Journal of Advances in Education and Philosophy
Abbreviated Key Title: J Adv Educ Philos
ISSN 2523-2665 (Print) |ISSN 2523-2223 (Online)
Scholars Middle East Publishers, Dubai, United Arab Emirates
Journal homepage: https://saudijournals.com
Original Research Article
Controlling Examination Malpractice in Senior High Schools in Ghana
through Performance-Base Assessment
Abraham Gyamfi1*
1
Wesley College of Education, Mampong Rd, Kumasi, Ghana
DOI: 10.36348/jaep.2022.v06i04.002
| Received: 16.02.2022 | Accepted: 22.03.2022 | Published: 13.04.2022
*Corresponding author: Abraham Gyamfi
Wesley College of Education, Mampong Rd, Kumasi, Ghana
Abstract
The purpose of the study was find out the perceive impact performance-based assessment on examination malpractice at
the SHS level. This study employed descriptive design. A performance-based test was developed by the researcher. The
population for the study were mathematics examiners and teachers and public SHS three students in in the western region
of Ghana. A multistage sampling procedure was used for the selection of respondents for the study. The study made use
of stratified, simple random and census techniques for selecting participates for the study. In all, sample of 240 examiners
and 150 mathematics teachers in the western region of Ghana was selected for the study. The instrument for the data
collection of the study was questionnaire. Data collected was analysed with means and standard deviation. It was found
that mensuration, set, equations and inequalities, business mathematics and algebraic expressions were expressed to
attract much malpractice whiles graphs, angles and construction were found to least attract malpractice. The result also
showed that PBA could reduce examination malpractice at the SHS level. It was therefore recommended that the West
African Examination Council should give a try-out of PBA in the SHS for some selected schools to further ascertain the
strength and weaken of the developed PBA.
Keywords: Examination practice, performance-based assessment, mathematics, concepts.
Copyright © 2022 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International
License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use provided the original
author and source are credited.
INTRODUCTION
Globally, there has been several reforms in the
assessment of assessment of student’ learning especially
in mathematics. This is the period for this emphasis on
assessment because although there has been an
improvement in mathematics curriculum and
instruction, much improvement has not been seen in the
area of assessment in mathematics (Firestone & Schorr,
2004; Bahr, 2007). As Ridgway (1998, p. 2) stated, “as
an issue of policy, the implementation of standardsbased curricula should always be accompanied by the
implementation of standards-based assessment
Classroom assessments in mathematics have
faced a series of challenges to students’ achievement in
relations to PBA. These challenges have been listed by
Gao (2012) to include a focus on recall of isolated items
of knowledge. To improve student achievement,
mathematics, Gao (2012) suggested that assessment
should be fused into planned instruction and relate to
the students’ real world experiences. It is observed that
the traditional questions students’ response to at the
SHS have one correct answer and not authentic even
though some are performance-based. A comparison of
traditional assessments tasks and the newly developed
performance-based assessment tasks is presented in
Table 1.
Citation: Abraham Gyamfi (2022). Controlling Examination Malpractice in Senior High Schools in Ghana through Performance-Base
Assessment. J Adv Educ Philos, 6(4): 203-211.
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Abraham Gyamfi., J Adv Educ Philos, Apr, 2022; 6(4): 203-211
Table 1: Comparison of Traditional and Performance-based Task
Traditional assessment
Performance-based assessment
a. Using a scale of 2cm to 1 unit on both axes, draw on a At the wedding ceremony of Nana Ayebine-Gyamfi, the
sheet of graph paper, two perpendicular axes 0x and
photographer took a picture of the couples. The
0y for -5≤x≤5 and -5≤y≤5.
photographer realised that the original picture (object)
b. Draw on the same graph sheet, indicating clearly all
lies within the range of 1 to 5 on a Cartesian plane both
vertices and coordinates
axes.
i)
∆ABC with vertices A(2, 1), B(1, 4) and C(-1, 2); a. Record four possible coordinate of the picture
ii)
the image of image ∆A1B1C1 of ∆ABC under a
b. Using an appropriate scale, plot the ordered pairs
reflection in the line y = 0, where A→A1, B→B1
and join the points to form a shape.
and C→C1
c. What is the specific name of the plane shape drawn
iii)
the image ∆A2B2C2 of ∆ABC under a translation
d. Rotate your picture through 90 anticlockwise
about the origin to form image 1. Label your image
by the vector ( ), where A→A2, B→B2 and
appropriately.
