However, the problem became significantly more pronounced and organized in later decades, particularly after independence in 1960, as the education system expanded and pressure to succeed intensified. The 1970s and 80s saw a notable rise in reported cases, driven by factors such as:
* Increased competition for limited spaces in higher education: As more people sought tertiary education, the pressure to achieve high grades increased, fostering a climate conducive to cheating.
* Economic hardship: The desire for better job prospects and financial security fueled the willingness to engage in malpractice.
* Weak enforcement of regulations: A lack of effective mechanisms to detect and punish malpractice allowed it to flourish.
* Corruption: The involvement of teachers, invigilators, and even exam officials in facilitating cheating exacerbated the problem.
Therefore, rather than a single starting date, examination malpractice in Nigeria is better understood as a progressively worsening problem that gained momentum throughout the latter half of the 20th century and continues to be a significant challenge today.