THE UNIVERSITY OF DODOMA-TANZANIA

THE EXAMINATION MALPRACTICES IN SCHOOLS,

COLLEGES AND UNIVERSITIES
A SCHOLARLY PAPER

By :
Daudi Katwiga Nkukurah (2016)

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Abstract
An examination malpractice is a grave matter because of its potential threat to education systems
and certification, and to the values that education stands for. This paper presents examination
malpractices commonly associated with formal examinations before, during and after the
examinations process based on reviewing a number of related documents from different sources
such as libraries and internet websites.

Examination malpractices before the examinations

include; leakages, deliberate falsification, writing of project(s) or report(s) for student(s) by staff
or co-students, Plagiarism, unauthorized adaptation of some ones work to earn marks for
promotion, or for commercial ventures and allotment of choice of examination centers or
appointment of choice of invigilating staff to specified centers are indicating of possible attempts
to cheat. While Examination malpractices during the Examinations include; impersonation,
thuggery, (hooliganism & physical assault), use of mercenaries & delay In commencement of
examination, spying or giraffing, entering the examination room the prohibited materials
such

as

computerized calculators,

madesa, simbi and nondo, and

Illegal inter-group

communications e.g. exchange of question papers, answer booklets, and/or relevant

materials

in

the

examination

room. Furthermore Examination Malpractices after the

Examinations include; alteration of scores in favor of candidates, falsification of Statement of

Results/Certificate forgery, and

blocking. Examination malpractices is due to the following

reasons; Value system of the society, economic factors, emphasis on paper qualification,
psychological

factors, Bandwagon effect,

poor

and inadequate

teaching-learning

environment/facilities and admission policy as causes of malpractice in both internal and

public examinations. Key players in examination malpractice include; The national examination
council of Tanzania (NECTA), School proprietors, teachers and supervisors, Parents /
guardians/relatives, Examination contractors, and Students / candidates, Examiners and
moderators. Consequences of examination malpractices include Producing ill-considered
students, cripples productivity, and loss credibility by an Institution.

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1.0 INTRODUCTION
This paper describes; the background review, Reasons for choosing education malpractice for
this scholarly paper, Forms of Examination Malpractices, Reasons for examination malpractices,
Key Players in Examination Malpractice, Trends of FORM IV National Examination in
Tanzania (1998 - 2012), Consequence of Examination Malpractice, and conclusion,
recommendation and suggested solution to curb up examination malpractices.
1.1 Background review
Examination malpractice is a worldwide problem; authorities dealing with preparing, keeping,
administering and publishing results in each country are falling in this pit. Examination
malpractice nowadays is like a culture that seems to be embedded in the minds of our
educational society; and it has indeed become a continuing vice almost in all learning levels of
education starting from primary schools, secondary schools as well as tertiary colleges and
institutions. Many examining authorities are of late discovering many malpractice cases in
school/national examinations than ever before. Most important factors responsible for
examination malpractice include lack of confidence, fear of failure or getting low marks, ill
prepared, anxiety to get a certificate of high-grade, the emphasis on certificate for a job,
improper guidance and counseling, truancy, absenteeism and laziness attribute to examination
malpractice (Ajibola, 2011).
Examination malpractice is any illegal act by the examinee or examiner or both, before, during
or after the examination with the intent to make the examinee earn an unmerited grade or gain
unfair advantage (Asuru, 1999). Technically, examination malpractice is an act that contravenes
the rules and regulations of a particular examination body, set at a particular period of time
(Ajibola, 2011). Not only it is immoral and illegal but also undermines the credibility of the
education system in a particular country. This is a serious problem and, if not checked, the
countrys development, which is pinned on its professionals, could badly be affected.
1.2 Reason for choosing education malpractice for this scholarly paper
The Ministry of Education and Vocational Training (MoEVT) and The National Examinations
Council of Tanzania (NECTA) have made a lot effort to ensure a smooth conduct of
primary, and secondary final examinations in the country. Despite the efforts, there are still
reports indicating malpractices in examinations. These challenges are not limited in primary and
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secondary schools, but also prevail in colleges and universities. The challenges are associated
with failure of truthfulness by some officials, invigilators, parents and students themselves.
Given such challenges, the writer of this paper, have decided to undertake document review on
an evaluation study to determine influencing factors and their forms behind and come up with
possible solutions to curb examination malpractices in the country.

