A lot has been written about Mmesoma, a 19 years old girl, who it was confirmed that she forged the 362 score (against 249 score which was the authentic result) in her Unified Tertiary Matriculation Examination (UTME). It was reported that following the confirmation by the Anambra State Committee who investigated the case, Mmesoma has been sanctioned by JAMB for forging and parading a fake result.
Exam malpractice is as old as exam itself. It does not only mean cheating in exams. It entails breaking the general exam rules and guidelines. It also includes maladministration, any practice, act, or default that breaches or undermines the integrity of exam assessment. Exam malpractice could be in the form of plagiarism, bribery, cheating during exams, falsification of results, and so on.
With school examinations going digital and the potential of rising technology, the quality of education, if care is not taken, is being threatened. It was gathered that Mmesoma used a fake Jamb Application to falsify her result and recently, it was reported that WAEC identified 56 rogue website operators involved in exam malpractice. The WAEC report was disclosed by Mr Patrick Areghan, the Head of the National Office (HNO) of WAEC, after the monitoring exercise he carried out in some schools in Lagos. He said that many school officials who have allegedly aided and abetted exam malpractice have been arrested and are facing the law. Undoubtedly, many schools, exam officials, and exam candidates are guilty of one exam malpractice or the other.
In the case of Mmesoma, unlike in many other cases where they’re syndicates at the centre of perpetuation of exam malpractice, hers was personally orchestrated and backed up with a public video made by her to defend it.
Mmesoma’s case is only one out of thousands of other exam candidates who have done or are capable of doing the same or even worse. The concern should not be only on the malpractice, the boldness of doing such alone, defending it, and claiming the highest national score in UTME of the year (2023). The long-term effect of this level of malpractice on the child and the society is more perturbing.
Some people are blaming the bad government, the election malpractices by politicians, and the collapsed educational system in Nigeria as the reason for Mmesoma’s misconduct. Some are blaming Mmesoma, her family, and her school. The blame factor won’t make any headway, rather the ways to curtail this incessant malpractice and deal with other Mmesomas out there for the sake of the future should be the focus.
It takes a creative and analytical mind to alter results perfectly. How do we channel these young minds positively towards a profitable and meaningful venture? How do we maximise the advantages of technology against its advantages? What are the policies to put in place to control this menance?
Tracing the origin and possible causes of the rise in exam malpractice, I can say that the misconception of what exam is all about has caused the increase in exam misconduct. Abuse is inevitable when purpose is not established. The purpose of exam has been defeated, and the weight of success is more on paper than on value.
The causes of exam malpractice stem from the family, where children are pressured by parents to score excellently while parents are ignorant of the potential of their children.
Another cause is the faulty educational system with bad government educational policies. Then, inexperienced school administrators, low quality teachers, and lazy students. Everyone wants to cut corners. Special exam centres and malpractice become their means of escape.
Environmental factors and undue emphasis on aggregates, score positions, and certificates are another significant factor. People are quick to embrace the norms and anomalies of exam malpractice, and this has a way of moulding and influencing children who grew up to be used to these ills. Failure is seen as a crime, and society has placed premium value on certificate over skills, creativity, and professionalism.
The consequences of exam malpractice and its endemic effects cut across the same spheres of people that cause it, which are the family, schools, environment, and government factor. These spheres need to work together to deal with it and renew a collective commitment towards upholding exam integrity. All examination bodies bodies, schools, and institutions need to work hand in hand to restore the values and reward system of education for the children and youths of the nation.
Amara Ann Unachukwu
