Perceived Relationship Between Self-Motivated Learning, Academic Self-Efficacy and Students‘ Perception of Examination Malpractice in South Dayi District, Volta Region, Ghana.

Abstract

This study examined the perceived relationship between self-motivated learning, academic self-efficacy and students' perception of examination malpractice in South Dayi District in the Volta region of Ghana. The study adopted the correlational research design. All secondary school students in the Volta Region constitute the study‘s target population. The survey sampled 357 respondents. Students filled out three different questionnaires. Means and standard deviations were used to answer research questions 1, 2 and 3. Hypotheses 1 and 2 were tested using Pearson Product Moment Correlation Coefficient. The independent sample t-test was used to assess hypotheses 3, 4, and 5. The results revealed that secondary school students in South Dayi District have a positive perception of examination malpractice. The study also found a statistically significant negative relationship between academic self-efficacy and students‘ perception of examination malpractice. The study recommended that teachers should intensify the use of motivational strategies in lesson delivery to encourage students to believe in themselves and focus more on mastery rather than scoring good grades.