Research Article
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Year 2023, Volume: 24 Issue: 3, 71 - 92, 01.07.2023
https://doi.org/10.17718/tojde.1138050

Abstract

References

  • Abanobi, C. C. (2017). Undergraduates' perception of unethical practices among lecturers in higher institutions in Delta State. IJRDO-Journal of Educational Research, 2(11), 123-133. https://doi.org/10.53555/er.v2i11.454
  • Adeoti, Y. F., Olufunke, Y. R., & Ruth, B. O. (2015). Factor responsible for examination malpractices as expressed by undergraduates of Osun State University, Nigeria. Journal of Education and Practice, 6(33), 75-80. https://files.eric.ed.gov/fulltext/EJ1083614.pdf
  • Amrane-Cooper, L., Hatzipanagos, S., & Tait, A. (2022). Developing student behaviours that support academic integrity in distance learning. Open Praxis, 13(4), 378–384. https://doi.org/10.55982/openpraxis.13.4.461
  • Archibong, I. A. (2012). Forms of dishonesty amongst academic staff and the way forward. Canadian Social Science, 8(6), 39-43. http://doi.org/10.3968/j.css.1923669720130901.1057
  • Arop, F. O., Ekpang, M. A., Nwannunu, B. I., & Owan, V. J. (2018). Personnel management and corrupt academic practices in universities in Cross River State, Nigeria. International Journal of Economics, Commerce and Management, 6(9), 405–419. https://doi.org/10.2139/ssrn.3250019
  • Bachore, M. M. (2016). The nature, causes and practices of academic dishonesty/cheating in higher education: The case of Hawassa University. Journal of Education and Practice, 7(19), 14-20. https://files.eric.ed.gov/fulltext/EJ1109249.pdf
  • Bassey, B. A., & Owan, V. J. (2020). Higher-ordered test items as assessment practice in higher education during Pandemics: Implications for effective e-learning and safety. In V. C. Emeribe, L. U. Akah, O. A. Dada, D. A. Alawa, & B. A. Akuegwu (Eds.), Multidisciplinary issues in health, human kinetics and general education practices (pp. 395–409). University of Calabar Press. https://bit.ly/31J4Zil
  • Bassey, B. A., Owan, V. J., & Agunwa, J. N. (2019). Quality assurance practices and students’ performance evaluation in universities of South-South Nigeria: A structural equation modelling approach. British Journal of Psychology Research, 7(3), 1–13. https://doi.org/10.5281/zenodo.4458641
  • Bassey, B. A., Ubi, I. O., Anagbougu, G. E., & Owan, V. J. (2020). Permutation of UTME multiple-choice test items on performance in use of English and mathematics among prospective higher education students. The Journal of Social Sciences Research, 6(4), 483–493. https://doi.org/10.32861/jssr.64.483.493
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A Primer. Frontiers in Public Health, 6, Article number 149. https://doi.org/10.3389/fpubh.2018.00149
  • Burgason, K. A., Sefiha, O., & Briggs, L. (2019). Cheating is in the eye of the beholder: An evolving understanding of academic misconduct. Innovative Higher Education, 44(3), 203–218. https://doi.org/10.1007/s10755-019-9457-3
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers. https://bit.ly/3NoWpav
  • Ekahitanond, V. (2014). Students’ perception and behavior of academic integrity: A case study of a writing forum activity. Turkish Online Journal of Distance Education, 15(4), 150-161. https://doi.org/10.17718/tojde.55218
  • Ekanem, E. E. (2016). Average class size distribution effects on students’ social well-being in university teacher education programmes in Cross River State, Nigeria. International Journal of Innovative Education Research 4(3), 23-31. https://bit.ly/3AchkdR
  • Ekechukwu, R., & Nwamadi, L. (2017). Predictive determinants of teachers’ psychological variables on students examination malpractice tendency in public junior secondary schools in Rivers State, Nigeria. European Journal of Research and Reflection in Educational Sciences, 5(1), 50-57. https://bit.ly/39ZWq6X
  • Elsalem, L., Al-Azzam, N., Jum'ah, A. A., & Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326-333. https://doi.org/10.1016/j.amsu.2021.01.054
  • Eneji, C. V. O., Petters, J. S., Esuabana, S. B., Onnoghen, N. U., Udumo, B. O., Ambe, B. A., Essien, E. E., Unimna F. A., Alawa D. A., & Ikutal, A. (2022). University academic dishonesty and graduate quality for national development and global competitiveness: Nigerian universities in perspective. International Journal of Learning, Teaching and Educational Research, 21(5), 401-427. https://doi.org/10.26803/ijlter.21.5.20
  • Erdfelder, E., FAul, F., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
  • Fask, A., Englander, F., & Wang, Z. (2015). On the integrity of online testing for introductory statistics courses: A latent variable approach. Practical Assessment, Research, and Evaluation, 20(1), Article No10. https://doi.org/10.7275/bmdh-2q13
  • Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
  • Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
  • Giluk, T. L., & Postlethwaite, B. E. (2015). Big five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59-67. https://doi.org/10.1016/j.paid.2014.08.027
  • Gullifer, J. M., & Tyson, G. A. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218. https://doi.org/10.1080/03075079.2013.777412
