Re-Examining Examination Malpractice in Bayelsa State: The Role of Teacher Input and Implications for Educational Planning

Abstract

Examination malpractice remains a pressing educational challenge in Nigeria, particularly in Bayelsa State. This study investigates the extent to which poor teacher input contributes to this phenomenon, using a quantitative approach to assess perceptions from students and teachers across selected secondary schools. A sample of 400 respondents was surveyed using structured questionnaires. The study found a significant correlation between inadequate teacher preparation, poor instructional delivery, lack of teacher motivation, and the prevalence of examination malpractice. The findings highlight the urgent need for strategic educational planning that addresses teacher recruitment, training, supervision, and motivation as a pathway to reducing malpractice. Policy recommendations are offered to realign teacher quality with educational integrity goals.