Abstract:
The study sought to identify issues relating to examination malpractices and the role of
the school leadership in controlling or eradicating this cankerworm in the educational
system in Ghana. Asutifi North and South Districts (ANSD) of Brong Ahafo were used
as study area. The study adopted the exploratory descriptive survey. The population was
4,480 students, 240 teachers in the four SHS and 2 district directors in the ANSD. A
sample size of 519 which comprised 367 students, 150 teachers and 2 directors of
education in the two districts was used. Purposive sampling was used to select heads of
department, school heads and district directors of education. Simple random and
stratified sampling methods were respectively used to select teachers and students for
the study. Questionnaires, interviews and focused group discussion were used to gather
data. Pilot testing was conducted to ensure validity of the instrument while Cronbach
Alpha Coefficient was used to obtain reliability of the instrument which yielded a
reliability coefficient of 0.94. Mixed analytical technique was used. Data gathered were
analyzed using percentages and frequencies. Tables, chart were used in presenting the
data. It was found that impersonation, copying answers from modules or text books and
candidates intentionally writing exams in EM friendly centres were forms of EM among
others; ill-preparation for examination, student’s desire to pass at all cost, and over
emphasis on acquiring certificates were the major causes of EM; while students,
invigilators and supervisors were the principal agents of EM in the ANSD; and EM
negatively affects schools, students and the society as a whole. It was concluded that
exams officials lacked integrity and trustworthiness; and effective teaching and learning
was lacking in schools. Therefore, it was recommended that school leaders should
ensure effective teaching and learning in schools; and exams officials selected should
be people of integrity and trustworthy.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education and Communication Sciences, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfilment of the requirements for the award of the Master of Philosophy (Educational Leadership) degree
JUNE, 2016