PARENTAL EDUCATIONAL LEVELS AND OCCUPATIONS AS DETERMINANTS OF THEIR
CHILDREN'S EXAMINATION INTEGRITY AND ACADEMIC PERFORMANCE
Abstract
This study examined the impact of parental levels of education and
occupations on students’ examination integrity and academic performance.
It was based on the Cognitive Development Theory (CDT) of learning and
the Modified Theory of Planned Behaviour (MTPB). A survey research
design was used in the study. Data were collected with an Examination
Integrity Measurement Instrument (EIMI) developed by the researchers
from 3214 sampled students and their academic performance in their last
school examination was collected from their school authorities. The
Two-Way ANOVA was used to run the analysis for determining the
association or differences between Parental level of Education and
Occupations as independent variables; and, Examination Integrity and
Academic Performance as dependent variables. It was found that fathers
who have Master’s Degrees and mothers who have Bachelors’s degrees/HND
exerted the most significant impact on their children’s examination
integrity. Fathers who belong to the Military/Police Occupations and
Mothers who are Unemployed have the most significant impact on their
children’s examination integrity while parents who belong to the Civil
Service and Military/Police Occupations have the most significant impact
on their children’s academic performance. It was, therefore, concluded
that parental levels of education and occupations significantly impact
students’ examination integrity and academic performance and the
implications of these findings for adopting proactive strategies against
examination malpractices were discussed.