C→C2
e.
Using
a scale factor within the range of -2 to 2,
iv)
the image ∆ A3B3C3 of ∆ABC under an
enlarge
your picture to form image 2. Label your
anticlockwise rotation of 90 about the origin
image
appropriately.
where A→A3, B→B3 and C→C3
f. Reflect your picture in the line y=2
v)
what single transformation maps ∆A1B1C1 onto
∆A3B3C3 where A1→A3, B→B3 and C→ C3
(WASSCE 2019Q9)
In view of the strengths of performance-based
assessment, Lane and Stone (2006) reported that a welldeveloped performance-based assessment could reduce
examination malpractice The Performance-based
assessment unlike the traditional forms of assessment at
the senior high school is characterised by multiple
correct answers because the approach may differ from
one examinee to the other making copying or
exchanging of information difficult. It is also not
possible for students to utilize information brought to
the examination hall because; the process would have to
be created right in the examination hall. As a result,
preparing answers beforehand would be difficult.
The large number of students involved in
examination malpractice in Ghanaian SHS is enough to
negatively affect the credibility of Ghana’s education
system. It is believed that the high incidence of
examination practices in the senior high school
mathematics could be attributed to the low usage of
performance-based assessment. With the developed
PBA items which is on-demand, students would have to
craft their own unique answers depending on the
irrespective approach taken. This will make it difficult
for students to copy from each other or teachers solving
questions to be sent to students or the invigilators
attempting to help individual students.
Performance-based assessment (PBA) as a
contemporary form of assessment is perceived to
addresses many of the challenges associated with the
traditional assessment. The focus of PBA has to do with
application of knowledge. According to Nitko (2004),
PBA is a form of assessment that presents a hand on
task which requires students to perform activity that
requires application of knowledge and skills from
several learning. It allows students to show how well
they have learnt. Basically, a PBA is one that students
are required to show that they have acquired specific
skills and competencies which is evidenced in what
they perform or produce. Ainsworth and Viegut (2006)
defined performance-based assessments as an “activity
that requires students to construct a response, create a
product, or perform a demonstration” (p.57).
Performance-based assessment deals with the overall
experience of a student in performing a learning target
by applying their knowledge and skills from several
areas. Performance-based assessment also lends itself to
multiple procedures to a task therefore resulting in
multiple correct responses (Topping, 2005).
Performance-based assessments (PBA) also
called authentic assessments, could be used as a
summative assessment procedure to document not only
students’ knowledge on a topic, but their ability to
apply the knowledge in a “real-world” situation
(Brennan, 2006). By asking students to produce an end
product, PBA causes students to reorganize their
knowledge and use their skills to apply the knowledge a
new set of situations capable of occurring outside the
normal classroom (Palm, 2008). Performance-based
assessment includes designing and constructing a model
and developing, solving a mathematical problem that
mimic real life situation by apply knowledge and skills.
Also, students can undertake and report on a survey,
conduct a science experiment, write a letter and create
and test a computer program (Darling-Hammond &
Pecheone, 2009; Wren, 2009).
Whatever the type of performance, performing
an authentic task that excite a real life experience and
imitate real world challenges is the common factor in
all PBAs (Wiggins & McTighe, 2005). Performancebased assessment is used in numerous countries and has
numerous advantages which are not offered by
traditional tasks. Wiggins and McTighe (2005) asserted
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that, in fact, authentic assessments go beyond just
testing to teaching students and their teachers what goes
into performing of a subject (Falk, Ort, & Moirs, 2007;
Shepard, 2009).
Performance-based assessment as a formative
assessment provides timely feedbacks than traditional
classroom large-scale standardized tests. This is
because standardized tests could last for months to
produce feedback, but PBA permits teachers to make
significant modification while their current students are
being taught (Darling-Hammond & Pecheone, 2009).
In addition to the impacts of PBAs on student
outcomes, the implementation of PBAs procedures
could also inform classroom instructional strategies.
Though it could be challenging to effect change in the
patterns of general teaching and learning under some
circumstances such as large class size, PBAs could
change particular behaviours and activities in the
classroom such as motivation and participation
(Topping, 2005).