  • Hadi, H. J., Omar, M. A., Osman, W. R. S., Ibrahim, M. F., & Hussaini, M. (2020). Performing a content validity: Establishing a reliable instrument to measure the intention to adopt cloud computing software as a service in public organisation. Journal of Theoretical and Applied Information Technology, 98(22), 3531–3540. https://bit.ly/38AU39P
  • Hafeez, K., Khan, M. L. U. Z., Jawaid, M., & Haroon, S. (2013). Academic misconduct among students in medical colleges of Karachi, Pakistan. Pakistan Journal of Medical Sciences, 29(3), 699-702. https://doi.org/10.12669/pjms.293.3300
  • Hunter, J., & Kier, C. A. (2022). Canadian open digital distance education universities and academic integrity. In S. E. Eaton (Ed), Academic integrity in Canada (pp. 249-266). Springer, Cham. https://doi.org/10.1007/978-3-030-83255-1_13
  • Joshua, M. T. (2019). Battles in the classroom: Evaluation of teaching and learning to the rescue. Calabar: University of Calabar Press
  • Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43, 1-9. https://doi.org/10.1016/j.cedpsych.2015.08.002
  • Kumar, M. N. (2008). A review of the types of scientific misconduct in biomedical research. Journal of Academic Ethics, 6(3), 211-228. https://doi.org/10.1007/s10805-008-9068-6
  • LaDuke, R. D. (2013). Academic dishonesty today, unethical practices tomorrow?. Journal of Professional Nursing, 29(6), 402-406. https://doi.org/10.1016/j.profnurs.2012.10.009
  • Lanier, M. M. (2006). Academic integrity and distance learning. Journal of Criminal Justice Education, 17(2), 244-261. https://doi.org/10.1080/10511250600866166
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Madukwe, E. C., Nwannunu, B. I., & Owan, V. J. (2019). Principals’ supervisory techniques for combating corruption and the attainment of quality school governance in public secondary schools in Aba Education Zone of Abia State, Nigeria. International Journal of Educational Benchmark, 13(2), 113–123. https://doi.org/10.5281/zenodo.4320661
  • Malik, M. A., Mahroof, A., & Ashraf, M. A. (2021). Online university students’ perceptions on the awareness of, reasons for, and solutions to plagiarism in higher education: The Development of the AS&P model to combat plagiarism. Applied Sciences, 11(24), Article No. 12055. https://doi.org/10.3390/app112412055
  • Malik, S. K. (2015). Strategies for maintaining quality in distance higher education. Turkish Online Journal of Distance Education, 16(1), 238-248. https://doi.org/10.17718/tojde.62095
  • Memory, Q., & Abosede, A. O. (2021). Assessment of the predictive validity of entrance examination questions (EEQ) of Nigerian Baptist theological seminary, Ogbomoso. IJER-International Journal of Educational Research, 4(9), 10-20. https://bit.ly/3xXsMHE
  • Miller, Y., & Ronit, I. (2017). Students' involvement in academic dishonesty and their attitudes towards copying in examinations and academic papers. Sociology and Anthropology, 5(3), 225 – 232. https://doi.org/10.13189/sa.2017.050306
  • Muchai, J. (2014). An investigation into factors that contribute to cheating in examinations in technical institutions in Central Province, Kenya. (Unpublished Master’s Thesis), University of South Africa. https://uir.unisa.ac.za/handle/10500/14304
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum Sample Size Recommendations for Conducting Factor Analyses. International Journal of Testing, 5(2), 159–168. https://doi.org/10.1207/s15327574ijt0502_4
  • Odigwe, F. N., Offem, O. O., & Owan, V. J. (2018). Vocational training duration and university graduates’ job performance in Cross River State, Nigeria. International Journal of Current Research, 10(7), 72024–72028. https://doi.org/10.5281/zenodo.4320545
  • Oko, O. F., Nguwasen, M. N., & Ajaegbo, A. N. (2017). Examination malpractices as the bane of Nigeria education system: Implications for educational planning and management. American Journal of Education and Learning, 2(1), 96-102. https://doi.org/10.20448/804.2.1.96.102
  • Owan, V. J. (2020). Computer-administered testing practice in higher education in era of severe acute respiratory syndrome-related diseases outbreaks. In V. C. Emeribe, L. U. Akah, O. A. Dada, D. A. Alawa, & B. A. Akuegwu (Eds.), Multidisciplinary issues in health, human kinetics and general education practices (pp. 429–442). University of Calabar Press. https://doi.org/10.2139/ssrn.3906923
  • Owan, V. J., Asuquo, M. E., & Etudo-Eyor, E. (2022). Leadership styles, public relation skills and School-community collaboration: A quantitative analysis of the perception of stakeholders. International Journal of Leadership in Education, 00(00), 1–23. https://doi.org/10.1080/13603124.2022.2045627
  • Petters, J. S., & Okon, M. O. (2014). Students’ perception of causes and effects of examination malpractice in the Nigerian educational system: The way forward for quality education. Procedia-Social and Behavioral Sciences, 114, 125-129. https://doi.org/10.1016/j.sbspro.2013.12.671
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DISTANCE EDUCATION STUDENTS’ INDULGENCE IN SIX SHARP PRACTICES: GENERAL LINEAR MODELLING OF PREDICTIVE PARAMETERS

