EXAM INTEGRITY AND MORAL RESPONSIBILITY: A PHILOSOPHICAL APPROACH TO ADDRESSING EXAMINATION MALPRACTICE IN NIGERIAN SECONDARY SCHOOLS

Research Problem: Exam integrity has become a pressing issue in Nigerian secondary schools, where persistent examination malpractice undermines the credibility of assessments and weakens confidence in academic qualifications. The central concern is the erosion of moral responsibility among students, teachers, parents, and examination bodies, which sustains unethical practices in the system. Methods/Theory: The paper adopts a philosophical approach situated within the framework of philosophical ethics and its relevance to educational reform. Using conceptual and normative analysis, it draws on Kantian ethics and virtue ethics to examine the moral duties of stakeholders and the cultivation of virtues such as honesty, accountability, and integrity as essential to upholding exam integrity. Results: Findings show that malpractice stems not only from individual moral failings but also from systemic weaknesses, including ineffective institutional structures, societal pressures, and weak enforcement of policies. The analysis highlights that promoting moral responsibility and strengthening institutional practices are vital to reducing malpractice and restoring public trust. Key Contribution to Knowledge: The study advances a philosophical ethics framework linking moral reasoning to educational policy and reform. It establishes a foundation for integrating ethical theory into institutional practices that safeguard the integrity of examinations. Recommendation: The paper recommends embedding moral education into school curricula, enforcing examination regulations consistently, and promoting ethical role models. These steps are crucial for cultivating integrity and sustaining exam credibility in Nigerian schools.