Introduction Examinations are becoming ends in themselves rather than means to an end. Examinations have become the sole determinants of the student’s academic progress and promotion to higher educational levels. Examinations are major instruments of social mobility and promotions. Maduka (2001) sees undue emphasis placed on certificate as one of the causes of examination malpractice in Nigeria. According to him, paper qualification and certificates serve as means of getting well-paid jobs and achievement of social status.
As a result of this trend, morality, and honesty have been thrown to the dogs, in a desperate attempt to pass examination and obtain certificates; so long as emphasis is not on an individual’s performance, but on the paper certificate obtained. Many holders of certificates cannot practically defend them through their performance. With reference to the unfortunate issue of examination malpractice among Senior Secondary School students, it can be deduced that all the efforts so far made to curb examination malpractice in Cross River State do not seem to eradicate it. The alarming rate of increase in examination malpractice in secondary schools in Nigeria calls for concern from all stakeholders in the education sector. Lilly (2002) asserts that criminal behaviours are easily learnt and transmitted from one generation to another in the process of social interaction. Lilly (2002) also opines that all behaviours are as a result of socialization by means of interactions. Crime flourishes in lawless milieus; in these environments, survival of the fittest syndrome holds sway. Nigeria seems to be turning into a lawless country, where laws on examination malpractice are no longer having effect on culprits. This is manifested in the way in which culprits who know their ways go scot-free time without number (Ojo & Adeyemi, 2007). Most of the students who indulge in examination malpractice do so because they interact with those who indulge in it, such as their classmates (Amalaha, 2009). This is prevalent in school environments where students are easily influenced by their colleagues or peer group. In the home, many parents often socialize their children to criminality. Thus, parents are trainers of children at home, they pass instructions to them which they must obey. Oyedepo (2010) asserts that learners are biological raw materials which training from parents and teachers can turn to assets. The students’ inability to apply good study habits creates opportunities for tension and anxiety which reduce the level of students’ effectiveness in the process of acquiring knowledge, ideas and skills. Evidence abounds that students do not prepare adequately for examinations, especially as regards studying the recommended texts. Many students resort to fabrication of ideas when they cannot provide the required responses to the questions, thus, avoiding certain sections of examination (Oyedepo, 2010).