2.0 FORMS OF EXAMINATION MALPRACTICES

However examining the definition of examination malpractice and factors responsible for
examination malpractice, (Asuru, 1999, Achio, et al, 2012) categorize these factors into three
main forms in terms of the period and time they occur as follows:
2.1 Examination Malpractices before the Examinations:
This occurs where the examinee procures the question paper prior to the examination or has prior
knowledge of its content which includes the following:a) Leakages: two types of leakages which include; intentional leakage, that is through
those connected with the printing of question papers, packaging of question papers,
Item Writers, Custodians and Supervisors. The second type is unintentional leakage,
through carelessness on the part of those officials responsible for the packaging of
question papers i.e. packaging of one subject/paper inside the envelope meant for
another.
b) Deliberate falsification: refers to an individual going to sit for examination which is not
registered for. This is usually carried out by candidates and in some cases with the
support of head of schools, Class Teachers, and Invigilators.
c) Other forms of examination malpractice that could occur before the examination include:
Writing of project(s) or report(s) for student(s) by staff or co-students, Plagiarism,
unauthorized adaptation of some ones work to earn marks for promotion, or for
commercial ventures and allotment of choice of examination centers or appointment of
choice of invigilating staff to specified centers are indicating of possible attempts to
cheat.

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2.2. Examination Malpractices during the Examinations

These forms of malpractice occur while the examination is in progress and are categorized
in the following ways:a) Impersonation: refers to when a candidate hires superior candidate to write the
examination on behalf. It may also involve the candidate having to change the
photograph at the onset of completing the entry document for the examination.
b) Thuggery, Hooliganism & Physical Assault: These constitute the confrontational
means of perpetrating examination malpractice e.g. the use of guns, and knives in the
examination hall to intimidate examination personnel with a view to creating an enabling
environment for examination malpractice to be carried out.
c) Use of Mercenaries & Delay In Commencement of Examination: Intentional delay
in the commencement of examination to allow mercenaries work out answers to
questions for some special candidates who may have concluded arrangement with the
head teacher and the Supervisor.
d) Spying or Giraffing: Candidate stretching beyond normal sitting space to copy from
another candidate. This occurs due to poor sit arrangement in the examination room.
e) Entering the examination room prohibited materials such as computerized
calculators, in which mathematical formula and short notes are stored, internet
access phones like Smartphone for use, during examination. Most of todays students
even in university level use illegal materials often called madesa, simbi and nondo
which are relevant to the examination into the examination hall.
f) Illegal inter-group communications e.g. exchange of question papers, answer
booklets, and/or relevant materials in the examination room; organized unauthorized
communications e.g use of signs, gesture, bells at intervals, whistles, whispering,
dictation, drums, Writing on items (sheets of papers, handkerchief, erasers, and covers of
calculator), writing on parts of the body (arms, thighs, palm) and Hiding materials in
washrooms, inside shoes, pockets, and private parts.

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2.3 Examination Malpractices after the Examinations

Refers to existing examination misconducts after the examination sittings, they include:
a) Alteration of scores in favor of candidates.

This misconducts normally occur at

marking centers when the examiner is transferring the score to the examinee mark
sheet or in the office by the subject lecturer; or By the Computer operator before
scanning.
b) Falsification of Statement of Results/Certificate Forgery. This can take the form of
outright illegal printing of Statement of Result/Certificate on which higher grades
are now reflected or through alteration of the original Statement of Result/Certificate.
c) Blocking. This is the use of cash or kind or both by an examinee to influence an
examiner to award an underserved mark. Occasional gifts, outright economic negotiations
and dating are common modalities in blocking.
Moreover, other supportive evidences are the research information by Achio,S. et al,(2012),
conducted in Ghana showing Possible forms of Examination Malpractices as shown in the table
1 below: Table 1. Knowledge of Possible forms of Examination Malpractices

Source: Achio,S. et al,(2012), Journal of Academic Research International

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3.0 REASONS FOR EXAMINATION MALPRACTICES

