write an expository essay on external examination in nigeria

The issue of examination malpractice is a national emergency situation. Before the advent of western type education, traditional Nigerian education was based mainly on experience and practice. Its mode of instruction was simple as knowledge was passed on orally and through practical tests. Students then only had to commit to memory, learn by rote, or through observation (Ibia, 2006). Because traditional Nigerian education placed little or no emphasis on certification, students had the proper view of education, seeing it as a means to an end not an end in itself. Besides, the Nigerian culture then frowned at dishonesty and would not hesitate to sanction offenders (Agogo, 2006).

Without doubt, the persistent occurrence of examination malpractice in Nigeria has spawned heinous problems such as:

Mention-worthy at this juncture is the fact that Nigerians have not been sleeping since the wake of this mischief in the mid 1970s. It is on recorded history that the first serious case of examination malpractice in independent Nigeria was the leakage in 1977 of the West African Examination Council (WAEC) question paper for the West African School Examination (Onyechere, 1996). The outcry by WAEC in the wake of this incidence led to the setting up of a tribunal by the Federal government of Nigeria to investigate the mass leakage and to suggest possible measure to forestall future occurrence. The tribunal recommended severe punitive measures. The federal government followed this up by promulgating Degree No. 20 of 1984 and later, Degree No. 33 of 1999 in which severe punishments against perpetrators of examination malpractice were clearly enshrined.

Further measures which have been taken in recent times to eradicate examination malpractice include that taken by the Obasanjo Administration which embedded in the National Economic Empowerment and Development Strategy (NEEDS) policy document a target of 40% reduction in examination malpractice annually; the existing legislation on examination malpractice, Degree No. 33 of the 1999 Constitution which is still in force—though not enforced; and the move by the Federal Ministry of Education to introduce the study of ethics in the school curricula with a view to forestalling examination malpractice.

It is a truism that even though much has been done, it is either grossly inadequate or ineffectual at curbing the menace as we day-in-day-out see examination malpractices take newer, dynamic and appealing forms especially with the advances in Information and Communications Technology (ICT) coupled with the general falling standards of societal norms. It is also true that examination malpractice would not have attained its present endemic state but for the fact that the major stake holders in education are at the forefront aiding and abetting the crime.

Orhungur (2003) decried the general opinion which tends to indict the students and exonerate the teachers and other examination agents. Quoting a tentative report by Usman, he maintained that if the staff, that is, all who have to do with examinations—examiners, typists, custodians, staff of examination bodies, printers, transporters, and security agents—put their house in order, students would not have access to examination materials before examinations.

Umar (2003) indicted head masters and principals as the biggest perpetrators of examination malpractice in the country. He asserted that headmasters in connivance with their teachers initiate primary school pupils into examination malpractice during common entrance examinations by giving answers to the students so that they would record high number of passes in their schools. In the case of secondary school principals, Umar (2003) stated emphatically that they are the worst perpetrators of the crime as they, in a bid to have the names of their schools praised and recognized, manipulate and aid the crime.

In the same vein, Ike (2004) of the EEP held that principals have gone to the extent of building into the National Examinations Council (NECO) and the West African Examinations Council (WAEC) registration fees, an examination malpractice fee variously referred to as cooperation fees, understanding fees, examination welfare fees, and miscellaneous fees with the sole aim of bribing supervisors and invigilators and whoever sent them so that they might ‘cooperate’ during examinations.

Another group of master-minders who have rather taken centre stage in recent times are operators of private study centres also known as extramural classes. These study centres are veritable fronts for examination fraud operated by organized syndicate who charge outrageously high fees for examinations. Funnily enough, students are, more often than not, willing to pay because in the end it pays off very well (Thisday, 2004).

The last group which is also a strong force behind the perpetration of examination malpractice is the parents. Many parents would not want their children to repeat any class no matter their level of performance. Thus, they pressure school authorities to give their children automatic promotion even when they fail their examinations. Parents are also in the forefront of hiring mercenaries to write examinations for their wards. They thus collude with principals to issue fake but favourable examination results to their children.

Looking beyond the contribution of education stakeholders to examination crimes, other important causes of examination malpractice revolve around the students and their attitude towards their studies as influenced by the general socio-economic situation in the country. In recent times, students prepare—if at all they do—lackadaisically for examinations. The reason for this lacklustre attitude as opined by Thomas Derry of WAEC is that the youths have prioritized entertainment and pleasure at the expense of their books (myspacefm.com, 2004). Furthermore, Anger (2004) pointed out that the high fees associated with especially the Senior School Certificate Examination (SSCE) makes malpractice unavoidable as poor students cannot afford to repeat a given examination and would in the first instance do anything to pass it at all cost.

A comprehensive submission by Anyiin (1998) identified the fundamental causes of examination malpractice to include:

In the fight against examination malpractice, it appears that no one is exonerated. As exposed in the preceding section, education stakeholders, the students, as well as the national economy could rightly be apportioned blames for the preponderance of this menace. In sum, these variables tend to operate interdependently such that there is a cumulative influence, with one variable buttressing the others. This could be seen in the fact that the poor economic situation in the country has compelled most poor parents to resort to unethical means in order that their wards may pass their examinations at one sitting.

Therefore, this research investigates remote causes of examination malpractice in Nigeria with a view to proffering effective methods for curbing the menace.

The purpose of this study is to investigate the causes of examination malpractice in Nigeria and proffer proactive measures to forestall it.

Specifically, the study will focus on finding out the extent to which:

The following hypotheses were tested in the study:

Examination malpractice is a cankerworm that has eaten deep into the fabric of our educational system with appalling effects. This study is significant in that it will expose the potency of apparently ignored variables that contribute to and sustain examination malpractice in Nigeria. Furthermore, from the findings of this research, appropriate measures to curb this menace will be suggested.

The population for this study comprised all Senior Secondary III (SS 3) students attending both public secondary schools and private study centres in Akwa Ibom State at the time of this study.

A sample of 200 students from 12 public secondary schools and 8 private study centres in Akwa Ibom State were selected for this study using the multistage stratified sampling technique. 10 students were picked from each of the 20 schools, totalling 200 students.

The instrument used in data collection for this study was the Examination Malpractice Questionnaire (EMQUE) constructed by the researcher. The instrument has two Sections, A and B. items sought for personal data while of the questionnaire investigated identified remote causes of examination malpractice in Nigeria.

In order to ensure the content validity of the instrument, the items were constructed after careful review of professional literature on examination malpractice in Nigeria. Also, draft copies were given to 3 professional educators and 3 measurement evaluators to assess the suitability of the items on the questionnaire. Their professional suggestions were well integrated in the final copy.

The data collected were represented in tables and frequency counts were taken and analysed using simple percentages according to the research questions formulated for the study. Also, the hypotheses in the study were tested using the Chi square statistic at .05 level of significance and appropriate degrees of freedom.

Significant at p≤.05 level (Calculated X 2 = 20; df = 6; Critical Value = 12.59)

Interpretation: Analysis of the data in Table 1 shows that 75% of all the responses favoured the postulation that lack of educational facilities contribute to examination irregularities in Nigeria as opposed to only 25% that thought otherwise. Thus it is clear that lack of educational facilities does to a very great extent contribute to the incidence of examination malpractice in Nigeria.

Hypothesis One: Lack of educational facilities does not significantly contribute to the incidence of examination malpractice in the Nigerian Education system. From the analysis of data in Table 1, it could be observed that the calculated value of X 2 is 20 whereas the critical value at .05 level of significance and 6 degrees of freedom is 12.59. Therefore, since the calculated value 0f X 2 (20) is greater than the critical value of X 2 (12.59), the null hypothesis which postulated that Lack of educational facilities does not significantly contribute to the incidence of examination malpractice in the Nigerian Education system is rejected. This implies that lack of educational facilities does significantly contribute to the problem of examination malpractice in the Nigerian Education system.

Research Question Two: Does the inability of schools to cover their syllabuses make the students cheat during examinations?

Non-Coverage of Prescribed Syllabuses and Examination Malpractice

Significant at p≤.05 level (Calculated X 2 = 59; df = 6; Critical Value = 12.59)

Interpretation: Analysis of the data in Table 2 shows that 70% of all the responses favoured the submission that if schools were unable to cover the prescribed syllabuses, their students were more likely to cheat during examinations.

Hypothesis Two: The inability of schools to cover prescribed syllabuses does not significantly promote cheating during examinations in Nigeria. When tested statistically, the result for Hypothesis Two returned 59 as the calculated value of X 2 while the critical value of X 2 at .05 level of significance and 6 degrees of freedom was 12.59. In view of this outcome, the null hypothesis which predicted that the inability of schools to cover prescribed syllabuses does not significantly promote cheating during examinations in Nigeria was rejected. This means that the inability of schools to cover prescribed syllabuses does significantly promote cheating during examinations in Nigeria.

Research Question Three: Does poor study habits aggravate the problem of examination malpractice in the Nigerian Education system?

Responses on the Influence of Poor Study Habits on Examination Malpractice

Significant at p≤.05 level (Calculated X 2 = 81; df = 6; Critical Value = 12.59)

Interpretation: From the analysis in Table 3, 98% of all the respondents see poor study habit as being the root cause of examination malpractice in Nigeria. This is supported by the position of another 63% of the respondents who maintain that inadequate preparation for examinations is a leading cause of examination malpractice in Nigeria.

Hypothesis Three: Poor study habit does not significantly worsen the problem of examination malpractice in the Nigerian Education system. From the analysis in Table 3, it can be observed that the computed value of X 2 , which was 81, is greater than the critical value of X 2 , which was 12.59 at .05 level of significance and 6 degrees of freedom. In view of this result, the third null hypothesis which claimed that poor study habit does not significantly worsen the problem of examination malpractice in Nigeria was rejected. This means that poor study habit does significantly aggravate the problem of examination irregularities in Nigeria.

Discussion of Results

Results obtained from the foregone data analyses reveal the effects of the lack of educational facilities, poor study habits, and inability of schools to cover their syllabuses on the incidence of examination malpractice in Nigeria.

The statistical analysis of the first research question gives strong indication that lack of educational facilities contributes significantly to examination irregularities in Nigeria. This conclusion is in consonance with the submission of Ibia (2006) and Agogo (2006) who maintained that because traditional Nigerian education promoted the acquisition of knowledge through practical tests inter alia, students never resorted to dishonest means of acquiring educational certificates. Furthermore, the findings of Ayiin (1998), that lack of necessary facilities, among other things, sustain examination malpractice in Nigeria gives further credence to the result of this study that lack of educational facilities does significantly contribute to the problem of examination malpractice in Nigeria.

The second research question yielded responses to three items that focused on how the inability of schools to cover prescribed syllabuses could influence students’ participation in examination irregularities. From the analyses of these three items it became clear that students cheat in examinations because they were not taught most of the things they are given in examinations. This is in agreement with the submission of Anyiin (1998), who listed non-coverage of prescribed syllabuses due to their extensiveness and the general nonchalant attitude of teachers towards teaching among the fundamental causes of examination irregularities in Nigeria’s educational system. If we compare the foregone submission by Ayiin (1998) with the submission by Anger (2004), that poor students cheat because they cannot afford to re-sit for the same examination due to the high fees associated, we see how the cumulative effect of these two factors support the result of this study, that inability of teachers and students to exhaust prescribed syllabuses significantly promotes cheating during examinations.

The third research question considered the influence of poor study habits on the incidence of examination malpractice in the country’s educational system. Responses to the three items on this variable showed a strong link between poor study habits and examination malpractice in Nigeria. Virtually all the subjects of the study admitted that poor study habits among students is at the root of examination malpractice in the country. The result of statistical analysis of the third research hypothesis shows that this contribution of poor study habits to examination malpractice is very significant. This corresponds with the opinion of Thomas Derry (2004) who maintained that youths have prioritized entertainment and pleasure at the expense of their books.

The war against examination malpractices has hitherto been focusing on the setting up of panels of investigation and tribunals, the promulgation of Decrees, the setting up of educational committees, surveys and campaigns by non-governmental bodies, among other reactive measures. The aim has always been to punish offenders in order to deter others from future involvement.