Assessment policies and practices at all levels
are seeing rapid transformation. Complex performances
of the traditional assessment are being used as the
foundation that is guiding current wheel to change
assessment. Examples include the recommendation to
use more of essays, open-ended problems, computer
simulations of real world problems, hands-on science
problems, and students’ portfolio. Collectively, these
assessment forms are called “authentic or performance”
assessments (Wiggins, 1989). The term suggests
performance of tasks considered to be of importance. In
contrast, paper-and-pencil, multiple-choice tests and
some essays and computational problems are difficult to
mimic real life situations. Being able to transfer
classroom learning to real life situations are indicators
and goals of learning. The worse aspect is that, the
procedures that may help achieving the goal become
distorted. The lack of correspondence between
classroom learning and real life situation has become an
increasingly important concern in assessments. The
resultant is an increased in significant motivation for the
recent calls for “authentic” assessment.
Although authentic assessment seems new,
standard guidelines from some measurement specialists
have been there for a long time. For example, Lindquist
(1951) argued that “it should always be the fundamental
goal of the achievement test constructor to make the
element of his test series as nearly equivalent to, or as
much like, the elements of the criterion series as
consequences of efficiency, comparability, economy,
and expediency will permit” (p. 152). With regard to
the construction of items for measuring critical
reasoning skills and higher-order thinking, Lindquist
went on to note that "the most important consideration
is that the test questions require the examinee to do the
same things, however complex, that he is required to do
in the criterion situations” (p. 154).
According to National Council of Teachers of
Mathematics (2010), assessment that improves learning
of mathematics should be a usual part of on-going
classroom activity rather than a hiatus. Assessment is a
means to an end and “does not simply mark the end of
the learning cycle” (Nitko, 2006). Rather, assessment
should be fused into the teaching and learning to
encourage and support further learning. Naturally, in
every lesson, there are opportunities for informal
assessment (Rotman, 1993). They are include listening
to students as well as observing and making sense of
what students say and do in the class. For young
children in particular, the observation of students' work
brings to bear the qualities of thinking which written or
oral activities cannot reveal (Schoenfeld, 2000).
Teachers should look out for different assessment
opportunities when planning instructions and making
decisions about instructions (NCTM, 2010). Questions
such as the following should constantly be part of the
teachers’ planning: "What questions will I ask?" "What
will I observe?" "What activities are likely to provide
me with information about students' learning?" Gao
(2012) stated that “preparation for a formal assessment
does not mean regular instruction should pause and
resort to teaching to the test” (pg 9). On-going teaching
and learning is the best preparation for assessment for
students. Similarly, for teachers, the foundation of the
best teaching is on-going assessment. This is the way to
go with mathematics.
According to Gyamfi (2017), mathematics is
not all about doing, solving problems, performing
algorithms but includes an element of appreciation.
Appreciation of mathematics involves having a
qualitative comprehension of some of the key concepts
of mathematics such as proof and structure. The
instructional process of mathematics should not be
restricted to only the cognitive and psychomotor
domains of learning but to the affective domain as well.
That is students should be made to understand the
principles of the subject in order for them to have a
rational understanding of the concepts.
According to Messick (1989), the single most
essential feature of any good assessment information is
its ability of the assessment to assist teachers and other
stakeholders to make correct decisions. This
characteristic is called validity and without validity, the
assessment data will not lead to a correct decision.
Nitko (2004) defines validity as the “soundness of the
interpretation and use of students’ assessment results”
(p. 36). This implies any activity that adversely affects
validity of scores would inevitably affect major
educational decisions that must be taken based on the
scores. Validity emphasizes the interpretations and uses
of the results but not the test instrument. Nitko (2004)
has identified four principles of validation that would
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help individuals to decide the degree to which
assessment (or examination) result could be valid:
The interpretation (meaning) ascribed to
students’ assessment results are valid only to the degree
that evidence can be produced to support their
soundness and correctness (Sam, 2012). When students
obtain high scores in examination as a result of
cheating, no evidence can be produced to support the
appropriateness and correctness of their examination
scores. This is because the purpose of such candidates is
to obtain higher grades than they would be likely to
receive on the basis of their own achievement (Ebel &
Frisbie, 1991; Sam, Gyamfi, & Yeboah, 2019). Such
examination malpractice offers them higher grades than
their normal classroom ability. To interpret their high
scores as measuring improvement in their performance
would be unsound or invalid.
The uses made of assessment results are valid
only to the degree that evidence can be produced to
support their appropriateness and correctness.
Examination results have several purposes. These
include certification which is the main objective of
examinations conducted by WAEC (WAEC, 1974).
