Perceived Causes of Examination Malpractice and Academic Integrity Among Secondary School Students in Kano State

This study examines the perceived causes of examination malpractice and its implications for academic integrity among secondary school students in Kano State, North West Nigeria. Examination malpractice remains one of the most persistent threats to the credibility of the Nigerian educational system, with documented cases increasing despite legislative and institutional countermeasures. The study adopts a descriptive survey design, targeting 380 Senior Secondary School Three students and teachers from 12 schools across Kano Municipal, Fagge, and Kumbotso local government areas. Data were gathered using a structured questionnaire validated by a panel of experts in educational psychology and measurement. Frequency counts, percentages, and chi-square analysis were employed. The study draws on Social Learning Theory and Institutional Anomie Theory to explain the social and structural drivers of malpractice behaviour. Perceived causes investigated include fear of failure, inadequate preparation, teacher complicity, poor invigilation, and societal pressure for results. Findings are expected to show that fear of failure and social pressure are the most frequently cited motivators. The study also assesses the effectiveness of current anti-malpractice measures in sampled schools. Recommendations target the West African Examinations Council, the Joint Admissions and Matriculation Board, school administrators, and parents on multi-stakeholder strategies for promoting integrity in examinations. The study contributes to the literature on academic ethics in Nigerian secondary education and supports teacher education modules on ethical teaching practice in North West Nigeria. Keywords: examination malpractice, academic integrity, secondary students, Kano State, social pressure