This research delved deeply into the remote causes of examination malpractices and revealed that the rising tide of examination crime could be tamed through the students and education stakeholders by exposing the influence of poor study habits, non-coverage of prescribed syllabuses, and lack of educational facilities.

The research has exposed veritable areas that should henceforth be given more attention. We have seen how much could be achieved if our schools were to be well equipped with needed educational facilities. We have seen the extent to which the inability of teachers to cover prescribed syllabuses has contributed to the preponderance of examination irregularities in the country. We have also seen how the dearth of effective study habits has accelerated students’ involvement in examination fraud. It therefore becomes imperative that these areas should not be ignored in the struggle to forestall examination malpractice in the country’s educational system.

Counselling Implications

School counsellors should endeavour to use their initiative and assist students to see educational certificates as a means to an end and not an end in itself. This can be accomplished through schedules of group counselling aimed at attitudinal reorientation of the students.

Again, as facilitators in the teaching-learning process, school counsellors should reach out to school teachers and appropriate authorities and remind them of the importance of covering the syllabuses prescribed for the students within the regulated course work period.

Finally, school counsellors are in a better position to assist students develop effective study habits, therefore they should not hesitate to proffer to their students study patterns or techniques that are appropriate.

Recommendations

From the outcome of this research, the following are recommended:

Education stake holders should take their responsibilities seriously. The teachers particularly need to pay more than the usual attention to the need for them to cover their syllabuses so that students will no longer recourse to cheating in examinations as a method of making up for uncovered syllabuses.

There should be incentives, in form of scholarship grants and tangible prizes, for students who work hard in reading and studying. It is a fact that if students’ study habits are properly reinforced they could significantly improve.

Finally, the government at all levels should furnish her schools with modern facilities to aid teaching and learning. Unless this is done, students will continue to learn in abstraction. They will continue to cheat defensively in examinations on the pretext that they have never done laboratory practices due to lack of facilities. Therefore, the government should step up efforts to furnish her schools with needed facilities.

If the forgone recommendations are implemented, examination malpractices could be reduced to the barest minimum in Nigeria.

Ada, N. A. (2004). Examination Malpractice and Cultism in Nigerian Institutions of Learning. In Ada, N. A. (Ed) Issues in Sociology of Education .Makurdi: Peach Global Publications.

Agogo, P. O. (2006) Deviation from Nigerian Cultural Practices and Values: A Factor in the Introduction of Examination Malpractice and Cultism in Nigerian Schools. In B. Anger and T. Tyav (Eds) Examination Malpractice and Campus Cultism in Nigeria: Implications for National Development. Abuja: Aboki Publishers.

Anger, B. (2004). The Role of Parents on Academic Performance of Students in Nigerian Schools. A Conference Manual on Examination Malpractice and Campus Cultism. Benue State Ministry of Education in Conjunction with the Center for Economic and Social Development, Makurdi, Fermo Prints, Gboko, 2004.

Anyiin, T. J. (1998). Examination Malpractice in Benue State Schools: The Way Forward. Seminarpaper by the Cultism Committee, Makurdi, 1998.

DailyTrust (2003). More than N 1 billion lost to Exam Fraud Yearly: says Onyechere, I. Monday, July 28.

Ejiogu, A. (2001). Morality and National Development: A Case for National Rebirth. Abuja: National Orientation Agency.

Ibia, E. Ibia (2006). Sociological Foundations of Nigerian Education. Uyo: Abaam Publishing Co.

Myspace.com (2003) Interview with WAEC officials conducted by Space FM87.7 mhz.

Onyechere, I. (1996) Examination Ethics: Handbook . Yaba: NERDC Press.

Orhungur, M. (2003). Examination Malpractice; Implication for Schools and the Nigerian Society; A Conference Paper at the 27th Annual Conference of the Counselling Association of Nigeria (CASSON), University of Ibadan 18th to 22nd August.

Sofola, O. (2004). Dangers of Examination Malpractices. Life Magazine: Special Issues. Gbangado, Lagos Life Press.

Thisday (2004). Examination Malpractice: ZamfaraToplists Survey. Thursday September, 14.

Umar, U. T. (2003). The Proliferation of Examination Malpractices. Downloaded from www.gamji.com. On 19/12/2003.

Usman, J. O. (1999) How to Answer Biology Questions: Examination Malpractice. Makurdi: Living Faith Press.

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Udoh, N. A. (2011). "Remote Causes and Counseling Implications of Examination Malpractice in Nigeria." Inquiries Journal/Student Pulse , 3 (10). Retrieved from http://www.inquiriesjournal.com/a?id=585

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Udoh, Nsisong A. 2011. Remote Causes and Counseling Implications of Examination Malpractice in Nigeria. Inquiries Journal/Student Pulse 3 (10), http://www.inquiriesjournal.com/a?id=585

UDOH, N. A. 2011. Remote Causes and Counseling Implications of Examination Malpractice in Nigeria. Inquiries Journal/Student Pulse [Online], 3. Available: http://www.inquiriesjournal.com/a?id=585

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Examination Malpractice In Nigeria: Major Causes, Effects And Solutions

• Post author: Edeh Samuel Chukwuemeka ACMC
• Post published: May 24, 2024
• Post category: Scholarly Articles

Examination malpractice in Nigeria : Examination malpractice has eaten deep into the education system of Nigeria to the extent that it can no longer be totally defeated. Many scholars have corroborated the fact that examination malpractice cannot be easily eliminated in Nigeria any longer because a considerable number of students and parents in the country accepts it. It will also surprise you to know that 75% of students who take WAEC and JAMB examination in special centers around the country, where examination malpractice is prevalent, were advised by their parents to go there.

These days, school principals, teachers and even external examination supervisors help candidates to pass their examinations through examination malpractice just for them to get paid. Frankly speaking, education in Nigeria is really in a chronic state. Many scholars are of the view that there is actually no hard and fast rule for whipping off examination malpractice from the examination system of Nigeria.

In this article, i will be analyzing and discussing examination malpractice in Nigeria. Particularly, i will be looking at the forms of examination malpractice in Nigeria, the causes of examination malpractice in Nigeria, effects and solutions to the problem of examination malpractice in Nigeria.

On this note, if you have been searching the internet for an article that clearly explains examination malpractice in Nigeria, this is the article you have been looking for. Trust me; you will not regret reading this work.

Meanwhile, it is pertinent to note that the information provided in this article applies to all levels of education in Nigeria. So, the solutions highlighted here will be applicable for both primary, secondary and tertiary institutions in Nigeria. Without wasting any more time, lets quickly look at the definition of examination malpractice and its different forms.

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Table of Contents

Examination malpractice meaning

To understand the meaning of examination malpractice, it is important to take each word one after the other. First, an “ examination ” is a formal test of a person’s knowledge or proficiency in a subject or skill. In Nigeria, the test is usually conducted before a student will be allowed to graduate to a higher level of education.

According to Oxford learned dictionary, malpractice is an improper, illegal, or negligent professional behaviour . In law, malpractice has a different meaning (though not totally different). It means, negligence or lack of competence in the act of a professional in any field.

From the definitions given above, examination malpractice can simply be defined as an improper or illegal conduct by a candidate of an examination with the intention of passing the examination. Most times parents are to be blamed when students engage in examination malpractice because, they are responsible for the moral life of their children.

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It has also been stated by many scholars that to ensure a drastic decrease in the rate of examination malpractice in Nigeria, the role of parents is very important. In other words, parents can actually contribute to an increase or decrease in the rate of examination malpractice in Nigeria. This assertions will be explained later in this article. Meanwhile, lets quickly look at the forms of examination malpractice in Nigeria.

Kindly watch the video below for a more elaborate explanation of the problem of examination malpractice in the Nigerian education sector.

Forms of examination malpractice

Below are the different forms of examination malpractice in Nigeria:

1. Impersonation : This is one of the well known forms of examination malpractice in Nigeria. Impersonation is simply the act of pretending to be another person for the purpose of helping that person write an examination. This form of examination malpractice is very rampant in Nigeria. In fact, in Nigerian universities today, students who fail their courses don’t usually rewrite those courses themselves. They will rather pay someone to impersonate them and write the course for them.

The reason why this form of examination malpractice is rampant in Nigeria is because, the country has not attained the kind of technological advancement that is needed to avoid any type of impersonation. Take for instance, before WAEC examination is taken in Nigeria, there usually no scrutinizing of students before the examination starts. Thus, many engage in examination malpractice through Impersonation just to pass the examination.

Over the last two years, about 2000 candidates have been punished for impersonation during WAEC examination. This is to tell you the severity of this form of examination malpractice. It is indeed the most rampant form of examination malpractice in Nigeria today.

2. Smuggling of extraneous materials: Another form of examination malpractice in Nigeria that is used by almost every bad student is the bringing of extraneous materials into examination hall. Nowadays, students who cannot pay the money required for impersonation, usually come into the examination hall with extraneous materials to aid themselves in the examination. This could be by bringing notebooks, papers, mobile phones or laptops into the examination hall to source for information.

General speaking, bringing extraneous materials into examination hall is prohibited in most of the examinations conducted in Nigeria. But even at that, many student still engage in this form of examination malpractice, not minding what will be the punishment or outcome of their actions.

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3. External assistance: This form of examination malpractice is normal in examinations like JAMB UTME, WAEC and NECO. In this form of examination malpractice, it is actually the exam officers that come rescue students who did not prepare for the examination in return for some money. Sometimes, the exam officers can also threaten students to pay some money so that they can be helped or else, they will fail. In this case, both students who prepare very well for the examination and those who did not must engage in examination malpractice since that is the only way they can pass the examination.

This form of examination malpractice is rampant in Nigeria again. The reason is because, examination bodies like the West African Examination Council (WAEC), Joint Admission and Matriculation Board (JAMB) and even the National Examination Council (NECO) has made efforts to see that examination officers cannot ask students for money in other to pass the examination.

4. Copying during examination: This is a general form of examination malpractice. It is seen in both primary, secondary and tertiary education level in Nigeria.

Students in Nigeria who did not prepare very well for their examination end up coping from their classmates or friends just to pass the examination. In Nigeria, the act of coping during examination is known to be done by smart students because it is only a smart student that can copy from his classmates without being caught by their teacher/lecturer.

5. Collusion : Last on the forms of examination malpractice in Nigeria is collusion. This form of examination is always used during written examinations like WAEC and NECO. In this case, students share information passed (in paper) to them by their teachers to pass external examinations.

The answers that are shared among the students are usually the answers to the exact questions in the examination they are talking.

Many a time, this form of examination malpractice does not work because, students tend to share one particular answer. Thus, it will be very easy for the examination body to find out that there was actually examination malpractice in the examination center.

It is pertinent to note that almost all the examination bodies in Nigeria are already aware of the different forms of examination malpractice in the country. Frankly speaking, WAEC, NECO, JAMB and even POST UTME examination are very strict nowadays. In fact, it is very difficult if not impossible to engage in examination malpractice using any of the forms above. Thus, i enjoin every Nigerian student who is going through this article, to stop planning of engaging in examination malpractice in Nigeria because, those plans will definitely fail.

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Causes of examination malpractice in Nigeria

Below are the causes of examination malpractice in Nigeria:

• Failure of our education system
• Poor parental upbringing:
• Undue emphasis on Certificate
• Environmental factor
• Failure to prepare for examination
• Over population in schools

1. Failure of our education system: First and foremost, I must highlight the fact that the reason why many students cheat during examination is because of the failed education system of the country. In Nigeria today, many students have come to understand that they are wasting their time studying because it’s not going to pay off at the end of the day.

Think about it, after graduating from the university, many students end up in places where they are paid just N20,000 to N50,000 monthly which it totally unfair in some situations. On the other hand, the winner of the well known BBNaija show in Nigeria is paid over 90 million for just winning a competition that adds nothing to the society in the long run.

After considering all of this, a lot of Nigerian students are discouraged to continue putting in all their efforts in education because they believe it won’t pay off. The stress and pain they go through will surely end in sorrow so they prefer not paying to much attention to their studies.