This facilitates job placement and selection to
appropriate higher education. Evidence should be
provided for the intended use of the assessment results.
If the students’ scores could not be established to be
appropriate or correct due to examination malpractices,
then test developers and users would not be able to
validate further use of the test scores.
The interpretations and uses of assessment
(examination) results are valid only when the
educational and social values implied by them are
appropriate. The interpretation and uses of examination
scores are expected to be appropriate in terms of
educational and social values. According to Torrance
(2005), examination was intended to devise ways of
discriminating between individuals and students when
distributing access to scarce commodity of education
and subsequent life opportunities. Examination
malpractices, however, create unfairness to accessibility
to higher education as well as job opportunities. Hence,
it undermines the educational and social values of
examination, leading to low validity of examination
scores.
The interpretations and uses made of
assessment results are valid only when the
consequences of their interpretation and uses are
consistent with appropriate values. The consequences of
the interpretations and uses of examination results must
also be taken into consideration in order for the result to
have high validity. Nitko (2004) explains that every
action one takes has a consequence. Test users must
take into consideration these consequences when
evaluating whether one is using the assessment results
validly or not.
Unfortunately, malpractices in examination
have negative consequences on the interpretation and
uses of examination results, leading to low degree of
validity. Such practice is an embarrassing act to the
nation (Bonney, 2006). It is also a way of breeding
corrupt and irresponsible citizens who will eventually
grow to become the bane of national development
(Awuni, 2008).
Kan-Dapaah,
a
former
Minister
of
Communication for 2009 had also reiterated that
examination leakages and malpractices damage the
credibility of certificates awarded to deserving students
(Ghana News Agency, 2007). Those who are caught
involved or engaged in examination malpractices are
penalised (WAEC, 2006) and, therefore, may not have
effect on validity of their scores. The West African
Examination Council, each year, as it releases the
examination results, also reports on the culprits that
were identified during the conduct of the examination
or marking of scripts. What happens to those who were
not identified and, therefore sneaked, into the job
market or any of the tertiary institutions? There are
pieces of evidence that some cheated but they were not
caught (Amoah, 2007; Cohen, & Wollack, 2006).). It is
worthy of note that examination malpractices in all
forms violate all the four principles of validation. Since
examinations conducted by the WAEC have not been
free from malpractices (Adomako, 2005), there is the
need to trace the causes and prevalence of this canker in
the society to increase the validity of the examination
results
Research Questions
The following research questions were formulated to
guide the study;
1. Which mathematical concepts in the SHS attract
much malpractices?
2. What is the perceived impact of the newly
developed performance-based assessment on
examination malpractice in senior high schools
RESEARCH METHODS
Research Design
This study employed descriptive design. The
design was used to collect information to describe
concepts that attract much malpractice and the
perceived effect of PBA on examination malpractice at
the SHS level. In this study, initial data were collected
through a focus group conducted in the early stages of
the study. Feedback from the focus group discussion
was used to organize consensus on items be included in
the test. These data became the basis for developing the
performance-based assessment items and the rubric.
Based on the information, table of specifications, was
prepared to guide the development of the instruments to
ensure content validity and relevance (Newman, Lim &
Pineda., 2011). A performance-based test was
developed by the researcher.
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Population, Sample and Sampling Procedures
The population for the study were mathematics
examiners and teachers and public SHS three students
in in the western region of Ghana. There are 275
mathematics examiners in the region and 321
mathematics teachers in the region as at 2019. Out of
the 35 schools five (5) are in category A, 12 in category
B and the remaining 18 in category C.
The accessible population mathematics
teachers in the 15 SHS selected for the study and the
mathematics examiners in the region
A multistage sampling procedure was used for
the selection of respondents for the study. The study
made use of stratified, simple random, census and
purposive sampling techniques
The Ghana Education Service’s category of
school was used as the strata. That is five schools from
categories A, B and C were selected. All mathematics
teachers in the selected schools who satisfy the
exclusion condition were selected via census. The
mathematics teachers should not be an examiner have
taught for not less than one year. This was to avoid one
person responding as an examiner and as a teacher.
Also, census were used select all WEAC examiners in
the region with the exception of first time examiner.
First-time examiners and teachers with less one year
experience were excluded because they have had
experience with marking of marking and all concepts
respectively.
