SOCIAL MEDIA AND EXAMINATION MALPRACTICE AMONGS SENIOR SECONDARY CERTIFICATE EXAMINATION (SSCE) CANDIDATES IN GOMBE STATE

SOCIAL MEDIA AND EXAMINATION MALPRACTICE AMONGS SENIOR SECONDARY CERTIFICATE EXAMINATION (SSCE) CANDIDATES IN GOMBE STATE

Abstract:
This abstract provides a concise overview of the research study investigating the relationship between social media usage and examination malpractice among Senior Secondary Certificate Examination (SSCE) candidates in Gombe State. The study aims to explore the extent to which social media platforms influence the prevalence of examination malpractice among students and identify the factors contributing to this phenomenon.

The research methodology employed a mixed-methods approach, combining qualitative and quantitative data collection techniques. A sample of SSCE candidates from various schools in Gombe State was selected to participate in the study. Questionnaires were distributed to gather quantitative data, while interviews and focus group discussions were conducted to obtain qualitative insights.

The findings of the study revealed a significant correlation between social media usage and examination malpractice among SSCE candidates in Gombe State. It was observed that social media platforms provided students with easy access to cheating materials, such as leaked examination questions and answers, thereby facilitating malpractice. Additionally, social media platforms served as a means for students to collaborate and share cheating strategies, further exacerbating the problem.

Several. factors contributing to the prevalence of examination malpractice through social media were identified. These included peer influence, lack of awareness about the consequences of malpractice, inadequate supervision during examinations, and the pressure to achieve high grades. Furthermore, the study explored the role of social media literacy and ethical awareness in mitigating examination malpractice among students.

The implications of the study highlight the need for comprehensive interventions at various levels to address the issue of examination malpractice. These interventions should focus on increasing awareness about the negative consequences of malpractice, enhancing ethical values among students, strengthening examination supervision, and promoting responsible social media usage.

In conclusion, this study underscores the significant influence of social media on examination malpractice among SSCE candidates in Gombe State. It provides valuable insights into the factors contributing to this issue and offers recommendations for addressing the problem effectively. The findings of this research contribute to the existing body of knowledge on the intersection of social media and academic integrity, and can inform policymakers, educators, and relevant stakeholders in designing strategies to combat examination malpractice in Gombe State and beyond.

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