In my school (The University of Nigeria, Nsukka, UNN), I know of many students who have this mindset I have explained above today and I don’t really blame them because the country is not really encouraging education in any way.

That is why many Nigerian students now are engaged in a lot of online scam. Some pay more attention to making money through bitcoin and other businesses than their education. This is a very big problem and it is one of the major causes of malpractice in the education sector.

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2. Poor parental upbringing: This is undoubtedly one of the most contributing causes of examination malpractice in Nigeria. As it is rightly said, charity begins at home. Anything a person displays in the public is what he was taught at home. If a child uses any of the forms of examination malpractice just to pass an examination, it is apparent that his actions is as a result of the kind of morals built in him/her as a child. This is why Poor parental upbringing is seen as one of the causes of examination malpractice in Nigeria today.

To further examine this point, i will tell you a story of a friend of mine who failed her first WAEC examination because of his parental upbringing. He took his first WAEC examination in 2017 but his results were withheld. The reason was because he depended so much on examination malpractice and WAEC found out. Before the examination, his parents told him not to worry about passing WAEC examination because they will make sure he had the best WAEC grades ever. That year, he didn’t read for the examination. In fact, was so happy because he thought he would pass without going through the stress other students were going through.

Unfortunately, when the result came out, WAEC withheld the result of all the students who took examination in the miracle center were he wrote the examination and never released it. That was how my beloved friend failed his first WAEC examination. The next year, he had to read very hard and his hard work actually paid off at last.

3. Undue emphasis on Certificate: The emphasis placed on school certification in Nigeria is becoming alarming. You will agree with me that many Nigerian students no longer care about learning in school any longer. What matters most to them is to make the best grades in all their subjects/courses.

I have noted in many of my articles that while it is important to remind students that making good grades is very important, teachers and Lecturers must ensure to tell them that making good grades is not the reason why they came to school. The goal is to learn in school and secondly, to make good grades.

They way teachers and parents lay emphasis on making good grades from school has actually caused many students to engage in examination malpractice just to make sure that they reach up to the required marks. For example, I know of a guy in my class who only cares about making good grades in school. He will never share his ideas with anybody because he wants to be the best in the class. Sometimes, he goes to the extent of paying teachers so that they will supply examination questions to him even before the examination.

In this case, it is not really this parents that caused him to engage in examination malpractice. It is the high level of emphasis placed on making good grades before graduating that caused him to engage in examination malpractice.

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4. Environmental factor: Believe it or not, environment matters too. The place a child grew up will also affect the way he see examination malpractice. I am saying this because I am one of the persons whose view of examination was affected by the environment.

In 2017 when I took my first external examination by the West African Examination Council (WAEC), i couldn’t resist the urge to register for examination in a miracle center because almost all my friends and age mates in my community register in a miracle center.

The only reason why I ended up not taking my WAEC examination in a miracle center was because my parents forced my not to. They were bent on making sure that I prepare and pass the examination all by myself. Eventually, I passed the exam with good grades and I can proudly say that in the public because I can defend my certificate.

The point I am trying to point here is that, sometimes students who engage in examination malpractice do so because their environment accepts it. That is to say, environmental factor is also one of the causes of examination malpractice.

5. Failure to prepare for examination: Unlike the old days, majority of students of nowadays don’t prepare for examination. They walk into their examination hall with empty heads and expect God to do magic for them. When they find out that can not pass the examination on their own, they will resort to examination malpractice as that is their only option.

A typical example of a student like this is my roommate when I was in 300level at the University of Nigeria, Enugu Campus (UNEC). He never read his books for one day. What he new how to do best was to party with his friends and come back to school during weekends to do his assignments. During examinations, supervisors usually watch him closely because he is generally known as the king of examination malpractice. So you see, failing to prepare for examination is actually one of the causes of examination in our society today.

6. Over population in schools : What do you expect 150 students to do during examination when they are all congestion in classroom. Obviously, the environment is already encouraging examination malpractice in the first place. This is the case in almost all the government owned secondary and tertiary institution in Nigeria.

The reason why I am bringing up this point is because, I went to a government owned secondary school. During my days, we were about 250 in just one classroom. Our teachers don’t even care whether or not students are engaging in examination malpractice because the population was too much. Even the brilliant ones like me that always hid my answer during examination could no longer hide them because the classroom was too congested.

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Effects of examination Malpractice in Nigeria

Below are some of the likely effects of examination malpractice in Nigeria if nothing is done to reduce it:

• Dearth of professionals in Nigeria
• Decrease in the nation’s integrity
• Increase in corruption
• Underdevelopment. 

1. Dearth of professionals in Nigeria: Believe it or not, if examination malpractice is not given a good fight in Nigeria, the country will definitely get to a stage where there is dearth of professionals in every sector. What this means is that, there will be few or no professional doctors, lawyers and even engineers in the country.

Now, imagine a country where there is only a few number of good lawyers. Apparently, innocent citizens of that country is going to suffer because of injustice. Government will have a justification for all their evil deeds and unjust policies.

Accordingly, in a country where there is no professional and qualified doctor, people will die because of little sicknesses or professional misconducts on the part of the unqualified doctor. I know of a man in my community who died as a result of the overdose given to him by his own son who is a medical doctor. He was one of those rich men who will always pay for his child to pass any examination in school. Eventually, his own actions killed him. Obviously, his son is one of the products of examination malpractice.

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2. Decrease in the nation’s integrity: This is the case in Nigeria presently. In recent times, students prefer to study abroad than in Nigeria. The reason is because, people who studied in Nigeria are valued lesser than those who study abroad. The funniest part of it is the fact that, Nigerian students now prefer to study in less developed countries like Ghana, South Africa and even Gambia which Nigeria is far better than. This points to the fact that Nigeria’s education system is gradually declining and the nation’s integrity is going low too.

Nowadays, it is probably impossible to see a Nigerian, who graduated from a Nigerian university, going to further his/her education in Harvard or Manchester University. In fact, before top universities like Harvard or Manchester will admit a Nigeria, there must be proper scrutinizing of the student to be sure that he/she is truly academically sound.

3. Increase in corruption: Corruption is one of the biggest problems Nigeria is having today. In fact, i am of the opinion that corruption is the only problem in Nigeria because every other problem of Nigeria is as a result of corruption. One of the likely consequences of examination malpractice in Nigeria is an increase in corruption rate.

Trust me; if the students are taught to solely depend on examination malpractice to pass their examination, they will grow with the understanding that cheating is not really bad. Undoubtedly, this will reflect every other aspects of their life.

As it is rightly said, the youths are the leaders of tomorrow. Whatever that is inculcated in them today, will definitely grow with them. So, if they are allowed to cheat during examination, then looting public funds won’t be a problem too.

4. Underdevelopment: It will surprise you to know that one of the reasons why Nigeria is still underdeveloped is because our education system has not been able to produce enough qualified students in different fields of study. It seems as if our education system is more concerned about producing students who can write examination and pass very well, than those who can actually put into practice what they have been taught.

This is actually the reason why the country is still underdeveloped after many years of independence. Believe it or not, only about 20% of the federal university universities in Nigeria are currently equipped with all the necessaries a good university should have. As a result of this, students concentrate more on passing their examination because that is the only way they can be deemed fit in their various professions.

Solutions to Examination Malpractice in Nigeria

Below are some tentative solutions to the problem of examination malpractice in Nigeria:

• Good parental upbringing
• Increase in the salary of teachers
• Incentives for those who report malpractice cases
• De-emphasizing of the need for certificate
• Creation of more schools and learning facilities
• Government should encourage education

1. Good parental upbringing: From my discussion in the early part of this work, it is clear the parental upbringing contributes a lot to examination malpractice in Nigeria. The way a child is trained can increase or decrease the rate of examination malpractice in Nigeria. The reason is because, most people act the way they act in the public because, that is the way they were trained.

On that note, if parents can inculcate in their children that examination malpractice should be fraund upon at all times, there will be a drastic decline in the rate of examination malpractice in Nigeria with time.

In 2007, my friend told me the story of a student who insisted that he will not engage in examination malpractice even when every other person was. The student told the investigator that his mother warned him not to engage in examination malpractice and that he must obey his mother. When I heard of this, I was amazed. No doubt, good parental upbringing can really decrease the rate of examination malpractice in Nigeria.

2. Increase in the salary of teachers: I have come to realize that not every teacher/Lecturer actually likes encouraging students to engage in examination malpractice. Sometimes, teachers engage in examination malpractice because their salary is not enough for them. Thus, in other to increase their salary, they will ask students to pay some amount of money so as to enable them pass the examination.

Trust me; if the government should increase the salary of teachers in school by 30%, there will be less case of examination malpractice in Nigeria. To corroborate this, many teachers have expressed the opinion that one of the tentative ways through which examination malpractice can be fought in Nigeria is by increasing the salaries of teachers. It will really go a long way to curb examination malpractice in this country.

3. Incentives for those who report malpractice cases : In 2011, the government of Nigeria deviced a new way of catching corrupted persons in the country. The government made a public announcement that there will be incentives for anyone who reports any case of corruption to the government. That year, many corrupt public officers were exposed. In fact, some corrupt people who didn’t want to get caught started to pressurize the government to stop the policy.

If that same tactics is deployed in fighting examination malpractice in Nigeria, there will be a rapid decrease in the rate of examination malpractice in Nigeria. Truth be told, most people who enjoin students to engage in examination malpractice, don’t like it. Some of them are forced to do it because they are indigent. So, if the government or any any examination body in Nigeria starts giving incentives to people who report cases of examination malpractice, i strongly believe that the rate of examination malpractice in Nigeria will decrease in a short time.

4. De-emphasizing of the need for certificate: Until less emphasis is placed on paper qualification in Nigeria, many students will not stop striving to get good grades in school through any means. I have stated in the early part of this article that one of the reasons why many students engage in examination malpractice is for them to get the best grade while in school, as that will determine how fit they are in their profession.

Employers of labor must understand that grades does not really show that someone is fit for a job. What will show that someone is really fit for a job is the practical capacity of that person. It is possible for a student who had low grades while in school to work better than another student with good grades in thesame area of specialty.

My point hear is that for examination malpractice to reduce, it is necessary that lesser value be placed on the paper qualification of students.

5. Creation of more schools and learning facilities: This is on the part of the government. By creating more schools in Nigeria, there will be less number of students in a particular classroom and that will discourage examination malpractice in any form. Evidently, students in schools where there are very low numbers of students perform more better than those in over populated schools.

The reason is because, in those less populated schools, students are well monitored to ensure that they actually learn what is being taught in the classroom. However, no teacher/Lecturer in an overpopulated school has the time and strength to do that.

Providing learning facilities will also help to foster learning in school. It will help students to know the what they are supposed to know at every level of their education. In my opinion, creating more schools and learning facilities will go a long way to solve the problem of examination malpractice in Nigeria.

6. Government should encourage education : Trust me, if the government starts encouraging education there will be a drastic reduction in the number of examination malpractice recorded in the country every year. In the United States of America currently, students who are not able to completely pay for their education can be given loan by the US government .

This does not only show that their education is important. It also encourages students in the US to keep studying.

Increasing the salary of every profession is also a good idea because when students are confident about what they can earn after graduating, they won’t be looking for ways to make money or scam other people online.

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From my discussion so far, it is evident that the problem of examination malpractice can be drastically reduced in Nigeria, even though it cannot be totally stopped. With the tentative solutions I have proffered, there is no doubt that Nigeria’s education system can still come back to life.

However, for this to happen our parents, government and teacher must also play their role effectively. The Nigerian society must see examination malpractice as an abominable act. This will help to deter many students from engaging in examination malpractice in the country.

Hope this article was helpful? If you still have any question or contribution to this article, kindly send them via the comment section. Remember, your solution to the problem of examination malpractice in Nigeria can also help to save the country’s educational system.

Edeh Samuel Chukwuemeka, ACMC, is a lawyer and a certified mediator/conciliator in Nigeria. He is also a developer with knowledge in various programming languages. Samuel is determined to leverage his skills in technology, SEO, and legal practice to revolutionize the legal profession worldwide by creating web and mobile applications that simplify legal research. Sam is also passionate about educating and providing valuable information to people.

