Academic Adjustment as a Predictor of Secondary School Students’ Attitude Towards Examination Malpractice in Awka Education Zone

Abstract

This study investigated academic adjustment as a predictor of secondary school students’ attitude towards examination malpractice in Awka Education Zone, Anambra State, Nigeria. One research question guided the study, while one null hypothesis was tested at 0.05 level of significance. The predictive correlation research design was adopted. The population comprised 4,674 Senior Secondary one (SS I) students in the 64 public secondary schools in Awka Education Zone. A sample of 656 SS I students was drawn through a multi-stage sampling procedure, and 602 copies of the instruments were retrieved and analysed (91.77% retrieval). Data were collected using the Students’ Academic Adjustment Questionnaire (SAAQ) and the Students’ Attitude towards Examination Malpractice Questionnaire (SAEMQ). The instruments were face-validated by three experts in the Faculty of Education, and their reliability, established using Cronbach’s alpha, yielded coefficients of 0.75 and 0.79 respectively. Data were collected through on-the-spot administration with the help of resident school counsellors. Simple linear regression was used to answer the research question and to test the null hypothesis. The finding revealed that academic adjustment is a high negative (β = -.624) and significant predictor of students’ attitude towards examination malpractice in Awka Education Zone. Based on the finding, it was recommended, among others, that counsellors should provide both group and individual counselling services to boost students’ academic adjustment, as this will help students to develop a strong negative attitude towards examination malpractice and desist from indulging in the act. Students should also be sensitised to seek assistance from their school guidance counsellors whenever they feel unable to cope with academic demands.