Combating Examination Malpractice in Nigerian Secondary Schools Through Technology-Based Proctoring System

Abstract

Examination malpractice continues to weaken the credibility of assessment outcomes in Nigeria's secondary education system and to erode public confidence in the academic qualifications it produces. This paper considers whether technology-based proctoring can serve as a workable response to this longstanding problem. Drawing on empirical and policy literature, the discussion traces the structural and socio-cultural drivers of malpractice, explains how digital proctoring tool’s function, and weighs the constraints likely to shape their adoption across Nigerian schools. The review finds that digital proctoring can sharpen monitoring, improve the detection of irregular conduct, and reinforce accountability, but that its impact is bounded by the availability of infrastructure, the strength of regulatory oversight, and the readiness of institutions to absorb new systems. Technology on its own cannot resolve examination malpractice; lasting change requires that proctoring tools be embedded within a broader reform agenda built around stronger continuous assessment, improved conditions of service for teachers, and deliberate ethics education for students. The paper further calls for explicit national policy on digital examinations, sustained investment in school-level ICT infrastructure, and blended assessment models that pair human judgement with automated monitoring, so that technological intervention remains both equitable and sustainable across Nigeria's varied school contexts. The analysis closes with a set of practical suggestions intended to guide policymakers, school administrators, and examination bodies toward a more balanced and context-sensitive approach to safeguarding assessment integrity in the years ahead.