INFLUENCE OF EXAMINATION MALPRACTICE AT THE GENERAL CERTIFICATE OF EDUCATION EXAMINATION BOARD ON CAMEROON DEVELOPMENT

The aim of this paper was to determine the effect of examination malpractice on Cameroon development. The research design was case study. The target population of the study consisted of all the GCE Board staff that are involved in examination management and the accessible population was made up of all the principal officials while the sample size was made up of two examination officials and one research official. This sample size was purposively selected because they are the people who are usually involved in the trial of those involved in examination malpractice. The instruments for data collection were made up of two questionnaire and a check list. These instruments were validated by giving them to three experts that are involved in examination management in the Faculty of Education, University of Buea. The questionnaires were trial tested and had a reliability coefficient of 0.78and 0.81 respectively. The data collected using the open ended questionnaire and check list were analysed thematically while the data collected using the closed ended questionnaire were analysed using frequency and presented on frequency distribution tables. The results show that Examination malpractice is carried out by candidates before and during the examination and that there is no examination malpractice after the examination. The study also reviews that it has an influence on Cameroon development in the sense that; Un-achievers become achievers through certificates they have unjustly acquired. When they are employed, they are unable to deliver the goods. The current practices during examination are replicated into their daily operations or activities and this increases corruption and brings down the country’s development. Based on the above findings, the following recommendations are proffered: Candidates, parents and other stakeholders should be informed of the rules and regulations that govern the GCE examinations. Training of school authorities especially invigilators should be done. Psychological testing and followup counselling to re-orientate students with personalities that are prone to EM should also be done. Section 163-1 of law No.2006/007 of July 2016 relating to the penal code of Cameroon, which says that ‘whoever, through corruption facilitates the success or causes the failure of a candidate in an administrative competitive examinations or other examinations, should be punished with imprisonment ranging from 2 to 5 years or a fine ranging from 200,000frs to 2,000,000frs or with both such imprisonment and fine’, should be implemented so as to deter would be culprits.