PREVALENCE CAUSES AND EFFECT OF ACADEMIC CORRUPTION IN NIGERIA (A CASE STUDY OF RIVERS STATE UNIVERSITY)

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Corruption is a tough concept to describe in general. This is because it is too wide, and consensus definitions are uncommon, unless they apply to specific, well-defined situations (Allen & Waite, 2003). While Osipian (2007) defines corruption as "abuse of power for personal or financial advantage," Heyneman (2004) defines it as "abuse of authority for personal or material benefit." Olopoenia (1998) added to this definition by stating that all manifestations of corruption are driven by a desire to exploit the instrumentality of office for personal gain (e.g., for the advantage of the official, his relatives, ethnic group, or friends) at the cost of the public good. In his contribution, Dike (2003) defines corruption as people's failure to meet society's standards, which connotes negative and is seen in many areas of society, including the economic, social, religious, and educational. Bribes and other dishonest methods are used to achieve certain despicable goals, which is a sign of a failing society (Milovanovic, 2001). Corrupt practices include any behavior that violates specific moral or societal standards of conduct, administrative rules, or processes. In academics, corruption is defined as the abuse of public office for personal benefit (Osipian, 2007). Although certain elements of academic corruption are evident in the different definitions, the definitions solely include administrative services such as instructional service delivery, leaving out other forms of academic corruption that affect students. In light of this omission, and for the purposes of this study, academic corruption is defined as any kind of academic corruption that has a direct detrimental impact on the quality and level of education, such as examination malpractices, bribery, extortion, or favoritism. Academic corruption is an issue that requires academic attention since it obstructs the delivery of high-quality university education. Another reason is that Nigerian colleges were not placed among the top 20 in Africa due to poor quality performance variable ratings, which were found to be below average in Nigeria (Okebukola, 2005). Academic corruption is also an issue as a result of public outrage over falling educational standards in the news and print media. For example, in Nigeria, the desire for satisfaction among teachers, among others, has resulted in a decline in educational standards (Babalola, 2010). Unfortunately, none of the studies mentioned have looked into the prevalence, causes, and consequences of academic corruption in universities, particularly in Rivers State institutions, which is the vacuum that the current study aimed to fill. The quality of academic personnel hired by Nigerian institutions has been recognized as low, which usually leads to low graduation quality (Moja, 2000). The core of educational quality in terms of teaching and learning is education that is oriented toward achieving a desired level of performance. Suitable curricular material, appropriate teaching methods, a sufficient number of well-trained teaching personnel, adequate and accommodating infrastructural facilities, and classroom operations and interactions at anticipated levels are only a few of the quality criteria. Furthermore, the quality of education is determined by the characteristics of applicants accepted to educational institutions, such as their entrance behavior, career interests, mental capacity, living and health condition, and socioeconomic background (Babalola, 2010).

1.2 Statement of research problem

Investigating academic misconduct at Rivers State Universities has become essential due to the fact that certain undergraduate students have shown an inability to speak properly in basic English, such as when filling out a personal data form. This is cause for worry since university graduates would ultimately work in industry, affecting the Nigerian economy. If any real progress is to be achieved in enhancing the quality of graduates in Nigerian institutions, the presence, causes, and consequences of academic corruption must be thoroughly recognized. Devaluation of Nigerian university credentials, underemployment, unemployment, and a lack of skills for graduates to adapt into the changing world of the economy and technology are some of the issues presented by poorly educated graduates. For example, confidence in certain institutions, individuals, and the processes they follow has eroded, resulting in the awarding of undeserved degrees to some students (Easterbrook, 2002). As a result, it would have a significant and negative multiplier impact on society as a whole (Oyetola, Adesola & Yahya, 2010). Although there is no comparative statistics across nations on the severity or degree of academic corruption, Nigeria's university education must be revamped if the country is to be regarded as one of the world's strongest economies by 2020. Conducting research in this area is one method to ensure quality, particularly in regard to students. For example, in 2010, the results of 116,000 candidates in the Universities Matriculation Examination (UME), which qualifies students for university entrance, were reported to be canceled (Jubril, 2010). Examination malpractices may be one of the grounds for the results being canceled. As a result, students who engage in actions such as test misconduct are found to be academically unsound (Okebukola, 2005).

1.3 Objectives of the study

The main purpose of this study was to investigate the prevalence, causes and effects of academic corruption in Rivers State Universities, Nigeria. Specifically, the study sought to:

1.To  Examine the prevalence of academic corruption among students and lecturers.

2. To find out  the causes of academic corruption among students and lecturers.

3. To find out the effects of academic corruption on the quality of graduates.

4, To find out ways of curbing academic corruption among students and lecturers in Nigerian universities

1.4 Research questions

1.What is the prevalence of academic corruption among students and lecturers?

2. What are the causes of academic corruption among students and lecturers?

3. What is the effect of academic corruption on the quality of graduates?

4, What are the ways of curbing academic corruption among students and lecturers in Nigerian universities?

1.5 Significance of the study

The significance of this study cannot be underestimated as:

l  This study will examine  Prevalence, Causes and Effects of Academic Corruption in Nigeria Universities (A case study of Rivers State University)

l  The findings of this research work will undoubtedly provide the much needed information to government organizations, university board management and academia.

1.6 Scope of the study

This study examines Prevalence, Causes and Effects of Academic Corruption in Nigeria Universities (A case study of Rivers State University)

1.7 Limitations of the study

This study was constrained by a number of factors which are as follows:

 just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

Operational definition of terms

Prevalence: the fact or condition of being prevalent; commonness.

Causes: a person or thing that gives rise to an action, phenomenon, or condition.

Effect: a person or thing that gives rise to an action, phenomenon, or condition.

Academic corruption: involves all forms of deviation from justice, honesty, fairness, probity, impartiality and discipline expected from institutions of learning