Aims: The study examined perceived strategies for curbing examination malpractice among secondary school students in Nigeria. Study Design: The design adopted for this study is descriptive survey design. Place and Duration of Study: The target population are 1182 junior secondary students identified to be verbally victimized. The duration is between June 2021 and August 2021. Methodology: The target population for the study comprised 398,275 senior secondary school teachers in Nigeria (Fact sheet: Research Statistics and Planning Unit of the Ministry of Education, Awka, 2021). The sample for the study was drawn from the accessible population of 6342 secondary school teachers in six education zones of the state namely Aguata, Awka, Nnewi, Ogidi, Onitsha and Otuocha. The sample for the study was drawn using the proportionate stratified sampling technique. The subjects were stratified based on the educations and further the simple random sampling of lucky dip was used to select 634 (372 experienced and 262 less experienced) secondary school teachers for inclusion in the study. The instrument was structured toa 4-point response option of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). The instrument was validated by two experts, and the reliability of the instrument was established using Cronbach alpha method with the reliability coefficients 0.78, 0.80 and 0.81. Arithmetic mean was used to answer the research questions, standard deviation was used to determine the homogeneity or heterogeneity of the respondents’ ratings. On the other hand, the t-test for independent sample was used to test the null hypotheses at 0.05 level of significance. Results: At 0.05 level of significance, the cluster mean of the respondents rating was 3.28 This mean score indicates that teachers agreed that preventive strategies curbs examination malpractices among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. Data reported relating to hypotheses 1 reveals that the significant value is greater than the alpha value 0.05, hence there is no significant difference in the mean rating of teachers on preventive strategies for curbing examination malpractice among secondary school students in Nigeria based on years of experience (0-5 years and 6 years and above). Data reported relating to hypotheses 2 shows that there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years of experience and 6 years and above). Similarly, data presented relating to hypotheses 3 revealed that the significant value is greater than the alpha value 0.05, this means that there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above). Conclusion: Based on the findings of this study, teachers agreed that preventive strategies, corrective strategies, and the respondents also agreed to motivational strategies for curbing examination malpractice among secondary school students. There is no significant difference in the mean rating of teachers on preventive strategies, while there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice. Finally, there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above).

Aims: To determine gender and faculty of study as predictor of undergraduate students’ academic achievement in tertiary institutions in Nigeria. Study Design:  Ex-post facto research design. Methodology: The sample for the study was 632 100 level students selected using simple random sampling technique of balloting without replacement. These students were selected from tertiary institutions sampled for the study. The data collected were pre-existing results of 100 level students on General mathematics retrieved from the respective departments sampled earlier. Data collected was analyzed using simple regression analysis.    Results: The results of this study revealed that gender of undergraduate students had R2 change of 0.004. This indicates that gender had the predictive power of 0.40 percent for undergraduates’ achievement in General Mathematics. Also, at 1df numerator, 631 df denominator and P=.05, the calculated F value 2.54 is less than the critical F value of 3.84. Therefore, gender of undergraduates in tertiary institutions is not a significant predictor of their achievements in General Mathematics. On the other hand, the results showed that undergraduate students had R2 change of 0.009. This indicates that faculty of study had the predictive power of 0.90 percent for undergraduates academic achievement in General Mathematics. Also, at 1df numerator, 631df denominator and P = .05, the calculated F value 6.78 is greater than the critical F value of 3.84. Therefore, students’ faculty of study in tertiary institutions is a significant predictor of their achievements in General Mathematics. Conclusion: Based on the analysis carried out, it was concluded that gender of undergraduates in tertiary institutions is not a significant predictor of their achievement in General Mathematics. On the contrary, students’ faculty of study in tertiary institutions was found to be a significant predictor of their achievements in General Mathematics.