Year 2023, Volume: 24 Issue: 3, 71 - 92, 01.07.2023
https://doi.org/10.17718/tojde.1138050

Abstract

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed.

References

  • Abanobi, C. C. (2017). Undergraduates' perception of unethical practices among lecturers in higher institutions in Delta State. IJRDO-Journal of Educational Research, 2(11), 123-133. https://doi.org/10.53555/er.v2i11.454
  • Adeoti, Y. F., Olufunke, Y. R., & Ruth, B. O. (2015). Factor responsible for examination malpractices as expressed by undergraduates of Osun State University, Nigeria. Journal of Education and Practice, 6(33), 75-80. https://files.eric.ed.gov/fulltext/EJ1083614.pdf
  • Amrane-Cooper, L., Hatzipanagos, S., & Tait, A. (2022). Developing student behaviours that support academic integrity in distance learning. Open Praxis, 13(4), 378–384. https://doi.org/10.55982/openpraxis.13.4.461
  • Archibong, I. A. (2012). Forms of dishonesty amongst academic staff and the way forward. Canadian Social Science, 8(6), 39-43. http://doi.org/10.3968/j.css.1923669720130901.1057
  • Arop, F. O., Ekpang, M. A., Nwannunu, B. I., & Owan, V. J. (2018). Personnel management and corrupt academic practices in universities in Cross River State, Nigeria. International Journal of Economics, Commerce and Management, 6(9), 405–419. https://doi.org/10.2139/ssrn.3250019
  • Bachore, M. M. (2016). The nature, causes and practices of academic dishonesty/cheating in higher education: The case of Hawassa University. Journal of Education and Practice, 7(19), 14-20. https://files.eric.ed.gov/fulltext/EJ1109249.pdf
  • Bassey, B. A., & Owan, V. J. (2020). Higher-ordered test items as assessment practice in higher education during Pandemics: Implications for effective e-learning and safety. In V. C. Emeribe, L. U. Akah, O. A. Dada, D. A. Alawa, & B. A. Akuegwu (Eds.), Multidisciplinary issues in health, human kinetics and general education practices (pp. 395–409). University of Calabar Press. https://bit.ly/31J4Zil
  • Bassey, B. A., Owan, V. J., & Agunwa, J. N. (2019). Quality assurance practices and students’ performance evaluation in universities of South-South Nigeria: A structural equation modelling approach. British Journal of Psychology Research, 7(3), 1–13. https://doi.org/10.5281/zenodo.4458641
  • Bassey, B. A., Ubi, I. O., Anagbougu, G. E., & Owan, V. J. (2020). Permutation of UTME multiple-choice test items on performance in use of English and mathematics among prospective higher education students. The Journal of Social Sciences Research, 6(4), 483–493. https://doi.org/10.32861/jssr.64.483.493
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A Primer. Frontiers in Public Health, 6, Article number 149. https://doi.org/10.3389/fpubh.2018.00149
  • Burgason, K. A., Sefiha, O., & Briggs, L. (2019). Cheating is in the eye of the beholder: An evolving understanding of academic misconduct. Innovative Higher Education, 44(3), 203–218. https://doi.org/10.1007/s10755-019-9457-3
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers. https://bit.ly/3NoWpav
  • Ekahitanond, V. (2014). Students’ perception and behavior of academic integrity: A case study of a writing forum activity. Turkish Online Journal of Distance Education, 15(4), 150-161. https://doi.org/10.17718/tojde.55218
  • Ekanem, E. E. (2016). Average class size distribution effects on students’ social well-being in university teacher education programmes in Cross River State, Nigeria. International Journal of Innovative Education Research 4(3), 23-31. https://bit.ly/3AchkdR
  • Ekechukwu, R., & Nwamadi, L. (2017). Predictive determinants of teachers’ psychological variables on students examination malpractice tendency in public junior secondary schools in Rivers State, Nigeria. European Journal of Research and Reflection in Educational Sciences, 5(1), 50-57. https://bit.ly/39ZWq6X
