Dennis E. Edougha
2 Publications in AERD
Author Publications
Export PDFParental Educational Levels and Occupations as Determinants of Their Children's Examination Integrity and Academic Performance
By Moses C. Ossai
This study examined the impact of parental levels of education and occupations on students’ examination integrity and academic performance. It was based on the Theory of Planned Behaviour. Expost-facto and survey research designs were used in the study. Data was collected with an Academic Integrity Measurement Instrument from 3214 sampled students and their academic performance in their last school examination was collected from their school authorities. The two-way ANOVA was used to run the analysis for determining the association or differences between parental level of education and occupations as independent variables and examination integrity and academic performance as dependent variables. It was found that fathers who have master’s degrees and mothers who have bachelor’s degree/HND exerted the greatest impact on their children's examination integrity. Fathers who belong to the military/police occupations and Mothers who are unemployed have the greatest impact on their children's examination integrity while parents who belong to the civil service and military/police occupations have the greatest impact on their children's academic performance. It was, therefore, concluded that parental levels of education and occupations significantly impact students’ examination integrity and academic performance and implications of these findings for adoption of proactive strategies against examination malpractices were discussed. © The Author(s) 2023.
Academic integrity during examinations, age and gender as predictors of academic performance among high school students
By Moses C. Ossai
The study sought to determine if students academic integrity during examinations, age and gender predict their academic performance and examine its implications for adopting preventive actions against cheating in examinations. It was based on the Modified Theory of Planned Behaviour. Analysis of data collected with the aid of Academic Integrity Measurement Instrument (AIMI) led to significant findings that Academic Integrity during examinations and Age significantly predict Academic Performance. There was significant predictive relationship between Age and Academic Integrity during examinations as well as between Age and Academic Performance. Also, there was a statistically significant difference between male and female students in the Academic Integrity during examinations as well as in their Academic Performances. Whereas mean Academic Integrity score of female students were slightly higher than that of the males; the mean Academic Performance of male students was higher than that of the female students. These findings have implications for test development, administration and students’ academic integrity policies and practices. Test developers and administrators should consider inclusion of a segment in the question papers that assess students’ academic integrity especially in developing countries like Nigeria. The essence of such inclusion is to determine the relationship between students academic integrity quotient and their academic performance. In other words, the authors strongly recommend to the examination bodies and stakeholders to consider the possibility of determining the proportion of a student's academic performance attributable to academic dishonesty or honesty. © 2023 Elsevier Ltd
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.