The Role of Social Studies in Curbing Examination Malpractice Among Students in Selected Schools in Kebbi State

This study examines the role of Social Studies education in reducing examination malpractice among secondary school students in Kebbi State, North West Nigeria. Examination malpractice remains a persistent challenge in Nigerian secondary education, with significant consequences for academic integrity and national development. Social Studies, as a values-laden subject, is positioned to promote honesty, integrity, and civic responsibility among learners. Using a descriptive survey design, 300 SS2 and SS3 students from ten schools in Birnin Kebbi Local Government Area were surveyed using a structured questionnaire. Teacher interviews were also conducted to gather qualitative data on instructional approaches used to address dishonest behaviour. Data were analysed using frequency tables, percentages, and thematic analysis for qualitative data. Results show that students who identified with the values promoted in Social Studies lessons were less likely to engage in examination malpractice. Teachers, however, reported that value transmission was often hindered by peer influence and systemic pressures. The study recommends that Social Studies curriculum planners place stronger emphasis on integrity-based civic education, and that schools create honour code programmes to reinforce classroom lessons on ethical behaviour. Keywords: examination malpractice, Social Studies, civic values, Kebbi State, academic integrity.