination halls, impersonation, swapping of answer scripts. scribbling on blades of ceiling fans, shirts, trousers, skirts and of recent, text messages on celi phones. Nowadays, students fìnd it difficult to defend their certificates just because of involvement in this menace. The act is giving stakeholders in thè educational System great concem. According to Arowogun (2010), thè situation is worse when compared with thè past, when students would be proud of Grade 1, Grade II, even Grade III. As many that passed then were competent enough to defend their certificates. Arowogun further reported that, in thè olden days, school certificate holders used to be engaged to teach secondary school students and they used to perforiti well. Nowadays, many graduates are found wanting in their areas of specialization. According to Kayode (2010), thè way and manner examinations are conducted in Nigeria these days, may not only rubbish thè examination process but also mar thè entire education System. Adenisha, Ogidigbo and Bassey (2010) linked thè source of thè fading standard of education to thè poor nature of thè examination process. According to them, examination is a pivot point around which thè nation’s education System revolves and thè success or failure of thè System of examination is an indicator of thè quality of graduates thè various institutions tumout every year. According to Nurani (2008), most foreigners view some of thè academic certificates being issued to graduates in Nigeria as not being more valuable than thè piece of paper on which they are printed. 1 lowex er. Greatorex and Suto (2006), opined that Genera! Certificate of Secondare Lducation (GCSE) examination marking is a diverse activity, encompassing a widc rango of subjects with a variety of question styles and marking schemes. GCSE plays a cruciai role in secondary education and thè process of marking. It is a key determinant feature in thè lives of children within eighteen (18) years old and above, this age serves as thè prime (youthful) 56 UNIVERSITY OF IBADAN LIBRARY llorin Journal o f Education, Voi. 36 February, 2017 age of eveiy child because it is cruciai age for human development as children transit to adulthood at this age. Academic decisions reached on their bellaIf by examiners could bave far reaching implications on their future. The judgment and decision-making process involved in thè marking of some kinds of examination have received some scrious consideration among researchers, such as, Cumming (1990); Webster, Pepper and Jenkins (2000); Laming, (2004); and. The degree to which examiners possess knowledge of examination malpractice indicators is highly important in passing such judgement while marking. Certain factors might correlate with thè degree knowledge of examination malpractice indicators possessed by thè examiners. It has been discovered that examiners behaviour or attitude varies with different groups such as professional background, subject specialist and gender (Hamp-Lyons, 1990; Vann Lovenz & Meyer, 1991) due to their distinct frame of reference and Robson, (2002) discovered that masculinity/femininity of thè rater and thè task performed can affect thè raters judgements. Furthermore, Greatorex and Bell (2004) reported that examiners’ characteristics such as age, sex, occupation (teaching or non-teaching) rank, qualification and location as well as attitude of examiners’ toward marking might be possible factors that might influence knowledge of malpractice indicators. Royal-Dawson (2004) reported that one will expect that thè more examiners are engaged in marking thè more knowledge they will acquire which in tura increase their accuracy in detection of various forms of malpractice while marking, but this might not necessarily be so. It is in line with thè above background that thè researchers decided to embark on this study, to critically analyze thè influence of examiners’ characteristics and attitude towards marking exercise on examiners’ knowledge of examination malpractice indicators in public examination in Nigeria with respect to National Examinations Council (NECO). Statement of thè Problem The poor quality of school leavers from thè different tiers of educational System has become a very worrisome trend. Concemed stakeholders, patriotic to thè course of this country (Nigeria) are not relenting in their effort at ensuring that things tum around for thè better. The details of possible causes are sought and attempts at providing Solutions have become thè concem of most researchers. If curriculum provisions are adequate and thè criteria for passing candidates are adhered to by those charged with thè responsiviity to do so (examiners), then persons holding academic certificates should be able to defend them functionally or otherwise. Examinations may not be thè trae test of knowledge, but persons who had passed examinations genuinely by a dint of hard work should have so much to show in that regard. If examination malpractice is controlled for, then thè success of any incompetent student in an examination will be an indictment on one person - thè examiner, who might have been compromised or simply not fit for thè job. 57 UNIVERSITY OF IBADAN LIBRARY Examiners’ Characteristics and Attitude towardMarking as Determinants o f Knowledge Examiners mark to a common standard and a common interpretation of marking scheme to avoid putting some testees in advantaged