  • Elsalem, L., Al-Azzam, N., Jum'ah, A. A., & Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326-333. https://doi.org/10.1016/j.amsu.2021.01.054
  • Eneji, C. V. O., Petters, J. S., Esuabana, S. B., Onnoghen, N. U., Udumo, B. O., Ambe, B. A., Essien, E. E., Unimna F. A., Alawa D. A., & Ikutal, A. (2022). University academic dishonesty and graduate quality for national development and global competitiveness: Nigerian universities in perspective. International Journal of Learning, Teaching and Educational Research, 21(5), 401-427. https://doi.org/10.26803/ijlter.21.5.20
  • Erdfelder, E., FAul, F., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
  • Fask, A., Englander, F., & Wang, Z. (2015). On the integrity of online testing for introductory statistics courses: A latent variable approach. Practical Assessment, Research, and Evaluation, 20(1), Article No10. https://doi.org/10.7275/bmdh-2q13
  • Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
  • Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
  • Giluk, T. L., & Postlethwaite, B. E. (2015). Big five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59-67. https://doi.org/10.1016/j.paid.2014.08.027
  • Gullifer, J. M., & Tyson, G. A. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218. https://doi.org/10.1080/03075079.2013.777412
  • Hadi, H. J., Omar, M. A., Osman, W. R. S., Ibrahim, M. F., & Hussaini, M. (2020). Performing a content validity: Establishing a reliable instrument to measure the intention to adopt cloud computing software as a service in public organisation. Journal of Theoretical and Applied Information Technology, 98(22), 3531–3540. https://bit.ly/38AU39P
  • Hafeez, K., Khan, M. L. U. Z., Jawaid, M., & Haroon, S. (2013). Academic misconduct among students in medical colleges of Karachi, Pakistan. Pakistan Journal of Medical Sciences, 29(3), 699-702. https://doi.org/10.12669/pjms.293.3300
  • Hunter, J., & Kier, C. A. (2022). Canadian open digital distance education universities and academic integrity. In S. E. Eaton (Ed), Academic integrity in Canada (pp. 249-266). Springer, Cham. https://doi.org/10.1007/978-3-030-83255-1_13
  • Joshua, M. T. (2019). Battles in the classroom: Evaluation of teaching and learning to the rescue. Calabar: University of Calabar Press
  • Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43, 1-9. https://doi.org/10.1016/j.cedpsych.2015.08.002
  • Kumar, M. N. (2008). A review of the types of scientific misconduct in biomedical research. Journal of Academic Ethics, 6(3), 211-228. https://doi.org/10.1007/s10805-008-9068-6
  • LaDuke, R. D. (2013). Academic dishonesty today, unethical practices tomorrow?. Journal of Professional Nursing, 29(6), 402-406. https://doi.org/10.1016/j.profnurs.2012.10.009
  • Lanier, M. M. (2006). Academic integrity and distance learning. Journal of Criminal Justice Education, 17(2), 244-261. https://doi.org/10.1080/10511250600866166
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Madukwe, E. C., Nwannunu, B. I., & Owan, V. J. (2019). Principals’ supervisory techniques for combating corruption and the attainment of quality school governance in public secondary schools in Aba Education Zone of Abia State, Nigeria. International Journal of Educational Benchmark, 13(2), 113–123. https://doi.org/10.5281/zenodo.4320661
  • Malik, M. A., Mahroof, A., & Ashraf, M. A. (2021). Online university students’ perceptions on the awareness of, reasons for, and solutions to plagiarism in higher education: The Development of the AS&P model to combat plagiarism. Applied Sciences, 11(24), Article No. 12055. https://doi.org/10.3390/app112412055