Achio, S. (2005), NECTA,(2009) and Ajibola, (2011), in their researches identified such factors
as; value system of the society, economic

factors,

emphasis

on

paper

qualification,

psychological factors, poor and inadequate teaching-learning environment/facilities and

admission policy as causes of malpractice in both internal and public examinations:a) Societal Value System: Our todays society is where morality, honesty and social ethics
which are the basis of humanism have been thrown to the dogs (Obagah 1995). This is
manifested in the series of electoral fraud, bribery and corruption, falsification of
justice, thuggery, etc. From these, our youths learn that anything could be won not by
merit, but through fraud. The effect of these is that the school being a microcosm of the
larger society cannot be holier than the macro-society. It is thus logical to say that
examination malpractice is a reflection of the degenerating moral in our society.
b) Economic Factors: Because of the change on societal value from moral goodness to
wealth at whatever means, and coupled with the continued falling economic fortunes of
the teacher, most teachers engage themselves in selling of examinations for a economic
gains. It is obviously that invigilation of public examinations is now a deal job
for teachers who use the opportunity to get money from candidates so as to allow
them

cheat.

Again

teachers

in

most

cases

pay

bribe

to

be

listed

as

Invigilators/Supervisors or markers, hence they have to recover the money so invested.

c) Over Emphasis on Paper Qualification: our education today in most developing
countries like Tanzania, emphasis is placed on paper qualification rather than skills.
Thus, as long as one has a certificate to show, it does not matter whether he can perform
what he claims to be. These have a resultant effect of making the students get the
certificate at all cost.
d) Psychological Factors: students may develop a fear of supplementary and failures
especially in universities, as a result they involve themselves in examination malpractices
so as to portray to their parents, teachers, peers, relations, colleagues, etc of their
brilliance, indulge in examination malpractice.
e) Bandwagon Effect: Examination malpractice to say the least, has tended to be the
rule rather than the exception in most cases. Hence, what matters is whether a candidate
has passed and not how.

In order to be among the achievers, candidates who

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ordinarily would not have been involved in malpractice, indulge in it in line with a
popular saying that if you cannot beat them, you join them.
f) Poor and Inadequate Teaching-Learning Environment/Facilities: Conducive teaching
and learning environment and availability of facilities are corner stone of effective the
learning process and good performance in examination. Most of our institutions today
lack the basic teaching-learning facilities.

As a result, the students are ill prepared for

examinations, hence engage to malpractice so as to pass.

g) Unqualified Candidates/Admission Policy: The introduction of mass promotion in
secondary schools as the results of primary education for development programme
(PEDP) which direct effect on secondary education for development programme (SEDP)
is one of the most costly mistakes in our school system.

When faced with public

examinations, the candidates engage to cheating so as to pass in order to proceed in

higher studies. This situation also has negative effects when they get in to higher
institution like colleges and university so as to get going, they resort to examination
malpractice. This creates distortions in the system, resulting to examination malpractice
in all its levels.
Supportive evidences are research data gathered in table 2 below by the NECTA, (2009) due to
an evaluation of the conduct of primary school leaving examination (PSLE) in Tanzania
mainland showing the reasons for cheating.

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Table 2: Responses on reasons for cheating in PSLE

Source: NECTA,(2009) An evaluation of the conduct of primary school leaving examination

(PSLE) in Tanzania mainland.

4.0 KEY PLAYERS IN EXAMINATION MALPRACTICE

All people (parents, guardians, relatives, official workers, examination authorities and society at
large) in the country have roles to play on issues of examination malpractices; however the key
players include:
a) The national examination council of Tanzania (NECTA), It has been heard that some
of the people/ candidates pay for forgery certificates from un-honesty workers in
examination council
b) School proprietors, teachers and supervisors: some proprietors tend to lure
supervisors to allow their candidates to be taught during the examination. In this regard
the candidates are also often forced to pay monies to proprietors, to enable them arrange
for the deal(Ajibola, 2011),.
c) Parents / guardians/relatives: Knowing that their children/relatives are academically
weak and with the anxiety for them to get good grades parents send their children

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to schools that can perform the magic without caring about the knowledge or skill
they can acquire (Ammani, 2011).
d) Examination contractors: These take up the business of seeking examination questions
and selling them out to their consumers.
e) Students / candidates: Candidates use the type of malpractice most suitable for them to
pass examinations so as to earn a good certificate, for job acquisition.
f) Examiners and moderators: These personalities also have access to the questions
before the examination and the question could be leaked by their children, friends, close
neighbor or friends if appropriate security measures are not taken.
Research information by Achio,S. et al,(2012), conducted in Ghana

provides supportive

evidences on Sources of Leakages of Examination as shown in the table 3: below:

