Assessment of Teachers’ Perception of ICT Integration as a Tool for Curbing Examination Malpractice in Secondary Schools

Abstract

This research is aimed at investigating teachers' perceptions of ICT integration in Nigerian
schools. Three research questions were formulated to guide the study. A total of 206
secondary school teachers and school principals were selected using a simple random
sampling technique. Structured questionnaires were used to elicit information from the
teachers and principals. The data collected were analysed using mean and standard
deviation to answer the research questions. Pearson Correlation Analysis (Matrix) was used
to estimate the relationships between teachers' backgrounds and their perception of using
ICT integration as a corrective strategy for curbing examination malpractice in secondary
schools. From the analysis, it was discovered that senior secondary school teachers generally
agreed that ICT integration will serve as a corrective strategy for curbing examination
malpractice among secondary school students. The findings also revealed that teachers'
computer literacy has the most potent contribution to the perception followed by teachers'
age, teachers' gender and teachers' qualifications respectively while teaching experience
showed the least contribution to the teachers' perception. Based on the findings, it was
recommended that a professional development program be provided continuously for
teachers to update their ICT knowledge and skills. Also, it was recommended that
governments should pursue a viral policy on ICT integration for curbing examination
malpractice in secondary schools to save the system from the brink of catastrophic collapse.