  • Malik, S. K. (2015). Strategies for maintaining quality in distance higher education. Turkish Online Journal of Distance Education, 16(1), 238-248. https://doi.org/10.17718/tojde.62095
  • Memory, Q., & Abosede, A. O. (2021). Assessment of the predictive validity of entrance examination questions (EEQ) of Nigerian Baptist theological seminary, Ogbomoso. IJER-International Journal of Educational Research, 4(9), 10-20. https://bit.ly/3xXsMHE
  • Miller, Y., & Ronit, I. (2017). Students' involvement in academic dishonesty and their attitudes towards copying in examinations and academic papers. Sociology and Anthropology, 5(3), 225 – 232. https://doi.org/10.13189/sa.2017.050306
  • Muchai, J. (2014). An investigation into factors that contribute to cheating in examinations in technical institutions in Central Province, Kenya. (Unpublished Master’s Thesis), University of South Africa. https://uir.unisa.ac.za/handle/10500/14304
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum Sample Size Recommendations for Conducting Factor Analyses. International Journal of Testing, 5(2), 159–168. https://doi.org/10.1207/s15327574ijt0502_4
  • Odigwe, F. N., Offem, O. O., & Owan, V. J. (2018). Vocational training duration and university graduates’ job performance in Cross River State, Nigeria. International Journal of Current Research, 10(7), 72024–72028. https://doi.org/10.5281/zenodo.4320545
  • Oko, O. F., Nguwasen, M. N., & Ajaegbo, A. N. (2017). Examination malpractices as the bane of Nigeria education system: Implications for educational planning and management. American Journal of Education and Learning, 2(1), 96-102. https://doi.org/10.20448/804.2.1.96.102
  • Owan, V. J. (2020). Computer-administered testing practice in higher education in era of severe acute respiratory syndrome-related diseases outbreaks. In V. C. Emeribe, L. U. Akah, O. A. Dada, D. A. Alawa, & B. A. Akuegwu (Eds.), Multidisciplinary issues in health, human kinetics and general education practices (pp. 429–442). University of Calabar Press. https://doi.org/10.2139/ssrn.3906923
  • Owan, V. J., Asuquo, M. E., & Etudo-Eyor, E. (2022). Leadership styles, public relation skills and School-community collaboration: A quantitative analysis of the perception of stakeholders. International Journal of Leadership in Education, 00(00), 1–23. https://doi.org/10.1080/13603124.2022.2045627
  • Petters, J. S., & Okon, M. O. (2014). Students’ perception of causes and effects of examination malpractice in the Nigerian educational system: The way forward for quality education. Procedia-Social and Behavioral Sciences, 114, 125-129. https://doi.org/10.1016/j.sbspro.2013.12.671
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There are 54 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Valentine Joseph Owan 0000-0001-5715-3428

Onyinye Chuktu This is me 0000-0002-7160-9943

Ann E. Dıjeh This is me 0000-0001-8065-8192

Abderrazak Zaafour This is me 0000-0002-6369-5271

Julius U. Ukah This is me 0000-0003-1837-7730

Margaret U. Chukwurah This is me 0000-0003-1609-8383

Denis A. Ube This is me 0000-0002-1490-7039

Michael E. Asuquo This is me 0000-0001-8084-3427

Esuong U. Uwase This is me 0000-0001-8844-9782

Udida J. Udıda This is me 0000-0002-6096-8377

Cyprian O. Ojong This is me 0000-0002-4029-3878

Publication Date July 1, 2023
Submission Date July 2, 2022
Published in Issue Year 2023 Volume: 24 Issue: 3

Cite

APA Owan, V. J., Chuktu, O., Dıjeh, A. E., Zaafour, A., et al. (2023). DISTANCE EDUCATION STUDENTS’ INDULGENCE IN SIX SHARP PRACTICES: GENERAL LINEAR MODELLING OF PREDICTIVE PARAMETERS. Turkish Online Journal of Distance Education, 24(3), 71-92. https://doi.org/10.17718/tojde.1138050