Research: male students have more tendencies to cheat in exams than female — Don

 

By Fatima Mohammed-Lawal

Prof. Onimisi Abdullah of the Department of Social Science Education, University of Ilorin, said research had shown that more male students had higher tendencies to involve in all forms of cheating than female students in exams.

Abdullah made the submission in Ilorin in his paper presentation at the 266th Inaugural Lecture of the University entitled: “A Psychological Perspective on the Systemic Inconsistencies in the Nigerian Educational System”.

The don, who teaches in the Faculty of Education of the University, stated that the research was an attempt to understand studentss psychology and development.

“It is also to determine the relationship between background variables and cheating tendencies among students of Federal Universities in Nigeria,” he said.

According to him, a 50 item multiple test on developmental psychology was administered on 268 final year students, selected across all programmes.

He explained that the sample students sat for the test and a photocopy of each script was scored and recorded by the researchers.

Abdullah explained further that unmarked original answer scripts were returned to the students and each of them was required to mark his or her own scripts.

“Since the original test was answered in pencil, the students had ample opportunity to alter earlier choices, if they wished, as thier lecturers dictated correct answers to them.

“The study found that majority of students (70.5 percent) manifested cheating behaviour, and more male students had higher tendencies to involve in all forms of cheating than female students,” he said.

The expert on education stated that cheating was also found to be directly related with the academic ability of the students.

He added that the motivation for cheating was higher among low achievers.

Abdullah pointed out that the high rate of cheating by the students was not consistent with thier expressed negative attitude to cheating, thereby creating a kind of paradox.

Similarly, Abdullah recommends a more objective means of assessing learning outcomes, rather than written examinations, should be evolved.

He also advocated the need for government to formulate a more functional educational policy that is based on African personality, moral values and ethics. (NAN)

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