Examination Malpractice in Senior High Schools: Perspectives from First-Year Undergraduates

Purpose: This study examined the perspectives of Level 100 undergraduate students on cheating techniques employed during the West African Senior School Certificate Examination (WASSCE) and their perceptions of the prevalence of such practices among their peers throughout SHS. Methodology: Using a quantitative cross-sectional design, data were collected from a sample of 137 students, representing 66.3% of the total population of 208, through a structured questionnaire. The questionnaire was piloted and validated, with an acceptable Cronbach’s alpha coefficient of .869. The data analysis was conducted using descriptive statistics, frequencies, percentages, means, and standard deviations. Findings: The descriptive results revealed that 24.8% of respondents identified the use of mobile phones as their primary cheating method, while approximately 18.2% reported relying on peer communication during examinations. The mean score for awareness of cheating methods was 2.41, indicating a moderate level of recognition, whereas the mean score for perceptions of cheating among peers was 2.31. However, students did not consider examination malpractice to be fully normalized among their peers (mean = 1.94). Unique Contributions to Theory, Policy, and Practice: The findings underscore the need for educational reforms that promote academic integrity and discourage cheating behaviors. The findings contribute to policy by informing the development of examination integrity policies, and to practice by implementing strict examination protocols and integrity training initiatives to foster a culture of honesty, accountability, and critical thinking, ultimately enhancing the credibility of academic qualifications in Ghana.