Data Collection Instrument
The instrument for the data collection of the
study was questionnaire. The questionnaire was of three
parts; the first was on the bio-data of respondents, the
second part looked at mathematical concepts at the SHS
that attract much malpractice. The third part of the
questionnaire looked at the perceived impact of
performance-based
assessment
on
examination
malpractice.
Data Collection Procedures
The questionnaire was administered to
examiners the centre at the time of conference marking
and selected teachers in their respective schools with a
sample of the performance-based test attached to the
questionnaire. This was to provide information on
mathematical concepts at the SHS that attract much
malpractice and the perceived impact of performancebased assessment on examination malpractice.
Data Processing and Analysis Procedure
For the questionnaire, the scoring were
reversed for the negative statements as Very Often
(VO) = 1, Often (O) = 2, Quite Often (QO) = 3 and
Fairly Often (FO) =4 for the items on content that
attract much malpractice and (SA) = 4, Agree (A) = 3,
Disagree (D) = 2 and Strongly Agree (SD) =1 for items
on perceived impact of performance-based assessment
on examination malpractice. Data collected was
analysed with means and standard deviation.
Analysis of Data on Research questions
The research question sought to find out the
perception of the mathematics teachers and examiners
on the concepts of mathematics that attract much
examination malpractice and if the newly developed
performance-based assessment for senior high schools
could reduce examination malpractice.
Concepts that attract much malpractice in
examination
Data was collected from mathematics teachers
and
WEAC
mathematics
examiners
using
questionnaire. A list of concepts were presented to the
respondents to indicated how often the attract
malpractice. On a four-point, Likert-type scale 4 = Very
Often, 3 = Often, 2 = Quite Often, and 1 = Not Often,
teachers and examiners were asked to indicate their
levels of agreement or disagreement with statements
posed the listed concepts that attract much examination
malpractice. Means and standard deviation were used to
analyzed the data. The total value of scores is 10 (4 + 3
+ 2 + 1). This gives a mean of 2.5 for each of the
responses out of the total of 4. That is the total 10
divided by the 4 responses The 2.5 is also the middle
point for the four–point scale. The difference of the
minimum of 1 and 2.5 which gives 1.5 is divided into 2
making 0.75. Therefore, the mean cut-off points for the
questionnaire for the variables were: 3.25 – 4.00 = very
often, 3.24 – 2.50 = Often, 2.49 – 1.75 = Quite Often
and 1.74 – 1 = Not Often. A mean of 2.50 and above
indicates respondents’ agreement while a mean of 2.49
and below indicates respondents’ disagreement. The
mean of the items were estimated by adding up all the
responses to each item by each respondent and then
dividing by number of respondents who responded to
that particular item. The descriptive statistics of the
results on the items of concepts of mathematics that
attract much examination malpractice is presented in
Table 2.
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Table 2: Descriptive Statistics of the Concepts of Mathematics that Attract Much Examination Malpractice by
Mathematics Teachers and Examiners (N = 390)
S /N statement
Mean Std. Dev
1
Graphs
1.25
.455
2
Mensuration
2.91
.853
3
Angles
1.98
.755
4
Construction
1.17
.400
5
Set
2.78
.948
6
Equations and inequalities 2.94
.809
7
Business mathematics
3.25
.788
8
Algebraic expressions
3.28
.748
Total
2.445 0.720
Source: Field study, Gyamfi (2020)
Table 2 shows the results of the descriptive
statistics on the concepts of mathematics that attract
much examination malpractice. It is obvious from the
results that generally, the respondents expressed the
listed often attract malpractice during examination. For
example, it was realized that the general mean (M =
2.445; SD = 0.720) lies in the cut-off of often. The
results suggest the teachers and examiners believed that
often there is examination malpractice with the listed
concepts.
Out of the eight concepts, five, mensuration,
set, equations and inequalities, business mathematics
and algebraic expressions were expressed to attract
much malpractice. This is because those concepts had
means greater than the average mean of 2.50. The
remaining three concepts; graphs, angles and
construction were found to least attract malpractice as
expressed by the teachers and the examiners. This is
because the means are less than the general mean of
2.445.
