… as stakeholders advocate systemic, cultural reforms to tame malpractice

By Precious Owolabi, Ado-Ekiti

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In classrooms across Nigeria, a quiet crisis is brewing; 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.

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.

Though JAMB has attributed the mass failure in this year’s UTME to technical hitches that occurred during the conduct of the examination, this new position of the examination body can not exonerate education stakeholders from the backlash.

At an emergency meeting chaired by JAMB Registrar, Professor Ishaq Oloyede; convened in response to the widespread outcry that followed the release of unusually low scores from the 2025 UTME, Oloyede revealed that a critical oversight in server updates, coupled with human error, led to the invalidation of results for 379,997 candidates in five states of the South- East and Lagos State.

According to Oloyede, the error was rooted in the uneven deployment of a critical server patch required to support major innovations introduced in this year’s UTME. This development, he noted, led to widespread mismatches in answer interpretation and validation

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

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.

Concerned Nigerians who spoke on the issue include the National President of the Niger Delta Students Union Government, Martin Ayemobuwa Idowu, 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 Weekend Hope on the topic “Curbing Exam Malpractice: Who Is Really to Blame?” Hero attributed the menace to a mix of academic unpreparedness, peer pressure, fear of failure, social media distractions and 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.

Ayemobuwa 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.

“Teachers are like law enforcers within the exam setting. When they uphold ethical standards, malpractice reduces. 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 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,”  Ayemobuwa concluded.

Babatunde Akinteye, former Senate President of the National Association of Nigerian Students (NANS), blamed the problem on a broken education system, societal pressures and institutional complicity.

He cited poor student preparation, fear of failure, procrastination, laziness, poorly trained teachers and a culture that values certificates over actual learning.

“When survival depends on certificates, shortcuts become tempting,” he said.

Akinteye condemned the normalisation of cheating and criticised schools, especially private ones, for valuing image over integrity.

He emphasised the need for cultural change, practical reforms, including training for invigilators, installation of surveillance cameras and the adoption of Computer-Based Testing (CBT).

“We must teach kids from an early age that values matter more than grades,” he 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 behind, due to poor enforcement and lack of preventive measures.

Hammed called for 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 emphasised that the responsibility is shared among students, teachers and parents.

“Everyone plays a role: students who feel pressured, teachers who may overlook ethical lapses, 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 youth,” he noted.

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

“Giving bribes to invigilators to assist students in cheating, 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 rote learning over critical thinking, suggesting that it creates a breeding ground for malpractice.

Teacher training, student support systems and reform of assessment methods are necessary focus on continuous evaluation. The examination bodies need 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.

An educationist, Mr Tunde Adebayo called on all stakeholders, including parents to go back to the basics by encouraging students to read instead of relying on ‘expo’.

According to him, reading culture is nose-diving drastically, hence the reason many students perform woefully in their academics.