This Post Has 27 Comments

I get allot of ideas from this this article and i have nothing to say rather kudos to your effort

thanks it helped a lot in my assignment

I love this article, it’s the best article I have ever read so far,i really appreciate your efforts, kudos to you all👍👍👌🙏🏼🙏🏼🙏🏼 thanks

It was very helpful. Kudos💯💯💯

It’s a very insightful article and I learnt alot

I love these articles, pls let make use of it and correct the nation as hole

So then what could be the remedy of this problem of examination malpractice in Nigeria in the expecting future time,even though is not a hope,but to be maintain.

This article is the best I have ever read about examination malpractice.it really help me! thank you

Thanks alot, this article of yours really helped me out today. Am grateful 🙏🙏

Wowwwwwww kudos👌👌👌🤛🤛👍✊ to u I love it,it really helped in my assignment

Tnks u alot this help me on my malpractice presentation. Tnks u alot

Wow I learnt more on this article.

Well done this article was helpful To the writer you did well This really helped on my presentation.

Well done this article was helpful To the writer nice article It really helped in my presentation.

Wow, kudos this is a brilliant article. Thanks for assisting me in this examination malpractice topic.

Thanks slot too it also helped me. Job well done.💐👍👍👌.

it also helped me in my home work

It helped me thank you

It helped me a lot with my assignment thanks 😀😀😀

This is an excellent job. It’s really incisive and comprehensive. Keep the good work moving. Thanks

I love this article. Becouse it was help very nice.

Outstanding effort! I benefit much from this article. Thank you so much. May we not be in such illegal practice.

boss thank u for this article ooo na my english assignment answer u just drop like this

Thank you for helping me to do my assignment

Good job you’ve done ✅

Well written article, well done

i love it, thanks

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Need editing and proofreading services, expository essays | step-by-step manual with examples.

• Tags: Academic Writing , Essay , Essay Writing

The term “expository” refers to expounding on, or elaborating on a topic. Hence, the main goal of an expository essay is to provide factual information on a particular subject. Although writing an engaging essay is definitely a plus, it is secondary. The main goal of writing an expository essay is to educate. 

An expository essay is a relatively unbiased piece of writing that explores a topic from all angles. In this article, we will explore the meaning of an expository essay and how to write one with the help of a few expository essay examples. Let’s take a look.

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What is an expository essay?

An expository essay is an unbiased, factual piece of writing that provides an in-depth explanation of a topic or set of ideas. It aims to explain a topic from all angles and takes no decisive stance on it.

Expository essays make no new arguments on a topic but rather explain preexisting information in a structured format. They are mainly used in assignments or exams to test the student’s knowledge of a subject. 

However, the expository essay definition remains incomplete without understanding the different types of expository essays. An “expository essay” is an umbrella term used to describe different types of essays. These essays include classification essays, definition essays, process essays, compare and contrast essays, and cause-and-effect essays.

Now that we’ve understood what is an expository essay, let’s look at its types.

1. Classification essay

A classification essay aims to group objects into distinct categories. It also involves comparing objects within the same group and highlighting their similarities and differences. For example, if the essay topic is evergreen trees, it would explore different types like pine and fir and discuss the similarities and differences between them.

2. Definition essay

A definition essay aims to provide a comprehensive explanation of a particular topic. As the name implies, the main goal is to define the subject matter in detail. So if you were writing a definition essay on the Victorian era, you would begin by defining the historical period. Then, you would move on to describe the cultural aspects such as fashion styles, notable figures, and societal norms that characterized that period.

3. Process essay

A process essay is a step-by-step guide to performing a particular task. It follows a logical, chronological order of detailed steps on how to achieve a desired outcome. For instance, if you want to write a process essay on “how to make a paper airplane” you will provide a step-by-step chronological guide on how to fold the paper in different ways to create the airplane. 

4. Compare and contrast essay

A compare and contrast essay aims to point out the subtle differences or unexpected similarities between two or more subjects. For instance, a compare and contrast essay about the types of ramen served in different parts of Japan may include the differences and similarities in the broth, ingredients used, types of noodles, and flavor profiles in each of them. 

5. Cause and effect essay

A cause-and-effect essay seeks to explore the aftermath of a specific incident. So a cause-and-effect essay on the Himalayan mountain range may analyze the movement of the tectonic plates that led to the formation of the Himalayas.

Now that we’ve fully understood what’s an expository essay let’s understand its structure.

Expository essay structure

An expository essay is written in the third person and the expository essay format, like any other essay format, consists of an introduction, body paragraphs, and a conclusion. There is no limit on the length of your essay unless instructed by your teacher or professor. 

The expository essay format typically consists of one paragraph for the introduction and conclusion and three paragraphs for the body. But you can add additional body paragraphs depending on the scope of your topic. Here’s the expository essay paragraph structure:

1. Introduction

The purpose of an introduction is to acquaint your reader with‌ your topic or thesis statement. It also involves using engaging information and a relevant context to captivate the reader.

The thesis statement for an expository essay should be unbiased and should aim to provide the reader with more information on a topic. Here’s an example of an introductory paragraph for an expository essay:

• Background information
• Thesis statement

The Victorian era, spanning from 1837 to 1901, left an indelible mark on English society. With its strict expectations governing everything from fashion to employment, it was known to be a conservative society. But amidst the rigidity, the period also saw remarkable progress in industry, technology, and science. It’s a time of paradox, where tradition and innovation coexisted. In this essay, we’ll delve into the fascinating complexities of the Victorian era and how they shaped English society for generations to come.

2. Body paragraph

After understanding how to start an expository essay the next step is to construct substantial body paragraphs. Each body paragraph in an expository essay consists of a topic sentence, its explanation, and a transition statement. A single idea should be introduced in each paragraph. 

These ideas can be arranged chronologically, in the order of importance, or even in a random manner, depending on the purpose and the message of your essay. For instance, a step-by-step guide will always be written chronologically, from the first to the final step.  Let’s take a look at an example of a body paragraph for an expository essay.

• Topic sentence
• Explanation
• Transition statement

During the Victorian era, the social hierarchy was rigid, with the aristocracy and landed gentry holding most of the power, wealth, and privilege . Shockingly, the upper class comprised only 0.7% of the population, yet dominated England’s resources and politics. Meanwhile, the working class, who made up the majority of society, faced harsh living and working conditions and had limited opportunities for upward mobility. Working-class men in industrial cities had an average life expectancy of just 16 years. Despite these challenges, the Victorian era also saw a growing movement towards social reform, such as the National Health Service and Factory Act, aimed at improving the working class’s quality of life. Although the oppressive social hierarchy was highly apparent, the Victorian era represented a time of progress and change in England for many.

3. Conclusion

The purpose of the conclusion is to tie up loose ends and to provide a short summary of your essay. End your essay with a strong, meaningful statement that leaves a lasting impression. This helps reinforce the significance of your thesis statement to the reader.

The conclusion should introduce no new information but rather focus on the broader impact and applications of your topic and central idea. Here’s an example of a concluding paragraph for an expository essay.

• Updated thesis statement
• Brief overview
• Concluding statement

The Victorian era brought about significant changes in society, culture, and technology, including the rise of the middle class, the expansion of the British Empire, the emergence of new literary and artistic movements, and the advancement of science and technology. Despite its flaws, it laid the foundation for modern society and continues to impact contemporary culture. This essay explored the Victorian era’s impact on literature, social norms, and technological advancements, providing a comprehensive overview of this era’s influence on society and culture. Overall, the Victorian era’s legacy continues to shape our world today.

Now that we’re familiar with the structure of an expository essay, let’s understand how to write it.

How to write an expository essay  

Although an essay is a highly versatile piece of writing, it follows the same basic steps. This involves choosing a relevant topic, crafting a clear thesis statement, creating a structured outline, and writing and revising your essay. Here are some simple steps to write an expository essay.

1. Choose an appropriate topic

An expository essay is based on accurate facts and information, so it makes sense to choose a topic you’re already familiar with. This will not only make the research process much easier but will also help you approach your topic in depth.

2. Craft the thesis statement

Create an interesting and succinct thesis statement that you can expound on. A thesis statement that is both intriguing and clear creates a strong foundation for your essay.

3. Create an essay outline

You can better understand how to structure your expository essay by constructing an outline.

An outline not only provides flow to your essay but also serves as a base to fall back on when in doubt. It is created by constructing relevant topic sentences that support your thesis statement and arranging them in a logical order. 

4. Write the first draft

Once you have created the outline, the next step is to flesh it out and start writing your essay. Make sure that you use reliable sources of information and accurately cite them during your writing process.

5. Revise and proofread 

After the first draft of your essay is complete, make sure to proofread it and revise any structural, grammatical, or factual inconsistencies. If you have the option, it always helps to hire essay editing services that can handle this crucial task for you.

Expository essay outline 

Before embarking on your essay writing journey, make sure that you have a solid base to fall back on. This can be done by creating a comprehensive expository essay outline with a detailed thesis statement, relevant topic sentences, and supporting bits of information. 

Here’s an example of an expository essay outline on the impact of the wheel on modern-day technology: 

The Impact of the Wheel on Modern-Day Technology

I. Introduction

A. Hook: An interesting fact or a historical anecdote about the invention of the wheel

B. Context: The significance of the wheel in ancient times

C. Thesis statement: The wheel has been a crucial invention that has influenced modern-day technology in various fields.

II. History and Evolution of the Wheel

A. Origin and early uses of the wheel

B. Development of the wheel and axle

C. Role of the wheel in ancient civilizations, such as Mesopotamia, China, and Egypt

D. The role of the wheel in the Industrial Revolution

III. The Influence of the Wheel on Transportation Technology

A. The invention of the modern-day car and its components

B. The development of airplanes and trains

C. The influence of the wheel on space exploration

IV. The Influence of the Wheel on Manufacturing Technology

A. The role of wheels and conveyors in modern factories

B. The use of wheels in heavy machinery and equipment

C. The influence of the wheel in assembly line production

V. The Influence of the Wheel on Everyday Technology

A. The role of the wheel in household appliances and gadgets

B. The use of wheels in sporting equipment and toys

C. The influence of the wheel on modern-day robotics

VI. Conclusion

A. Restate thesis statement

B. Summarize the main points of the essay

C. Final thoughts: The significance of the wheel on modern-day technology

D. Call to action or recommendation for further research or action

Expository essay example

To help you in your writing process, we’ve provided a comprehensive expository essay example. It discusses the impact of Shakespeare’s work on modern-day literature. This expository essay sample deviates from the original five-paragraph structure and consists of an introductory paragraph, four body paragraphs, and a concluding paragraph.

Influence of Shakespeare on Modern-Day Literature

William Shakespeare is widely regarded as one of the greatest playwrights in the history of English literature. His works have had a significant influence on modern-day literature, and his plays continue to be performed and adapted into various forms, including films, television shows, and novels. In this essay, we will explore the influence of Shakespeare on modern-day literature.

Shakespeare’s influence on the English language cannot be overstated. He is credited with the invention of over 1,700 words and phrases, including “eyeball,” “fashionable,” “addiction,” and “bedazzled,” to name a few. His writing style, characterized by poetic language, rich imagery, and powerful themes, has inspired countless writers and poets over the centuries. Many writers have attempted to imitate his style or use his works as a reference for their writing.

Moreover, Shakespeare’s plays, which were written over 400 years ago, still resonate with audiences today. His exploration of universal themes such as love, jealousy, power, and ambition, continues to captivate readers and audiences worldwide. The characters in his plays, such as Romeo and Juliet , Hamlet , Macbeth , and Othello , are iconic and have become part of our cultural heritage.

As a result, today’s media and entertainment have been heavily influenced by Shakespeare’s works. Many writers have adapted his plays into modern settings, retelling the stories in contemporary contexts. For example, the musical West Side Story , which is based on Romeo and Juliet , is set in 1950s New York City, while the film 10 Things I Hate About You is a modern retelling of The Taming of the Shrew .