Perception on how the newly developed PBA could
reduce examination malpractice
To find the out the perception on whether the
performance-based
assessment
could
reduce
examination malpractice in mathematics, questionnaire
for the 1) teachers, 2) examiners were used. A list of
statements that measures the how the newly developed
instrument could reduce was given to respondents. For
the questionnaire, on a four-point Likert-type scale 4 =
strongly agree, 3 = agree, 2 = disagree, and 1 = strongly
agree, teachers and examiners were asked to indicate
their levels of agreement or disagreement with
statements posed on the effect of PBA on examination
malpractice. The data was analysed means and standard
deviation. The total value is 10 (4 + 3 + 2 + 1). This
gives a mean of 2.5 for each of the responses out of the
total of 4. That is the total 10 divided by the 4 responses
The 2.5 is also the middle point for the four –point
scale. The difference of the minimum of 1 and 2.5
which gives 1.5 is divided into 2 making 0.75.
Therefore, the mean cut-off points for the questionnaire
for the variables were: 3.25 – 4.00 = strongly agree,
3.24 – 2.50 = agree, 2.49 – 1.75 = disagree and 1.74 – 1
= strongly disagree. A mean of 2.50 and above indicates
respondents’ agreement while a mean of 2.49 and
below indicates respondents’ disagreement. The mean
of the items were estimated by adding up all the
responses to each item by each respondent and then
dividing by number of respondents who respondents
who responded to that particular item.
The descriptive statistics of the results on the
perceived impact of performance-based assessment on
examination malpractice in mathematics is presented in
Table 3.
Table 3: Descriptive Statistics of the Results on how Performance-based Assessment could Reduce Examination
Malpractice in Mathematics by Mathematics Teachers and Examiners
S /N Statement
N
Mean S. D
1
The individual student will find it difficult to copy answer from colleagues
390 3.32
.756
2
Collusion could easily be detected
390 3.44
.661
3
It will be difficult for an invigilator to assist individual students
390 3.10
.629
4
Teachers will find it difficult to write separate answers for each students
390 3.27
.708
5
Copying answers from notebooks and other textbooks becomes almost impossible 390 3.10
.692
6
Leakage of the items will still make collusion difficult
390 3.02
.713
7
Students would be discourage to copy answers from colleagues
390 3.27
.752
8
Students are to create answers right in the examination room
390 3.19
.638
Total
390 3.213 0.694
Source: Field study, Gyamfi (2020)
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Table 3 shows the results on how
performance-based
assessment
could
reduce
examination malpractice in mathematics. It could be
realised from the results that generally, the respondents
agree with the statements concerning statement on how
performance-based
assessment
could
reduce
examination malpractice in mathematics. For example,
it was realized that the teachers and examiners had a
general mean (M = 3.212; SD = 0.694) which is greater
the cut-off mean of 2.50 indicating that the teachers and
examiners agreed with the statement on how
performance-based
assessment
could
reduce
examination malpractice in mathematics. The results
suggest the teachers and examiners expressed that PBA
could reduce examination malpractice in mathematics.
Out of the eight items on how performancebased assessment could reduce examination malpractice
in mathematics; all had means greater than the average
mean of 2.50. This means the teachers and examiners
believe PBA could reduce examination malpractice.
Out of the eight items, teachers and examiners showed
that four of them have higher chances to reduce
malpractice because the means were greater than the
mean of means of 3.212. The result of the items with
higher chances is presented in Table 4.
Table 4: Result of the Statement with Higher Chances of the PBA to Reduce Malpractice by Mathematics
Teachers and Examiners
S /N statement
N
Mean Std. Dev
1
The individual student will find it difficult to copy answer from colleagues 390 3.32
.756
2
Collusion could easily be detected
390 3.44
.661
3
Teachers will find it difficult to write separate answers for each students
390 3.27
.708
4
Students would be discourage to copy answers from colleagues
390 3.27
.752
Source: Field study, Gyamfi (2020)
The table shows that PBA could reduce
examination malpractice in that students would be
discourage to copy answers from colleagues, teachers
will find it difficult to write separate answers for each
students, Collusion could easily be detected and the
individual student will find it difficult to copy answer
from colleagues.
DISCUSSION
Concepts in mathematics that attract examination
malpractice
The study found that mensuration, Set,
Equations and inequalities, Business mathematics and
Algebraic expressions were expressed to attract much
malpractice. Concepts like graphs, angles and
construction were found to least attract malpractice as
expressed by the teachers and the examiners and that
status main effect had no significant difference in
concept that attracts much examination malpractice.
Gender main effect also showed no significant
difference. Strata and experience main effects showed
significant difference in concepts that attract
examination malpractice.
