DATA ETHICS AND EXAMINATION INTEGRITY: LEVERAGING GOVERNMENT AND INSTITUTIONAL INTERVENTIONS TO CURB MALPRACTICE IN WASSCE IN SIERRA LEONE

Examination malpractice remains one of the most significant threats to the credibility, fairness and reliability of educational assessment system in Sierra Leone, particularly within the West African Senior School Certificate Examination (WASSCE). This study examines the role of data ethics, as well as government and institutional interventions, in promoting examination integrity and reducing malpractice in the administration of WASSCE. A mixed-methods research design was employed, integrating quantitative survey data collected from students, supervisors, invigilators, officials of the West African Examinations Council (WAEC), representatives of the Ministry of Basic and Senior Secondary Education (MBSSE) and personnel from the Anti-Corruption Commission (ACC) with qualitative data obtained through interviews with key stakeholders. Multi-stage sampling techniques were used to select participants from the five administrative regions of Sierra Leone. Quantitative data were analyzed using descriptive and inferential statistical techniques while qualitative data were examined through thematic analysis. The findings revealed that the most common forms of examination malpractice include impersonation, collusion, leakage of examination materials, the use of mobile phones,other electronic devices and the introduction of unauthorized materials into examination halls. The study further found out that interventions such as biometric registration, stricter sanctions, public awareness, sensitization campaigns and strengthened collaboration among WAEC, MBSSE and the ACC have contributed to reducing examination malpractice. Nevertheless, persistent challenges including inadequate funding, corruption, weak enforcement mechanisms, overcrowded examination centers and insufficient training of examination personnel, continue to undermine these efforts. The study also established that the integration of key data ethics, principles, particularly transparency, accountability, fairness, confidentiality and responsible data governance can significantly enhance examination integrity and strengthen public confidence in WASSCE. The study concludes that sustainable examination integrity requires a comprehensive approach that combines ethical data governance, effective institutional coordination, technological innovation, and consistent policy implementation. It recommends strengthening data protection systems, improving examination security measures, enhancing stakeholder accountability, investing in continuous professional development for examination officials and promoting ethical awareness among all participants in the examination process. This study contributes to the growing body of knowledge on data ethics in educational assessment and provides practical policy recommendations for enhancing the credibility and integrity of public examinations in Sierra Leone.