The Innovative Strategies For Public Senior Secondary Students Academic Performanc
[A CASE STUDY OF ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE NIGERIA.]

HO2:    There is no significant difference in the mean response scores of male and female students on the forms of examination malpractice in Senior Secondary School in Ilorin West Local Government.

Table 2 shows the result of the difference between the male and female students on forms of examination malpractices. The result reveals that there is a significant difference between the male and female students on forms of examination malpractices among senior secondary schools in Ilorin West LGA, Kwara State  (t = 3.03, df = 198, p<0.05). This implied that the perception of male students on forms of examination malpractices is significantly differed from that of their female counterpart. Therefore, the null hypothesis 2 is rejected.
Discussion of Findings
One of the findings of this study is that there was a significant difference between male and female students on factors responsible for examination malpractices. This implied that the perception of male students on factors responsible for examination malpractices is significantly differed from that of their female counterpart. This finding may be due to the fact that female are always afraid to get involved in any illegal acts than their male counterparts.This finding is in agreement with Onyechere (2004) noted that it is almost a routine for students to cheat in examination.
The results of the data analysis have actually x-rayed the various forms of examination malpractices as well as their causessenior secondary school students. The findings of this study are significant and important to all that are involved in education sector including employers of labour, parents and the general public. Fifteen (15) forms of examination malpractice were identified and evaluated. All the items were found significant.
These findings are in agreement with the findings of earlier studies on examination malpractice in the nation’s education sector. Maduka (2003); Adamu (2008) and Fagbemi (2001), Olatunbosun (2009) and others identified various forms of examination malpractice. They include, among others, bringing in unauthorized materials into the examination halls, substitution of answer scripts, body writing, use of mobile phones, shading of wrong question types, impersonation, leakage of question papers, change of examination grades and sorting. All the twenty three items received higher means scores and constituted significant forms of examination malpractice.