Shakespeare’s influence is not only evident in media but also in the language and themes used in modern literature. His exploration of human nature and the human condition has inspired many writers to delve deeper into the human psyche, exploring complex emotions and motivations. His use of metaphors, symbolism, and imagery has become a hallmark of literary writing, inspiring many writers to use similar techniques in their works.

In conclusion, William Shakespeare’s influence on modern-day literature cannot be overstated. His works continue to be read and performed, inspiring writers and artists around the world. His use of language, themes, and characters has become part of our cultural heritage and continues to shape how we view the world. Shakespeare’s impact on modern-day literature is a testament to his enduring legacy as one of the greatest writers of all time.

Now that you have clarity about expository essays, you can use this information to write expository essays. As providers of essay editing services , we realize that you may also have doubts about other types of essays like narrative essays, argumentative essays, and more.

Keep reading with more resources from your loyal editors and proofreaders:

• Narrative Essay | Step-by-Step Guide with Examples
• 8 Types of Essays | Quick Summary with Examples
• How to Write an Essay in 8 Simple Steps (Examples Included)
• What Is an Essay? Structure, Parts, and Types
• How to Write an Argumentative Essay with Examples

Frequently Asked Questions

What is the purpose of an expository essay, how long is an expository essay, how are persuasive and expository essays different, how is an analytical essay different from an expository essay, is writing an expository essay easy, what is the structure of an expository essay.

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Writing (Expository Essay)

Back to: ENGLISH LANGUAGE JSS3

Welcome to Class !!

We are eager to have you join us !!

In today’s English Language class, We will be learning about how to write an Expository Essay.  We hope you enjoy the class!

An expository essay is a type of essay in which students are expected to explain a thing or a process in full. In expository essays, facts about situations, descriptions of things are stated as well as judgments.

In an expository essay, definitions of terms can be given, comparison of things can be done, causes and effects of something can be discussed, illustrations can also be given, etc.

The dominant tense used in expository essays is simple present tense. Also, every expository essay must have a title.

Write a good essay on the topic “Why students fail examination”

Countdown English by Ogunsanwo

READING ASSIGNMENT

Read more on expository essays from Exam Focus: pages 18&19

We have come to the end of this class. We do hope you enjoyed the class?

Should you have any further question, feel free to ask in the comment section below and trust us to respond as soon as possible.

In our next class, we will be learning about Vowels \ ɑː \ and \ ɜː \.  We are very much eager to meet you there.

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Write an expository essay on external examinations in Nigeria

External examinations are a crucial aspect of the Nigerian educational system, playing a significant role in assessing the academic performance of students and determining their future prospects. These examinations are usually conducted at the end of each academic year or at key points in a student's educational journey, such as at the end of primary, secondary, and tertiary education.

The external examinations in Nigeria are typically standardized tests that are administered by external examining bodies, such as the West African Examinations Council (WAEC), the National Examinations Council (NECO), and the Joint Admissions and Matriculation Board (JAMB). These examinations are designed to assess the knowledge and skills that students have acquired during their course of study and to provide a measure of their academic achievement. One of the key purposes of external examinations in Nigeria is to ensure the quality and standard of education in the country. By setting rigorous standards and assessing students' performance against these standards, external examinations help to ensure that students are receiving a high-quality education and are well-prepared for further studies or the workforce. Additionally, external examinations provide a level playing field for all students, as they are assessed based on the same criteria and standards. External examinations also play a crucial role in evaluating the effectiveness of the educational system in Nigeria. By analyzing the results of these examinations, policymakers, educators, and stakeholders can identify areas of strength and weakness in the education system and take necessary steps to address any shortcomings. For instance, if a particular subject consistently records low pass rates, authorities can investigate the causes of this and implement interventions to improve performance in that subject. Furthermore, external examinations in Nigeria serve as a criterion for progression to higher levels of education. For example, students who wish to advance from primary to secondary school, or from secondary to tertiary education, often need to achieve a certain minimum score in external examinations to gain admission to the next level of education. Additionally, external examination results are often used by employers as a measure of a candidate's academic ability and skills, particularly when selecting candidates for job opportunities. In conclusion, external examinations are an integral part of the Nigerian educational system, serving as a critical tool for assessing student performance, ensuring educational quality, and evaluating the effectiveness of the education system. While they may be rigorous and challenging, external examinations play a vital role in shaping the academic and professional prospects of students in Nigeria.

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Enhancing ESL students’ academic achievement in expository essay writing using digital graphic organisers: A mixed-methods research

Godswill u. chigbu.

a Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR China

Ngozi U. Emelogu

b Department of Arts Education, University of Nigeria, Nsukka Nigeria

Cajetan I. Egbe

Ngozi g. okoyeukwu, kingsley o. eze, chidinma k. nwafor, chioma p. patrick, okon e. okon, philomina a. agbo, frederick a. okwo.

Students in Nigerian English language classrooms encounter difficulty in writing. However, the utilisation of metacognitive strategies has the potential to aid students in organising their thoughts during writing for better achievement. Therefore, this study aims to examine the effect of digital graphic organisers on secondary school students’ achievement in expository essay writing and the students’ perceptions of writing challenges and the impact of the strategy. The study adopted a mixed-methods research design consisting of a within-group experimental design and focus group interview. Five research questions and one hypothesis are formulated to guide the study. An intact class size of 38 students is the subject of the study, while an expository essay writing achievement test and a focus group interview were used for data collection. Percentage, mean and standard deviation, and thematic analysis were used in answering the research questions, while a paired sample t -test was used to test the null hypothesis at 0.05 significance. The study found a statistically significant difference between students' mean achievement scores before and after exposure to digital graphic organiser charts when writing expository essays.

1. Introduction

The continuous mass failure in the English language in the senior secondary school certificate examinations conducted by WAEC and NECO has become worrisome. According to the WAEC Chief Examiners' reports [ 1 , 2 ], this failure has always been mainly attributed to poor writing skills. This causal factor is relatable because writing has been described as the most complex and sophisticated language skill [ 3 ]. Hence, it is a highly valued literacy skill in the classroom and beyond. Moreover, unfortunately, many learners struggle to write effectively [ 4 ], including Nigerian students who encounter difficulty in writing. The teaching and learning of English centres on ensuring that students become competent in the four language skills: listening, speaking, reading, and writing. Among these four language skills in the English language, writing or essay writing occupies a prominent position. Essay writing is an essential skill all students need in their academic lives. It provides an avenue to demonstrate one’s understanding and knowledge of a topic. Through essay writing, students narrate unique experiences and describe people, events, places, and processes. They also develop and defend logical arguments or provide expository information on diverse concepts and issues. Writing an essay involves using cognitive abilities to understand any subject matter [ 5 ]. The involvement of cognitive abilities develops students’ higher-order thinking skills.

As former secondary school English language teachers and WAEC examiners, we observed that students need help to compose well-structured essays during class writing exercises and examinations. Their essays are either characterised by vague ideas about the essay topic, incoherence, especially at the sentence and paragraph level or being markedly shorter than the expected number of words, which is clear evidence of a lack of ideas and how to develop them. The non-employment of teaching strategies by most Nigerian teachers may worsen these scenarios. They rely primarily on the traditional method, which is lecturing. However, research has somewhat demonstrated that metacognitive strategies might improve students’ writing abilities. Based on this perspective, the study would examine how the employment of digital graphic organisers, a metacognitive strategy, could impact on senior secondary school students’ academic achievement in an expository essay. Specifically, the study aims to answer the following questions.

• 1. What percentage of students recorded positive gains after exposure to the digital graphic organisers?
• 2. What percentage of the students moved from low to higher writing skills due to the use of digital graphic organisers?
• 3. What is the effect of digital graphic organisers on the mean achievement scores of students in expository essay writing?
• 4. What are the perceived difficulties students encounter while writing expository essays?
• 5. What are the perceived effects of using digital graphic organisers in writing expository essays?

1.1. Graphic organisers

Graphic organisers have a very significant impact on the English language classroom. Since the introduction of the theory of multiple intelligences by Gardner [ [6] , [7] , [8] , [9] , [10] ], classroom instructors are considering integrating multimodal strategies to facilitate learners’ comprehension. Gardner’s theory of multiple intelligences states that learners assimilate and internalise new information in an instructional context where more than one mode of learning is employed. According to the theory, "students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways" [ [ 6 ], p. 11]. This argument advances the essence of multimodality in every aspect of the instructional process, from the instructional content to the mode of delivery and assessment. In the theory of multiple intelligences, Gardner proposed eight types of intelligence: bodily-kinesthetic, logical-mathematical, interpersonal, intrapersonal, musical-rhythmic, naturalist, verbal-linguistic, and visual-spatial intelligence. The graphic organisers characteristically fit into this theory because they are spatial and visual modes of learning [ 11 ]. Hence, it engages the visual-spatial intelligence of the learners. Besides, McKnight [ 11 ] posited that graphic organisers are essential and effective teaching tools for generating and organising ideas and content and aiding learners' comprehension. Employing graphic organisers for instructional purposes falls under strategy-based instruction. Its essence and effectiveness lie in how it enables students to see practically the relationships, links, and connections between terms, ideas, facts, and information.

Graphic organisers are grounded in metacognition and core cognitive theories such as cognitive constructivism and schema theory. Graphic organisers are metacognitive strategies. Metacognitive strategies enable students to organise, regulate, and evaluate their learning. According to Flavell [ 12 ], a metacognitive strategy is an effective strategy that reveals knowledge of cognition processes. Inclusive Schools Network [ 13 ] defined metacognitive strategies as "designed methods employed to help students understand the way they learn or make them "think" about their "thinking." There are different types of these strategies, namely regulation checklists, thinking aloud, mnemonic aids, self-questioning, and graphic organisers, to mention only these. A graphic organiser, one of the metacognitive strategies, can be created manually, by drawing or digitally using software [ 14 ]. Beyond being a metacognitive strategy, the basis and activities of graphic organisers are anchored in cognitive theories. Scholars of cognitive theories, for instance Refs. [ 15 , 16 ], have proposed that learning occurs based on organised and predictable mental structure and thought processes. Cognitive theories propose that graphic organisers are powerful tools that enable instructors to interact with learners’ schemas. This interaction enhances the learners’ information retrieval and retention. Anderson [ 15 ] defined schemata as a mental mode that generously represents an individual’s knowledge of the world and lived experience and serves as the basis for interaction, response, and analysis of similar cognitive experiences. Slavin [ 17 ] explained that with schemata, learners could input, store, and retrieve codes or information hierarchically. It also offers the structure for constructing and representing a complex idea and a reason for how experience impacts the acquisition of new knowledge.

Graphic organisers provide templates of what learners know and how they know them. Di Cecco and Gleason [ 18 ] noted that GO charts are visual and spatial representations of information that arrange logical relationships between facts, concepts, or ideas. GO charts are employed to help students visualise and organise ideas. Without them, students’ ideas may become cluttered and difficult to capture coherently in a draft. In addition, GO charts allow for the complete utilisation of brain skill regions, aid in overcoming information overload, and allow the collection of knowledge and resources in one location [ 8 ].

Furthermore, they boost creativity by allowing people to think more freely and helping them perceive information more thoroughly. Also, they clarify concepts via relationships and structure, which assist humans in problem-solving, decision-making, and action; while enhancing memory and understanding [ 19 ]. The good things about this strategy are mainly well established in native speakers’ English classrooms. However, how effective it could be in an ESL classroom needs attention.

Although, these arguments, so far, have favoured the graphic organisers. However, there are also criticisms that contend against graphic organisers in relation to the theory of multiple intelligences because there is no adequate empirical data supporting the claims. The criticisms are that optimal performance is because of the complex skills acquired and developed through nurtured abilities and conscious exercises against any supposed unique and innate abilities [ 20 , 21 ]. Nevertheless, as much as these criticisms exist, a well-documented body of empirical literature [ [22] , [23] , [24] ] has demonstrated that graphic organisers facilitate good writing performance, idea generation, and reading comprehension. Different kinds of graphic organisers include flowcharts, Venn diagrams, concept maps, story maps, templates, cognitive maps, and visual displays. Different definitions have been provided for graphic organisers. According to Stull and Mayer [ 25 ], a graphic organiser consists of spatial arrangements of words or a group of words intended to represent the conceptual organisation of the text.