or disadvantaged position. In addition, aberrant marking can also affect thè integrity of an. awarded certificate. In as much as thè problem of poor quality of graduates caused by incompetence or inadequacies on thè part of examiners is receiving technological attention, it is stili difficult, if not impossible, to completely do away with humans in thè marking of candidates examination Scripts. This is what makes this study important. However, examination malpractice is an illegal and unethical activity in which a candidate involves himself or herself alongside agent of examination (consciously) in order for thè candidate to obtain a result or score capable of ranking him a high achiever of academics or getting him an outstanding result beyond his or her academic capability. This study therefore attempted to investigate thè existing relationship between personal characteristics, attitude toward marking and examiners’ knowledge of examination malpractice indicators. Hypothesis/Research Question Based on thè background, one hypothesis was tested and a research question answered: 1. There will be no signifìcant composite contribution of examiners’ characteristics (sex, age, occupation, rank of an examiner, highest qualification, location, years of marking) and attitude towards marking to thè knowledge of malpractice indicators? 2. What are thè relative contributions of examiners’ characteristics and attitude towards marking to knowledge of malpractice indicators? Methodology The study is a descriptive research that never manipulated any independent variable but adopted a correlational approach to describe thè existing phenomena. The target population for this study comprises of teachers from tertiary institution, public and private secondary schools and others that participated in thè marking exercise of National Examinations council. The reason for this choice was that, they were in thè best position to give information to thè researcher about their knowledge of malpractice indicators. Multi-stage sampling technique was adopted. Three States were randomly selected from six States of thè south west and three marking centres from each of them respectively. Fiftv examiners were selected from each of thè selected centres for equal represcntation. In all, four hundred and fifity (450) NECO examiners were used for thè study. Two questionnaires were developed, validated via trial tested data and uscd by thè researchers for data collection in this study. 1) Examiners Attitude Towards Marking (EATM) was developed by thè researchers. This is a construct-validated sixteen item questionnaire structured in a modified four point Likert scale response options. Factor analysis was used to establish thè construct validity of thè questionnaire and thè communalities cstimates ranged between 0.6 and 0.9. Cronbach alpha was also used to establish thè internai consistency of thè instrument. The reliability coefficient of 0.6 was obtained. 2) Examiners Knowledge Of Examination Malpractice Indicators (EKMI) was 58 UNIVERSITY OF IBADAN LIBRARY Uorin Journal o f Education, Voi. 36 February, 2017 developed by thè researchers. This is also a construct-validated fifteen item questionnaire structured in a modified four point Likert scale response options with communalities estimates ranged between 0.5 and 0.8 using thè data collected from 50 examiners outside thè sample. Cronbach alpha was also used to establish thè internai consistency of thè instrument. The reliability coefficient is 0.6. The content validity of EKMI was established by using NECO examination malpractice sanction book to develop thè items for thè examiners. The researchers visited thè marking centres to see thè venue coordinator in order to seek permission to use examiners for thè research. The researcher interacted with thè staff of NECO at thè centre as well as thè examiners to establish good rapport. Eighteen (18) research assistants were trained for this study; two (2) per each of thè centres. In each of thè sampled centre, thè research assistants distributed thè instrument to thè respondents and gave instructions on how to fili them. After thè administration of thè instruments, thè research assistants collected thè instruments back for analysis. Linear Regression analysis was employed to answer thè two research questions. Results Hypothesis One There will be no significant composite contribution of examiners’ characteristics and attitude towards marking to thè knowledge of malpractice indicators? Multiple regression analysis was employed to obtain results to answer question one. Table 1: Regression Summary Showing Composite contribution of examiners characteristics and attitude towards marking to knowledge of examination R= 0.355 R square = 0.126 Ad j usted R sq uare =0.110 Model Sum of square Df Means square F Sig. Regression 2151.755 8 268.969 7.957 0.001 Residuai 14906.176 441 33.801 Total 17057.931 449 Table 1 shows that multiple regression correlation coeffieient indicating thè composite contribution of examiners’ characteristics (sex, age, occupation, rank of an examiner, highest qualification, location, years of experience) and attitude towards marking to thè knowledge of malpractice indicators is 0.355. The adjusted R square is 0.110, this means that thè independent variables accounted for 11.0% variation in thè examiners’ knowledge of malpractice indicators. Also, it has been further