The purpose of the study is to examine examination malpractice and its impact on students’ academic success. There are growing cases and causes of examination malpractice during assessment and evaluation in secondary and high schools which need to be redressed. The study made use of descriptive survey research design. Data was collected using Predisposing Examination Malpractice Questionnaire (PFTEMQ) and sub scale of Examination Malpractice and Student Achievement (EMAA) questionnaire with modifications. The sample was 278 secondary school students selected using a simple random sampling technique. Bandura self-efficacy theory was used to explain the variables. The results were analysed using Pearson moment product correlation and regression analysis which indicated a positive significant relationship between institution, teachers, students’ factors related examination malpractice and academic success. This implies that types of examination misconduct, students, teachers and schools’ involvement in examination malpractice highly affect students’ academic success. The study strongly recommends that counselling services, motivation, and conducive learning environment be provided to curb examination malpractice. Key words: Assessment, Examination, Malpractice, Academic Success, Secondary Schools