1.2. Digital graphic organiser

Graphic organisers are classified into paper-based and computer-based types [ 26 ]. Paper-based graphic organisers are organisers produced using papers and drawings on paper. On the other hand, computer-based organisers may be distinguished into full computer-based graphic organisers and semi-computer-based graphic organisers. While the former refers to computer-based graphic organisers produced as computer applications or software, the latter is about graphic organisers with some of the same flexibility as the full computer-based graphic organisers. This study focuses on the latter, digitally created graphic organisers (or DGOs). It is also called a web graphic organiser [ 27 ].

Moreover, " digital " qualifies graphic organisers in this context in two ways. Firstly, it defines the medium of design and production of these graphic organisers, which are through software such as Microsoft Word, Google Docs, and CorelDraw; specially built web or mobile apps; or even editable templates downloaded from online sources. Secondly, it is digital because of the editable and reusable features of the charts when they are created or downloaded through digital platforms. Digital graphic organisers allow students to adapt, customise, or personalise their work and reduce paper waste [ 28 ]. The word " digital " here is italicised to capture that it is not entirely technological. It is not an app or software, but it requires teachers and students to create an organiser chart using Microsoft Word or Google Docs. Moreover, students can practise prewriting and writing using the soft copy at home, in the language skill computer lab, or in an ICT-supported classroom. Teachers and students can also print it out for use in the classroom. The emphasis on digital here is on creating graphic organiser charts. This process may give the students the perception that they are managing, controlling, or creating what they learn. For Brown [ 29 ], the idea of digital in his study was about using a smartboard to project the graphic organisers while the students perform writing tasks in the classroom. This process may appear slim, but it is very significant and shows improvement since, in the Nigerian context, material-based instructional strategies are always improvised using handcrafts involving painting and drawing.

There are different formats or types of digital graphic organisers, including cause-and-effect charts, compare-and-contrast charts, sequencing charts, persuasion charts, etc. (see Fig. 1 , Fig. 2 , Fig. 3 , Fig. 4 ). The cause-and-effect charts help students visualise the connection between a particular cause and its effect or the interrelationship between a problem and its primary causes, effects, and solutions. The compare-and-contrast organisers visually depict the similarities and differences between ideas or concepts. With this chart, the main ideas can be represented with supporting or opposing ideas. The ideas can further be compared or contrasted against one another. The sequence chart illustrates events. The chart can be used to outline actions from beginning to end. The actions can be represented top-down or left-to-right, connected by arrows. The persuasion chart allows students not only to identify evidence in support of their argument but also to acknowledge opposing opinions. (See Ref. [ 11 ] for more samples of graphic organisers for teaching writing and other language skills). The students for this study will be exposed to different chart formats and guided on how to use them to write an excellent expository essay.

Persuasion chart. Source: authors.

Comparing/contrasting Chart. Source: authors.

Sequencing chart. Source: authors.

Cause and Effect Chart. Source: authors.

1.3. Expository essay

Acquiring good writing skills through expository essays is of immense benefit to students. This is because, through expository essay writing, students learn to think critically and write analytically using factual, logical, and statistical evidence. According to The On-Campus Writing Lab & The OWL at Purdue [ [ 30 ], Para. 1], "the expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea clearly and concisely." It is characteristically unbiased and impersonal in an academic tone and with factual information. In addition, the ability to write an expository essay engenders a problem-solving skill because this genre requires students to analyse a topic critically through "comparison and contrast, definition, example, and the analysis of cause and effect" [ [ 30 ], Para. 1]. This approach to writing an expository essay aligns with the different formats or types of digital graphic organisers, such as cause-and-effect charts, compare-and-contrast charts, sequencing charts, and persuasion charts detailed above.

The writing skill acquired at the secondary school level enables students to cope with term papers and projects, which form the bulk of academic work at higher institutions. Moreover, at the place of work, expository essay skills enable individuals to produce numerous reports and business proposals. Consequently, Wise [ 31 ] remarked that expository essay writing teaches students how to use language to inform and educate others, which are necessary skills for making positive changes in one’s life and the world. Therefore, expository essay writing needs to be constantly taught in an ESL classroom using exciting and practical strategies to enable learners to acquire the required writing skills. This is also because it is one of the genres of writing in which students are assessed in external examinations such as the West Africa Senior School Certificate Examination (WASSCE) and the National Examination Council (NECO).

Students' essay scores are likely to predict their achievement in other subjects. Research [ 32 , 33 ] suggest that students’ ability to write good essays correlates with success in various academic subjects. Research reports on students’ writing in Nigeria have consistently revealed that students are predominantly deficient in essay writing. Teachers are unsatisfied with the quality of the essays students produce [ 34 ]. Writing good essays is hard for most students and may be more difficult for students in the ESL classroom.

Consequently, it becomes crucial that every student learns to produce good essays. However, writing essays is challenging and demanding [ 35 ]. These students face difficulties in this language skill related to spelling, sentence formation, word choice, capitalisation, and punctuation. They also lack domain-specific vocabulary and writing style [ 36 ]. Their difficulties differ from that of Native English students [ 37 ]. Furthermore, students struggle with the cognitive processes of planning and organising their ideas and thoughts for the essay topic [ 38 ]. These peculiarities are resolvable if metacognitive strategies, such as graphic organisers, could be incorporated into the learning process [ 39 ]. In a learning activity such as writing, students should be able to self-regulate the process, use prior knowledge intentionally, and, at best, think about their thoughts.

DGO charts may be essential in expository essay writing. This is because they are “thinking technologies”. In an ESL classroom, student's writing and thinking abilities are examined through essay writing tests. Students who do not have strong writing skills will not be able to pass external examinations (WASSCE and NECO) since Paper 1, which tests writing ability, carries the most points (50%). Narrative, expository, descriptive, debate/argumentative essays, speeches, and articles are among the essay categories that students are assessed on. From the authors’ observations, students struggle to organise ideas when writing essays. For instance, in most narrative essays, the actions may end up not being well sequenced; in their expository essays, the effect or solution to a problem may be omitted. Such problems may be resolved if DGO charts are used as a thinking guide in the writing process.

Furthermore, students are faced with the cognitive demand to analyse a topic critically, and DGO charts enable students to develop the cognitive and metacognitive skills to do the analysis required in the mastery of essay writing skills. Klimova [ 40 ] posited that writing enhances students' cognitive and meta-cognitive skills, and the use of visual aids will trigger the critical thinking of students, which will indirectly contribute to their cognitive and metacognitive development. Cognitively, students can think out ideas and analyse and synthesise them. At the same time, with metacognition, they will structure these ideas logically and monitor and evaluate them as they develop them in paragraphs. DGO charts enhance the thinking abilities of students when brainstorming, generating ideas, linking those ideas, and sequencing events. Utilising DGOs may increase concentration on essential ideas.

1.4. Review of related literature on the usage of graphic organisers

Some empirical studies have been done using graphic organisers. Studies [ [41] , [42] , [43] , [44] ] have proposed that graphic organisers affect students’ writing achievement and even performances in disciplines other than language. Odewumi and Gambari [ 7 ] investigated the efficacy of graphic organisers on junior secondary school students' cognitive writing development skills. Their research revealed that students taught using graphic organisers outperformed those taught using conventional methods. Kansizoğlu [ 8 ], adopting a meta-analytical approach, examined 70 experimental/quasi-experimental studies on the effect of graphic organisers on language learning and instruction conducted between 2000 and 2016. The results obtained from the study were interpreted based on the random effects model. It was found that graphic organisers have a more significant effect on academic achievement than traditional teaching. More so, graphic organisers have made teaching writing skills easier. Finally, Tayib [ 45 ] examined how graphic organisers affect students' writing abilities and attitudes regarding this vital language skill. The participants in the study were 24 males who were enrolled in the preparation programme during the academic year 2012–2013 at Umm Alqura University in Saudi Arabia. The participants' writing scores were compared and examined quantitatively before and after the graphic organisers' intervention to discover whether there was any evidence of variations between the mean scores. In addition, the survey results on writing attitudes were qualitatively evaluated to see whether any changes had occurred in students' attitudes. The study's findings suggest that graphic organisers may enhance students' writing abilities and influence their attitudes regarding writing skills.

Some studies have been done on using graphic organisers in prose and narrative writing. For example, Uba et al. [ 9 ] assessed the use of graphic organisers in understanding the prose genre, aiming to emphasise their usage in Nigerian classrooms. The study aimed to determine whether secondary school students in Nigeria studying prose literature-in-English and are taught with graphic organisers do better on prose and comprehension tests. Four senior secondary schools with a sample of 100 students were purposefully chosen for the study. The selected schools were divided into graphics-based schools (GBS) and non-graphic-based schools (NGBS). The students of GBS were taught using eight visual organisers, whereas the NGBS was used as a control. The investigation, which was analysed using descriptive statistics and an independent sample t -test, disclosed that graphic organisers could allow learners to control the learning process in prose literature classes. It concluded that these organisers might ensure students’ understanding and achievement. As a result, the authors suggested that graphic organisers be used in the classroom instructional processes across subjects in Nigerian secondary schools.

Moreover, Sharrock [ 46 ] investigated the effect of a concept map, a graphic organiser, on students’ writing. The six-week study involved one third-grade class that was observed on two occasions. First, they gave a narrative essay test without a graphic organiser, and second, another with graphic organisers. The scores of the two observations were analysed using a paired sample t -test. The study revealed that students demonstrated more growth when they utilised the graphic organiser as part of the writing process than when they did without the graphic organiser in the first test.

Research has been done on improving the specifics of writing components using graphic organisers. Styati and Irawati's [ 10 ]study showed that utilising graphic organisers improved the students in terms of content, organisation, grammar, and mechanics. Unzueta and Barbett [ 47 ] reported that students who used computer graphic organisers to write persuasive essays recorded increased word count and supporting details in the composition. Beyond these studies, also [ 48 , 49 ], have also proven that graphic organisers are effective for organising written discourse. Although several studies attest to this, most only used paper-graphic-organisers. Therefore, the “ digital” graphic organisers might work differently than paper organisers. With this, it becomes essential to investigate the effect of digital graphic organisers on the expository essay writing process in the Nigerian English language classroom.

1.5. Theoretical framework

This study is anchored on "Dual Coding Theory," developed by Paivio [ 50 ]; "Schema Theory," introduced by Bartlett [ 51 ] and further developed by Anderson [ 15 ]; and "Cognitive Load Theory," developed by Sweller [ 52 ]. The choice of these theories is informed by the research done by the Institute for the Advancement of Research in Education (IARE) [ 53 ], which found that three cognitive learning theories, namely "Dual Coding Theory," "Schema Theory," and "Cognitive Load Theory," support the use of graphic organisers in the learning process. Dual coding theory proposes that humans code information in both verbal and nonverbal ways. According to schema theory, schemas or information networks are inside the memory. Learners can use graphic organisers to link new material to the current knowledge stored in the schemas.

Conversely, cognitive load theory accepts that working memory (short-term memory) has a maximum capacity to handle information; thus, when the load is surpassed, learning does not occur. When used correctly, DGO charts minimise cognitive strain and allow access to additional resources, allowing new content to be learned [ 53 ]. Similarly, Ellis [ 54 ] argued that visual organisers minimise the need for significant information processing abilities necessary to acquire a subject, make the information much more comprehensible by organising the information content, and allow the material to be handled at more sophisticated levels. Therefore, it is left to be seen how DGO charts will affect students' achievement in expository essays.

1.6. Hypothesis

there is no significant difference in the mean achievement scores of students after and before their exposure to digital graphic organisers.

2. Research method

2.1. design.

