Examination malpractice behaviours in Higher Education (EMALBiHE) in sub-Saharan Africa: A systematic review

Dickson Okoree Mireku, Brandford Bervell and Prosper Dzifa Dzamesi

International Journal of Educational Development, 2024, vol. 108, issue C

Abstract: After decades of continuous attempts to curb examination malpractices in higher education within Sub-Saharan Africa (SSA), some discussions have emerged but are scattered within the literature. This study, therefore, sought to map the distribution of studies by conducting a systematic review of examination practices incidence within the SSA higher education delivery. The studies reviewed were based on 96 examination malpractice-related studies spanning 2012–2023. The data extraction process was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Results obtained after the review, showed that the Western part of SSA had the highest frequency of studies, with 70 emanating from Nigeria and 8 from Ghana. Southern SSA produced only a single study from Zimbabwe, representing the region with the lowest frequency of studies on examination malpractice. From the review, the most frequently cited causes of examination malpractice were societal pressure and obsession for academic certificates, while the erosion of educational quality, and devaluation of certificates emerged as the major effects of examination malpractice. The promotion of educational values, and examination ethics emerged as the most effective strategies mentioned in the studies found. In essence, the discoveries and suggestions presented in this review significantly contribute to the ongoing efforts aimed at halting the spread of examination malpractice in the Sub-Saharan Africa (SSA) region.

Keywords: Examination malpractice; Systematic literature review; Higher Education; Sub-Saharan Africa; Educational quality erosion (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:108:y:2024:i:c:s0738059324000865

DOI: 10.1016/j.ijedudev.2024.103064

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