By Precious Owolabi

In Nigerians schools’  classrooms, a quiet crisis is festering, one that threatens not only the integrity of academic institutions but also the moral compass of a generation.

The recently released Unified Tertiary Matriculation Examination (UTME) results by the Joint Admissions and Matriculation Board (JAMB) revealed a staggering wave of mass failure.

But beneath the statistics lies a telling reality: many candidates failed not merely because they were unprepared, but because, for the first time in years, they could not rely on cheating.

JAMB’s deployment of tighter security measures, digital surveillance, and anti-malpractice technology effectively blocked common cheating tactics, exposing a troubling dependency on fraudulent success.

Examination malpractice, once an occasional act of desperation, has morphed into a national epidemic, fuelled by societal pressure, systemic decay, and cultural distortions. From bribed invigilators to so-called “miracle centres,” and from parental complicity to institutional negligence, the problem runs deep.

Now, with the loopholes closed, the cracks in the system are glaring. As students chase certificates by any means necessary, a chorus of concern is rising from student leaders, educators, religious voices, and reform advocates, calling for urgent reform not just in policy, but in national values and mindset.

Among concerned Nigerians who spoke on the issue include; the National President of the Niger Delta Students Union, Ayemobuwa Idowu Martin, popularly known as Hero, who expressed deep concern over the growing trend of examination malpractice among students, particularly in the Gen Z era.

Speaking with The Hope, Hero attributed the menace to a mix of academic unpreparedness, peer pressure, fear of failure, social media distractions, and, more importantly, systemic weaknesses in Nigeria’s education sector.

He emphasised that while students are often the direct perpetrators, the root cause lies in a compromised educational system.

“Without a faulty system, students would have little room to engage in malpractice,” he said, citing overcrowded classrooms, underpaid teachers, and inconsistent policies as major contributors.

Hero also highlighted societal pressures, noting that phrases like “Who no like better thing” and “Not how well but how far” reflect a cultural obsession with outcomes over process.

He argued that this mindset fosters unethical behaviour, as students attempt to meet unrealistic expectations in an environment that rarely punishes dishonesty.

“The problem is not the absence of rules but the absence of will,” he stated.

The student leader stressed the pivotal role of teachers, likening them to law enforcers within the exam setting.

“When teachers uphold ethical standards, malpractice reduces. But when they collude for sympathy or financial gain, they fuel the problem.”

He also criticised parents who, knowingly or unknowingly, encourage malpractice by bribing officials or hiring exam “helpers.”

According to him, “charity begins at home. If discipline is not instilled at home, the school system alone cannot fix it.”

Turning to policy and governance, he condemned the poor treatment of Nigerian teachers, comparing them unfavourably to professionals in other sectors who enjoy better incentives.

“Expecting miracles from poorly paid and demotivated teachers is unrealistic. Policy without adequate support and motivation will always fail,” he remarked.

He urged examination bodies and school administrators to prioritise integrity, invest in secure exam practices, and adopt technology like CCTV, biometric verification, and AI-powered monitoring to reduce human bias and strengthen exam integrity.

He also advocated for curriculum reform that prioritises critical thinking and practical knowledge over rote memorisation.

“True reform requires societal reorientation. If the people are not ready to embrace integrity, policy reforms will only scratch the surface,” Hero concluded.

Comrade Oyelade Hammed, Global President of the National Association of Ondo State Students (NAOSS), attributed exam malpractice to systemic failure, poor parental guidance, and societal influence.

He emphasised that laziness, peer pressure, and social media distractions are eroding students’ commitment to academic work.

He called for stricter surveillance, elimination of “miracle centres,” and a revised curriculum that reflects the realities of the digital age.

He acknowledged efforts by some public institutions to combat the issue but criticised many private schools for lagging due to poor enforcement and a lack of preventive measures.

Hammed cal the inclusion of ethics education from an early age, digital moral training, and parental guidance on internet use.

The Student Union Government (SUG) President of Adekunle Ajasin University, Akungba Akoko, Comrade Akeem Salami, stated that while students are often blamed for cheating, the root causes lie deeper.

 “The education system bears the greatest responsibility, as it shapes the environment and policies that influence all stakeholders,” he said.

He further emphasized that the responsibility is shared among students, teachers, and parents.

 “Everyone plays a role: students who feel pressured, teachers who may overlook ethical lapses, and parents who focus solely on grades,” he explained.

Miss Fatoye Bukola Ayanfe, an education advocate, pointed to systemic problems, peer influence, and grade-centred education as contributors.

Teachers are seen as pivotal figures in this fight. While they can promote a culture of honesty and provide necessary support for struggling students, some have also been implicated in enabling cheating, such as leaking exam questions or providing answers.

Parents, too, are not without responsibility. She stressed that when parents value grades over integrity, they may inadvertently push their children towards dishonest practices.

“We need a shift in values,” says one commentator, “from score-focused parenting to supporting true learning and development.”

High-stakes testing and limited student support structures are believed to add to the pressure-cooker environment, pushing students to cut corners to succeed.

She emphasised the need for stronger policies, technological solutions, and values-based education.

Pastor Israel Bamidele Omotoso of His Resurrection Evangelical Ministries criticised the desperation among youths and the moral decay in homes and schools.

He called for civic and moral education, better teacher accountability, and a stronger reading culture.

He emphasised the growing nonchalant attitude of students towards reading, which he attributed to a combination of parental laxity and a deteriorating education system.

“The desperation to achieve quick success is affecting our youths,” he noted.

He warned that corrupt teachers poison the system by accepting bribes and aiding malpractice, while dedicated educators uphold the integrity of the profession.

“Giving bribes to invigilators to assist students in cheating, and encouraging law-breaking in schools, is a growing menace,” he added.

Mr Asefon Sola Samuel highlighted fear of failure, societal pressure, and teacher complicity as major issues.

He criticised the emphasis on certificate over critical thinking, suggesting that it creates a breeding ground for malpractice.

He advocated for teacher training, student support systems, and reform of assessment methods to focus on continuous evaluation.

He further stressed the need for examination bodies to equip invigilators with adequate tools and training to enforce exam integrity.

Comrade Akinte Joshua stated that exam malpractice stems from societal and institutional failures.

He recommended implementing honour codes, integrating moral education, and using technology to prevent cheating.

Across all contributions, a shared conclusion emerged: examination malpractice is not merely a student issue, it reflects deeper flaws in Nigeria’s educational, social, and cultural systems.

Meaningful reform must address all these layers to restore integrity to academic assessments.