The study adopted a mixed-methods research design. According to Creswell and Creswell [ [ 55 ], p. 59], “Mixed methods is an approach to research in which the investigator collects, analyses, and interprets both quantitative and qualitative data (close-ended information), integrates or combines the two approaches in various ways, and frames the study within a specific type of design or procedure”. The design was found appropriate for this study because it allowed for the triangulation of the findings. The study adopted a within-group experimental design, particularly a pre-test-post-test design. Salkind [ 56 ] defined this design as a research design where two or more measures are obtained from a sample of subjects. The study used a single case study design (SCD) based on the qualitative approach because the study aims to explain the perceptions of senior secondary school students toward the use of digital graphic organisers and to evaluate any difficulties in the students' use of graphic organisers. Bogdan and Bilken [ 57 ] defined a case study as "a detailed examination of one setting, or a single subject, a single repository of documents, or one particular event." Five questions and one hypothesis were formulated to guide the study.

2.2. Participants of the study

The study participants were one class of 38 SS2 students at the University of Nigeria Secondary School, Nsukka. The 38 students were exposed to graphic organisers and were administered essay tests pre- and post-exposure. Furthermore, the study employed a focus group for the case study. This focus group was sampled from the entire class using a purposive sampling technique. The study adopted a focus group because interviewing all the class members would be impossible or challenging. Therefore, purposive sampling was used to sample seven (7) students based on gender and academic achievement. Using the teachers’ records, the seven students were four male students and three female students. Two of the seven students were high achievers, another two were average achievers, and the last three were achievers. This sampling of these participants based on gender and academic achievement characteristics was done not to study their differences or similarities but to create an aggregate or all-encompassing view of the students. Also, seven students were selected because, according to Johnson and Christensen [ 58 ], between six and twelve people are ideal participants for a focus group interview (FGI).

2.3. Ethical consideration

The Research Ethics Committee of the Faculty of Education at the University of Nigeria, Nsukka, approved this study. The authors also strictly adhered to the American Psychological Association's (2017) [ 59 ]ethical standard for conducting research with human participants. We obtained consent from the participants, the intact class form teacher, and the school management.

2.4. The instrument for data collection

The data collection instruments were the Expository Essay Writing Achievement Test (EEWAT) and focus group interview. Two essay tests were adopted from the 2014 and 2015 West African Senior School Certificate Examination (Paper I) expository essay tests for Nigerian students. One was used as a pre-test, and the other was administered as a post-test. An equivalent form reliability index of 0.714 was obtained for the test. The instrument measured the student’s performance before and after using DGO charts. The test was scored following the WASSCE analytical method of grading essays: content = 10; organisation = 10; expression = 15; and mechanical accuracy = 5, a total of 40. A score of 20 (50%) of the total mark is the benchmark. A score of less than 20 indicates that the learner has lower writing skills, while a score of 20 and above indicates that the learner has higher writing skills. The total number of learners that scored less than 20 was determined. The scores of these learners in the post-test were compared with their scores in the pre-test after being exposed to DGO charts. The number of students that migrated from a lower writing skill to a higher writing skill and the percentage, given the sample, was determined. This number indicated the percentage of those with lower writing skills that migrated to higher writing skills.

The interview was deemed appropriate for this case study design because "interviews are an essential source of case study evidence because most case studies are about human affairs or actions. Well-informed interviewees can provide important insights into such affairs or actions. The interviewees can also provide shortcuts to the history of such situations, helping you identify other relevant sources of evidence" [ [ 60 ], p. 121]. The interview was an open-ended focus group interview (FGI). For Krueger and Casey [ [ 61 ], p. 11], a focus group interview offers "a more natural environment than that of an individual interview because participants are influencing and influenced by others—just as they are in real life".

2.5. Procedure and method of analysis

The research lasted for five weeks. A phase one test (i.e., a pre-test) was administered to the students on the first week. The second, third, and fourth weeks introduced students to the four DGO charts illustrated in Fig. 1 , Fig. 2 , Fig. 3 , Fig. 4 , Fig. 5 and how to use them to organise ideas, thoughts, and points when writing expository essays. Fig. 5 is one of the DGOs used for classroom practice to teach the students during the exposure. More so, during the three weeks of exposure, editable sample templates of these graphic organisers were sent to the email addresses provided by the students. They were to download them, follow the pattern and create their own, adapt the charts to their preferred style, or use them just as they are to practise. In phase two (i.e., post-test), another test was administered to the students on the first day of the fifth week, while the remaining four days of the week were used to assess the essays. During the test, the students came with clean sheet printouts of their designed or downloaded charts and used them in the essay writing test's prewriting, writing, and revising stages. In the prewriting stage, the students brainstormed on the essay topic and then organised and outlined their points using the charts. The DGO charts helped the students to think about the ideas discussed in the essay and how they would organise them. When writing their essays, they constantly referred to the DGO charts. At the revising stage of the writing, which includes editing and proofreading, the students evaluated their essays with the DGO charts to ensure they were in tandem. The students followed the diagram of the chart to develop their points. They typed in ideas about causes in the “causes” squared boxes, ideas about effects in the “effects” squared boxes, and ideas they could think of about solutions in the “solution” rectangular boxes ( Fig. 4 is an example of the chart they used). The percentage was used to answer the first and second research questions, mean and standard deviation were used to answer the third research question, and FGI was used to answer the fourth and fifth research questions. A paired sample t -test was used to determine whether the mean score of the phase one test was not significantly different from the mean score of the phase two test at a probability level of 0.05.

Cause and effect organiser on climate change. Source: EdrawMax Template Community.

The study used FGI for research questions 4 and 5 to explore students’ perceptions regarding the challenges they encounter while writing expository essays and the advantage and disadvantage of their exposure to the DGOs. The FGI is chosen because we need to directly learn students’ difficulties in writing an expository essay and how they felt regarding gaining or not gaining from their exposure to the use of DGO. Besides, FGI ensures a considerably high level of participant involvement in spontaneous responses from students. The students interact with the interviewer and one another, which can offer more accessibility to the students' perception [ 62 ].

With the assistance and permission of the class teacher, the focus group were assembled in a convenient venue within the school premises that was devoid of noise or distraction. Two of the researchers conducted the interview. The researchers created a conducive environment by employing humour to make the group feel at ease. The FGI was conducted in two sessions. The first session was used to answer the RQ4 and was held before the treatment exposure; the second session answered the RQ5 and was conducted after the treatment exposure. During the FGI, in addition to audio recording, one of the students clerked the meeting. The researchers also jotted down their observations during the interview in a journal. After the FGI had been conducted, the audio recording was transcribed. The transcribed data were analysed using thematic analysis. Thematic analysis is defined as "a method for systematically identifying, organising, and offering insight into patterns of meaning (themes) across a data set" [ [ 63 ], p. 57]. We followed the 6-phase procedure for conducting a Thematic Analysis [ 64 , 65 ]. In inserting extracts of the transcribed interview in the discussion, the focus group members are identified using the pseudonyms hyphenated with subscript letters m or f to indicate a male or female member.

According to Fig. 6 , 84.21% of participants recorded positive gains in the phase two essay test after their exposure to DGOs; 10.53% maintained equal performance in the phase one and two essay tests even after exposure to DGOs; therefore, there was no positive gain. On the other hand, 5.26% demonstrated negative gain as their scores in the phase two essay test after exposure to DGOs were less than in the phase one essay test.

• 2. What percentage of the students moved from low to higher writing skills due to using digital graphic organisers?

Students' migration from low to higher writing skills due to the use of digital graphic organisers.

31.58% of participants with lower writing skills moved to higher writing skills after exposure to DGOs.

• 3. What is the effect of digital graphic organisers on the mean achievement scores of students on expository essay writing?

Data in Table 1 reveals that before being exposed to digital graphic organisers for expository essay writing, students had a mean pre-test score of 20.23 and a standard deviation of 6.08. However, after being exposed to digital graphic organisers, they had a mean post-test score of 25.02 and a standard deviation of 4.91. Therefore, it shows that exposure to digital graphic organisers considerably affects students' achievement in expository essay writing.

Mean ( X ‾ ) and standard deviation (SD), t value of achievement scores of students pre and post exposure to digital graphic organisers.

The data in Table 1 also shows the paired t -test analysis of the significant difference in the mean achievement scores of students after and before their exposure to digital graphic organisers in expository essay writing. The table reveals that t (37) = 7.547, p < .000. The null hypothesis is rejected since the probability figure (sig.2-tailed) of 0.000 is less than 0.05. Therefore, there is a statistically significant difference between the mean achievement scores of students after and before being exposed to digital graphic organisers. The students performed better after they were exposed to digital graphic organisers.

3.1. thematic analysis

Thematic analysis was adopted to address research questions 4 and 5. With the thematic analysis, codes were generated, and common themes were stated. For Research Question 4, three themes were generated: critical essay blockage, dis-preference to expository essays, and lack of organisational skill. Table 2 below presents the themes and their codes. The themes are essential for defining the participants’ perceptions. Of course, certain parts of the participants’ perceptions overlap across themes. However, this should be taken as an interpretation of participants’ perceptions, and each theme is not mutually exclusive. Table 3 presents the themes and codes of the perceived effects or gains of using digital graphic organisers in writing expository essay.

Theme and codes of the perceived difficulties students encounter while writing expository essays.

Themes and codes of perceived effects of using the digital graphic organisers in writing expository essays.

3.2. Critical essay blockage

This theme is defined as the difficulty or inability to generate and develop new and original ideas, a lack of topic-specific vocabulary, and a short word count when writing an expository essay. The repetitive mention of the codes “lack of ideas” and “unable to generate enough ideas” points to how taxing it is to come up with new ideas. The codes “difficulty in developing ideas” and “regurgitating ideas” reveals participants struggle with developing ideas. The codes “lack of word choice” and “poor vocabulary” denote how constrained the participant’s ability is in effectively expressing themselves. The concept of “critical” in this theme emphasises two things: the formality nature of the expository essay and the critical stage of the participants, which is the stage of learning.

3.3. Dis-preference for expository essay

This theme is defined as students’ attitudes and beliefs towards writing that centre on their lack of awareness and interest in current affairs, which majorly are sources of topics for expository essays. The codes also highlight what students prefer with respect to the topic. This lack of awareness of current affairs makes expository topics unfamiliar. The dis-preference is occasioned too by the fact that teachers do not drill students on expository.

3.4. Lack of organisational skill

We defined this theme as the challenges in organising ideas when writing an expository essay. These challenges include learners’ difficulty structuring an essay to capture every aspect of the topic at content and structural levels. For example, at the content level, it is the inability to discuss causes and effects/solutions or to compare ideas in an expository essay. At the structural level, this theme means being unable to form a good introduction and lacking the skill to develop paragraphs seamlessly. It is also the inability to form a good conclusion for an expository essay. All of these, summarily, indicate the challenges in effectively planning and organising thoughts.

For Research Question 5, two themes were generated, and they are: digital graphic organiser aids in the organisation of ideas and thoughts and benefits of using a digital graphic organiser in writing. Table 2 below presents the themes and their codes.

• 5. What are the perceived effects of using the digital graphic organisers in writing expository essays?

3.5. Digital graphic organiser aids in the organisation of ideas and thoughts

The definition of this theme is that using digital graphic organiser helps generate, organise, and synthesise ideas and thoughts, both in terms of their content and the structure of an expository essay. The codes suggest that digital graphic organisers help organise paragraphs, generate ideas, and organise thoughts. The use of digital graphic organisers makes understanding the relationships between different ideas and concepts easier to understand.

3.6. Benefits of using a digital graphic organiser in writing

The codes point to the various benefits of using a digital graphic organiser in writing, such as self-regulation, guidance, ease of navigation, help in reaching the word count, reducing anxiety, seamless idea development, exploring all aspects of a topic, and promoting lengthiness in an essay. The codes demonstrate that the production of digital graphic organisers involves the students in the instructional process and allows them to take charge of their learning.

3.7. Discussion of the findings

The findings of the study indicated that, generally, students’ performance in essay writing improved with their exposure to DGO charts. The study majorly established a significant difference between students' mean achievement scores before and after exposure to DGO charts in expository essay writing. The students recorded a significant gain in achievement after appropriating the metacognitive strategy in writing the expository test. This indicates that the improvement is necessitated by exposure to DGO charts. This is informed by the fact that the DGO charts enabled the participants to think out ideas concerning the topic of the essay and have their main and supporting ideas well outlined and organised. Instead of racking their brains during writing, the students used the DGO charts to think about their thoughts in the prewriting stage. The DGO charts served as reference guides for them during the writing and revising stages.

