SELF-CONCEPT AND PEER PRESSURE AS DETERMINANTS OF EXAMINATION CHEATING BEHAVIOUR AMONG STUDENTS IN PUBLIC UNIVERSITIES IN LAGOS STATE (IMPLICATIONS FOR EVALUATORS).

Abstract

Examination cheating behaviour is an endemic situation that cuts across all levels of education but is more pronounced at the tertiary level of education. It is against this background that the study examined self-concept and peer pressure as determinants of examination cheating behaviour among students in universities based in Lagos State. A descriptive survey research design was employed. Multi-stage sampling technique, which involves purposive and proportionate stratified sampling techniques, was used to select one hundred and sixty (160) undergraduate students from two public universities in Lagos State. Three hypotheses were developed and tested at 0.05 level of significance. The data for the study were collected using a self-constructed questionnaire titled: Self - Concept, Peer Pressure, and Examination Cheating Behaviour (SCPPECB) questionnaire). The Cronbach’s Alpha reliability coefficients for the sub-scales in the questionnaire were 0.63 (Self- Concept), 0.84 (Peer Pressure), 0.95 (Examination Cheating Behaviour). The empirical results revealed that self-concept and peer pressure are strong determinants of students’ examination cheating behaviour respectively. Moreover, the joint effect of students’ self-concept and peer pressure was significant on students’ examination cheating behaviour, where such effect accounted for 71.8% of the variance in the students’ examination cheating behaviour. Examination cheating behaviour was prevalent (i.e. statistically significant) in some faculties of learning than in others in both universities. Based on the findings, it was recommended among others that university authorities should develop and strictly enforce clear and comprehensive policies on examination malpractice. Penalties for cheating should be well publicised and consistently applied to deter students from engaging in dishonest practices. Moreso, universities should introduce peer-mentoring programmes and positive peer-group activities that promote integrity, ethical conduct, and academic excellence.