Sam (2012) stated that some teachers were
caught in an examination hall writing answers to some
of the examination questions on a chalkboard. It could
be inferred the answered were of questions that permit
and has single correct answers. This made the teachers
to believe that their actions would not be detected. This
is in conformity to the results of this study that found
that the concepts that attract much examination
malpractices are mensuration, set, equations and
business mathematics. Such questions are always fixed
in methods and collusion is difficult to detect. Also,
questions on such concepts are always not performancebased were the students are have no option to do it by
themselves. It would have difficult for the teachers to
have the construct on the board for the students to copy.
Even with the sample on the board, the students would
have to still construct by themselves.
In the same way, WAEC (2014, 2018 & 2019)
reported that collusion detected in scripts is the highest
or the most popular form of examination in WASSCE.
This means that questions that students respond to are
those that permit or attract collusion of responses. Such
questions include questions on concepts like
mensurations, linear equation and business as reported
by this study. This is because such questions do not
have multiple correct procedures and answers. As
result, once the student is able to copy the correct
responses without any error, the collusion cannot be
detected. Most students are able to escape detection.
Normally, for questions on concepts such as
construction and graphs, it difficult for students to copy
from colleagues since the student would have perform
or respond to the questions by themselves. The
collusions are seen in the follow-up questions that
require students to do some computations. Sometimes
are seen getting the follow-up questions right without
attempting the preceding questions. This happens when
students cannot respond to the actual construction or
graph and cannot copy from colleagues.
Perceived impact of the PBA on examination
malpractice
The study found that PBA could reduce
examination malpractice in that students would be
discourage to copy answers from colleagues, teachers
will find it difficult to write separate answers for each
© 2022 |Published by Scholars Middle East Publishers, Dubai, United Arab Emirates
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Abraham Gyamfi., J Adv Educ Philos, Apr, 2022; 6(4): 203-211
students, Collusion could easily be detected and the
individual student will find it difficult to copy answer
from colleagues. The study also found that status main
effect had no significant difference in how PBA could
reduce examination malpractice. Gender main effect
also showed no significant difference. Strata and
experience main effects showed significant difference
in how PBA could reduce examination malpractice.
However, WAEC (2014, 2018 & 2019) reported that
collusion detected in scripts is the highest or the most
popular form of examination in WASSCE. This eludes
the fact that most of the WASSCE items are not of the
performance-based assessment. The questions that are
closer to performance-based assessment type are
concepts such construction and linear that even like
authentic
characteristics
of
performance-based
assessment as cited in Brennan (2006). Any item that
requires should to apply knowledge from different areas
to solve real life problems are considered as
performance-based assessment (Nitko, 2002). It is
difficult for students to copy from colleagues since
there are varying procedures and correct answers to the
item depending on the individual situations (AsamoahGyimah & Anane, 2018; Darling-Hammond, 2009 &
Topping, 2005). It makes difficult for teachers to
provide a common answer to the students. The findings
of this study is said to affirm with literature that
performance-based assessment items have the potential
to reduce examination malpractice.
Firestone, Mayrowetz and Fairman (1998)
found that specific behaviours and procedures in the
classroom could be changed with PBA under some
circumstances. The change in specific behaviour in the
classroom as Firestone, Mayrowetz and Fairman (1998)
include among others examination malpractice. The
thus confirms the study of Firestone, Mayrowetz and
Fairman (1998) that performance-based assessment
could be used to reduce examination malpractice. This
is because on-demand performance-based assessment
requires students to perform the tasks which cannot be
done by a third party. Some of the performance
assessment task are limited to an individual student
therefore leakages and copying and their source could
easily be detected. Students are required to report on the
procedures that were used in completing the task (Stone
& Lane, 2006).
West African Examination Council should
give a try-out of PBA in the SHS for some selected
schools to further ascertain the strength and weaken of
the developed PBA. This would help address any
limitation to strengthen it for use in WAEC
examinations at the SHS level.
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CONCLUSION AND RECOMMENDATION
Even though some concepts such as
mensuration and linear equation attract much
examination malpractices with graphs and construction
with little examination malpractice, the canker is a
threat to education in Ghana. It is therefore prudent to
embrace the developed PBA for mathematics which has
been found to have the potential to manage the
incidence of examination malpractice in WAEC
examinations.
© 2022 |Published by Scholars Middle East Publishers, Dubai, United Arab Emirates
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