Out of the four charts exposed to the students, they mostly used the causes and effects and sequencing charts. Hence, 90% of the phase two essays indicated that the students organised and sequenced the contents or thoughts of essays in the following way: causes, followed by effects, and lastly, solution. The arrangement of these thoughts made their essays have good content and organisation. The essays were also written in good expression, that is, the grammar. Errors pertaining to mechanical accuracy were reduced significantly in the phase two test compared to the phase one test. The students' use of digital graphic organisers improved the writing components of their expository essay's content, organisation, expression (grammar) and mechanical accuracy. This finding agrees with Styati and Irawati [ 10 ], whose study found that appropriating graphic organisers in writing improved students’ writing the content, organisation, grammar, and mechanics. When assessing essays, the higher the word count, the higher the score assigned to each writing component.

The 84.21% students who recorded positive gain in their achievement have essay scripts with higher word count in the phase two than in the phase one. This means that planning one’s writing in the prewriting stage using digital graphic organisers does not only facilitate generating ideas, but organising, and drafting them extensively. This submission corroborates the findings of the study by Unzueta and Barbett [ 47 ]. In general, the findings of this study agree with [ 7 , 41 , [44] , [45] , [46] ] that graphic organisers have a great effect on students’ writing achievement. Beyond the statistical data indicating positive and negative gains on the students’ exposure to the DGOs, a focus group of the participants expressed the difficulties they encounter when writing expository. The reason for appropriating FGI to understudy these difficulties is that it allows the group members to be personal with their opinions.

With regards to research question 4, one of the difficulties students encounter in essay writing is critical essay blockage. Critical essay blockage is related to creative blockage. A creative blockage is a well-known phenomenon that has been linked to burnout, anxiety, and stress in the field of psychology. It may also be caused by external factors such as time constraints, lack of materials and poor guidance. In Mihaly Csikszentmihalyi’s Flow Theory of Creativity [ 66 ], the state of flow and optimal experience is necessary for creative processes. However, the creative blockage could occur in the creative process when a task taken up is too high or low compared to a person’s skill level, leading to a loss of motivation and creativity.

I find it difficult to write an expository essay because it doesn’t give me room to forge ideas. I prefer imagining things and writing about them. But expository essay topics require factual information. (Ifeoma- f )

Critical essay blockage, a difficulty students encounter, may arise from a lack of interest, time-constraint, inadequate resources, and poor guidance from the teachers. Also, Critical writing blockage is grounded in Albert Bandura’s theory of self-efficacy, which postulates that people’s beliefs about their abilities to accomplish a task impact their motivation and performance. In other words, believing that one lacks the ability, as the participant stated, could lead to critical writing blockage.

Another difficulty is that they have a dis-preference for expository essays. Dis-preference to expository essay is grounded on a few theoretical principles such as social cognitive theory and self-determination theory. Social cognitive theory suggests that the prior experiences and beliefs of learners and the views of those around them can shape and influence their attitude towards writing an expository essay. More so, motivation plays a huge role in students’ attitudes towards learning-this is the standpoint of Self-determination theory. This theory suggests that students are more motivated to learn when they perceive the learning content as meaningful and relevant.

Expository essay topics are always drab and boring. I feel our parents should be the ones bothering themselves about current affairs and not us, the younger ones (Emeka- m )

The above statement expresses a lack of motivation and interest which stems from the fact that he does not consider the topics of expository essay that come from current affairs relevant to his generation. This implies that teachers should aim to make the expository essay more meaningful and relevant to the students’ lives by tailoring the topics to suit their interests and incorporating contemporary materials in the English language classroom. Voke [ 67 ] suggested that current affairs can be used to teach English, but not by “reading dry and difficult news articles or holding a controversial political debate”. It involves leading the students to find out about the news through English newspapers and current affairs magazines, browsing news using smartphones and engaging them in photojournalism.

The final difficulty the students encounter is a lack of organisational skills. Expository writing as a type of essay demands clear and organised thoughts in well-developed and structured paragraphs. In addition, an expository essay must have a captivating introduction, a well-developed body, and a strong conclusion. These features can be challenging for students struggling with organising their thoughts and forming conclusions, which leads to difficulties in writing good expository essays.

The difficulty I experience all time is how to organise my ideas. I actually know what to write. I have the points I want to explain in my mind. But arranging the ideas so that they flow well becomes impossible. (Obinna -m )

According to the self-regulation theory, writing is a complex process that requires goal-setting, self-monitoring, and self-evaluation [ 68 ]. A digital graphic organiser is an effective strategy and tool to self-monitor and self-evaluate oneself while writing an expository essay. Effective organisation and planning skills play a vital role in these processes and can impact the success of writing outcomes. Individuals who struggle with organising ideas and forming conclusions in expository writing may face difficulties with self-regulation and may benefit from digital graphic organisers to enhance their organisational and planning abilities.

With regards to research question 5, students perceive the digital graphic Organiser as an aid in the Organisation of Ideas and Thoughts. This positive attitude and perception give credence to the theory that visual aids such as graphic organisers can aid in the cognitive process of organising and synthesising information. Digital graphic organisers align firmly with visual learning theories, such as the Dual Coding Theory proposed by Paivio [ 50 ], which suggest that visual aids such as graphic organisers can enhance the process of organising and comprehending information. Additionally, authors such as Novak and Gowin [ 69 ] have developed the concept of “knowledge maps” as a tool for organising and generating ideas.

Another perception of the students overlaps with the former on the benefits of using a digital graphic organiser in writing. This suggests that a digital graphic organiser can serve as an effective tool for writers to structure and visually organise their ideas, thus leading to improved writing quality. The codes also indicate that a digital graphic organiser can help reduce anxiety while writing, enabling writers to better express their ideas and reach their desired word count.

For me, viewing those charts while writing, I felt like I was being guided by a google map. It was more than helpful. I knew “what and what” should be in each paragraph by merely looking at the charts. While preparing my own chart, I also learnt how many points and paragraphs I will write (Chinwe- f )

Additionally, Chinwe’s statement above highlights the benefit of a graphic organiser in guiding writers to explore all aspects of their topic, thereby promoting lengthiness and depth in their writing. These attested benefits by participants corroborate with research that has shown that digital graphic organisers can support the writing process by helping students to structure their ideas, plan their writing, and generate text [ 11 ]. Furthermore, digital graphic organisers have been linked to enhanced writing outcomes such as improved organisation, increased clarity, and more developed arguments [ 43 ]. The students

What I enjoyed more was designing my own chart. I did not know I could do it, but I did it. Designing the chart made me know my chart, the boxes and circles very well. (Ejike -m ).

Furthermore, some of the students, just like Ejike, created their own charts, and the process helped them walk through their essays in their minds. It engaged the students as most of them testified. We found that nearly half of the students created their own chart. It motivated them to participate in the class activities because they perceived the production process of the digital graphic organisers as being involved in the instructional process and, more importantly, taking charge of it. This implies that students’ participation in the learning process could benefit from them being involved in the creation of instructional resources. The finding corroborates with Uba et al. [ 9 ] submission that students' use of graphic organisers gave them control of the writing process.

This interview with the focus group has aided in understanding the perceived effects of using digital graphic organisers in writing expository essays. The students considered using DGOs to write expository essays very helpful as the DGOs served as thinking maps. The students were able to brainstorm and arrange ideas using the DGOs templates. Overall, their standpoint on the exposure indicates a shift in perception of how difficult expository essays are to how the students were able to improve on writing expository essays due to the use of DGOs. The DGOs aided the students significantly in the area of metacognition. They gained "thinking awareness" while writing. This achievement is important because "when learners become more aware of their thinking processes, they move beyond simple assignment completion into acquiring and maintaining a sense of purpose in their work" (emphasis ours) [ [ 70 ], p. 6]. "A sense of purpose in their work" is what Lan [ [ 71 ], p. 109] calls "expected outcomes". These are also the "positive gains" we mentioned in this study. Exposing the students to DGOs and allowing them to use them in writing expository essays agrees with Evensen’s [ 70 ] view that a "multi-strategic approach that allows students to habitually monitor their own thinking as they complete learning tasks" should be used.

Although the study is diagnostic in nature, its within-group design in the mixed method could be improved upon by further studies by adopting other designs. This limitation does not invalidate the generalisability of the significant difference due to DGOs. However, we recommend that further studies be carried out in Nigeria with different participants and in different areas of study because the use of metacognitive strategies such as DGOs is relatively novel and low in the English language classroom in Nigeria.

The study has practical significance for teachers, curriculum planners, textbook writers, and researchers. The findings of this study bring to the attention of teachers, curriculum planners, and textbook writers the importance of digital graphic organisers and how they can be incorporated into classroom activities Teachers can recreate the organisers for their students, while curriculum planners and textbook writers should emphasise the need for using DGOs in their planning and writing. For the researcher, the study would serve as a reference background for their future studies.

4. Conclusion

The study aimed to examine the impact of metacognitive strategy, particularly the use of digital graphic organisers, on students' academic achievement in expository essay writing. The study also looked at the perceived difficulties and effects of using DGOs. The findings of the study revealed that students had different challenges concerning writing an expository essay. However, after their exposure, their perception concerning writing an expository essay shifted from the negative to the positive. In fact, many of the participants benefitted greatly from their exposure to DGOs, and a reasonable percentage migrated from low writing skills to higher skills in writing expository essays. Some participants benefited very little, while a few participants did not benefit at all. This might have been due to certain individual variables which should be identified and factored into future research. Generally, the use of DGOs significantly improved students’ achievement in writing expository essays.

Expository Writing

Learn about Expository Writing; Literacy Skills -Writing For Communication

What you'll learn

• Meaning of Expository Essay.
• Examples of Expository Essay.
• Features/steps in Expository Essay.
• Write an Expository Essay.

My Country Nigeria Essay 150 To 200 Words

Nigeria fondly referred to as the “Giant of Africa,” is a country steeped in vibrant cultures, teeming with hardworking citizens, and abundantly blessed with natural resources. Nestled in the heart of West Africa, Nigeria, with an estimated population of over 200 million people, stands as the most populous country in Africa. This population comprises a diverse assembly of over 270 ethnic groups, each with its own rich cultural heritage and language.

Table of Contents

Reflections on My Country Nigeria: An Essay on the Giant of Africa

A land of diversity and unity.

Despite the striking cultural differences, Nigeria is a symbol of unity in diversity. From the Igbo’s entrepreneurial spirit in the East to the Yoruba’s artistic prowess in the West, and from the Fulani’s pastoral life in the North to the Niger Delta’s oil-rich South, the country pulsates with a unique rhythm that forms the collective Nigerian identity.

A Thriving Hub of Resources and Opportunities

Nigeria’s affluence is not only a result of its populous and diverse citizenry but also its bountiful natural resources. Holding the position as Africa’s premier oil producing nation, Nigeria’s prodigious oil reservoirs establish it as a crucial contributor to the international oil market. Moreover, the country is blessed with rich, arable lands, nurturing an agricultural community and fueling a flourishing farm-based economy.A Nation of Resilient Individuals

Despite the challenges faced, such as economic instability and security issues, the Nigerian spirit remains unbowed. Nigerians are renowned for their resilience, tenacity, and indomitable spirit. The nation is a breeding ground for innovation, creativity, and entrepreneurial pursuits, all driven by an unwavering desire for progress.

Nigeria, an Epicenter of Artistic Excellence

Nigeria also shines brightly on the global map for its contributions to arts and culture. With internationally acclaimed musicians, filmmakers, and authors, Nigeria’s entertainment industry is a testament to its artistic brilliance.

In Conclusion

Despite its challenges, Nigeria stands unparalleled in its cultural richness, human resourcefulness, and natural bounty. The ever-resilient Nigerians, with their infectious optimism and relentless pursuit of prosperity, make the country a vibrant and dynamic force in Africa and the world at large. In the words of our national anthem, “the labor of our heroes past shall never be in vain.” As a proud Nigerian student, I believe in the beauty, strength, and future of my beloved country, Nigeria.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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