ascertained using multiple regression ANOVA which produced F(8,44i) = 7.957; P<0.05. This 59 UNIVERSITY OF IBADAN LIBRARY Examiners’ Characteristics and Attitude towardMarking as Determinants o f Knowledge indicateci there is significant linear relationship between thè predictor variables and examiners knowledge of malpractice indicators. Research Question One What is thè relative contribution of examiner’s characteristics and attitude towards knowledge of examination malpractice indicators? Table 2: Coefficients Showing relative contribution of examiners characteristics and attitude towards marking to knowledge of malpractice indicators._____ ________ Unstaindardized Standardized Coe ficients Coefficients Model B Std. Error Beta T Sig. (Constant) 33.457 3.527 9.487 0 Sex 0.677 0.809 0.038 0.837 0.403 Age 0.078 0.077 0.091 1.011 0.313 Years of marking -0.469 0.224 -0.2 -2.09 0.037 Occupation 0.785 1.512 0.024 0.519 0.604 Highest Qualification -0.122 0.291 -0.021 -0.421 0.674 Rank of an examiner 0.494 0.733 0.037 0.674 0.501 Location -0.664 0.109 -0.278 -6.071 0.00 Attitude toward marking 0.23 0.067 0.157 3.425 0.001 Table 1 shows that among thè independent variables, only years of marking ( /?= -0.200, / = -2.090; p < 0.05), Location of marking (/?= -0.278, t = -6.071; p < 0.05) and attitude towards marking (/?= 0.157, t = 3.425; p < 0.05) were found to have significant relative contributions towards examiners knowledge of examination malpractice indicators. Discussions The study revealed that (years of marking, location and attitude tow ards marking) were most potent factors that influenced examiners knowledge of examination malpractice indicators. However, thè new examiners are more severe in detecting malpractice cases while marking compare to tlieir old markers. It means, old markers are too familiar with thè process with less aspiration to reach higher status in thè examining 60 UNIVERSITY OF IBADAN LIBRARY Horin Journal o f Education, Voi. 36 February, 2017 job. Unlike thè new ones who are ready to dissipate energy and make positive impact by paying attention to details as contained in thè guidelines on marking process. This can also be substantiated by Royal-Dawson (2004) that year of marking may not justify thè competence displayed, if it does, it might be in reverse order. One will expect that thè m ore exam iners are engaged in marking thè m ore know ledge they w ill acquire which in tum increase their accuracy and detection of various forms of malpractice while marking. The finding has proved this assertion wrong. New examiners with their knowledge of malpractice indicators can detect malpractice cases so as not to allow those testees without dint of hardworking to go scot free but thè experienced might be permissive to let go thè offenders. Also, thè area where a particular examiner marked, can influence belief, custom, and norms of such examiner holds. Examiners from Urban location possessed better knowledge that their counterpart from rural areas. Several sensitization abound in thè cities on issues that bother thè society. Less of such sensitization can be found in thè rural areas. Ayanwale (2014) corroborated thè finding that rural dwellers possess lower knowledge on examination malpractice when compared with their counterpart in thè city. Attitude towards marking can influence knowledge of examination malpractice since attitude could be positive or negative. Greatorex and Bell (2004) asserted that attitude are feelings related to a person or event and their resulting behaviour. This means when an individuai has to respond quickly to something, disposition can guide person’s reaction. This can be positive or negative views of a particular person, object, thing or event. So, detecting cases of malpractice can be traceable to thè examiners attitude towards marking. Conclusion Attitude to marking is discovered to be thè only isolated factor that can influence knowledge of examination malpractice indicators significantly. Examiners that will remain relevant in thè business of marking needed to cease from unprofitable attitude that can mar their efficiency and frustrate thè confidence reposed in them. Marking will soon be a job for thè prepared, regardless of thè location, and years of marking, one thè things that will matter will be thè level of knowledge of examination malpractice indicators possessed. Recommendations Based on thè findings of thè study, thè following recommendations are offered: > Effort should be made by thè examination body in spelling out thè criteria for selection of any prospective examiner. > Centres for thè marking should be made conducive for marking exercise, because thè way examiners are treated can influence their attitude which will consequently influence knowledge acquisition about malpractice issues > Examination body should endeavour to extend thè period of marking exercise to include thorough training, to enhance examiners’ knowledge of thè business. 61 UNIVERSITY OF IBADAN LIBRARY Examiners ’ Characteristics and Attitude toward Marking as Determinants o f Knowledge References Adeyegbe, S.O. (2005) Combating examination malpractice in public examination: thè roles of stakeholders. Being a leadpaper presented at Examination Stakeholders Retreat on Examination Ethics organized by Exams Kethics project On 7>h December, 2005. Unpublished paper. 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