Table 3: Knowledge on Possible Sources of Leakages of Examination Questions (%)

Source: Achio,S. et al,(2012), Journal of Academic Research International

5.0 TRENDS OF FORM IV NATIONAL EXAMINATION IN TANZANIA (1998 - 2012)

Despite of the increase of examination malpractices in secondary schools in our country,
wonderful enough is poor trend of National Form IV results as published by MOeVT since 2007
to date. This situation depicts another problem to be researched. Figure 1 presents Form Four
results by exam result category between 1998 and 2012 (published by MOEVT). This period can
be roughly split in two phases, with 2007 as a turning point. In the phase up to 2007 there was a
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slight upward movement in Div I-III pass rates towards a maximum of 38%, mirrored by
decreasing Div 0 rates. At the turning point, the Div 0 failure rate stood at 10%. After 2007, Div
0 rates shot up to the current 61% over a period of five years.
Figure 1: Certificate of Secondary School Examination Results (1998 - 2012)

Source of data:MOEVT, Basic Education Statistics in Tanzania (BEST), 1998-2012

6.0 CONSEQUENCES OF EXAMINATION MALPRACTICE

The consequences of examination malpractice end up producing ill-considered students holding
certificates without the required skills, thus cripples productivity (Kaijage, 2012). They may
even end up running

sacking

themselves

from

highly

demanding

jobs,

due

to

incompetence, even though the remuneration is high. Institution noted to be associated with
examination malpractices normally pay the price of their certificate not being recognized or
rejected elsewhere due to its loss credibility(ibid). Examination malpractice is highly
contagious, (Maphosa, 2012) especially when an institution is not addressing the issue
adequately enough. Thus even good students could be lured into the act and when they
continuously succeed their learning spirit will die. Others who would prefer to work hard
and get genuine results may unfortunately not attain competitive grades and may be denied
admission or job.

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7.0 CONCLUSION, RECOMMENDATION AND SUGGESTED SOLUTIONS

7.1 Conclusion
Examination malpractice, the plague that has permeated the fabrics of examination bodies
all over the world, has far reaching negative effects on the credibility of certificates or
marks awarded by any examination body. It results in increased cost of administration
and management of examinations which in turn exerts undue pressure on the team purses
and resources of governments. It equal causes undue delay in the release of result to the extent
that in some cases, the results are released when they can no longer be used for
admission

into institutions of learning in that year. The consequences of examination

malpractice are great: depriving competent

people

from

gaining

admissions and jobs,

recruiting ill-baked persons for various works and thus decreasing economic output.

7.2 Recommendation and Suggested Solutions

Before the examination
Effective orientation is needed for students, tutors, examination officers and invigilators, aided
with guided document on malpractices; and sharing knowledge on new examination
threats

with Examination Boards, for examination security. Also

effective creative and

innovative teaching, using field dependent sources of information, and set questions that are
more of the thinking-oriented or applied type should be adopted, especially with the tertiary
candidates. This will make students learn to understand and apply appropriately. ICT devices
should be used to track and apprehend perpetrators with fraudulent examination acts. This will
scare persons in such acts and reduce the incidents of hijacking activities. Also abandon
punishment on poor performing schools, districts or regions, and find appropriate means of
encouraging them to do better. Improved supervision allowances, and effective transport for
examination distribution and collection of worked scripts. These and appropriate labeling of
examination materials, effective planning are important measures to be taken for examinations.

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During the Examination

Invigilators need to be adequate in the ratio of (1:45, teacher to candidates), firm and fair, and
keen in their watchfulness; Installed cameras are good aids, but the change of candidates
attitude to examinations is even better. Adequate spacing / sitting arrangement is necessary to
discourage cheating. Unannounced visits of examination officers to examinations halls do have
an impact. Proper packing and labeling of parceled examination scripts is vital, for easy
identification.
After the Examination
On-time collection of examination answered scripts by examiners, for marking, to prevent
the possibility of replacing ill-answered scripts with new well answered ones. Accurate
assessment of examinations, proper scrutiny and compilation of the results, by examiners and the
examination body will entice students to study hard. Effective verification of marked
examination scripts should be done to all examined courses and in all semesters. This will help
the tutor identify their mistakes and work to improve their out-put.

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