STUDENTS’ PERSPECTIVES ON EXAMINATION CHEATING IN BASIC EDUCATION IN KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.2699Keywords:
examination cheating, students’ perspectives, basic education, KenyaAbstract
This study attempted to unveil students’ perspectives on examination cheating in terms of its causes, methods, consequences, and innovative approaches of combating this symptom of moral decay in Basic education in Kenya. The target population was 838 university freshmen joining in first semester of 2018/2019 academic year in a selected faith-based University in Kenya. The sample was 272students who were registered for Introduction to Sociology and Introduction to Psychology courses, either of which is mandatory to all except Education students. This study was guided by Kohlberg’s theory of moral development and Ajzen’s theory of planned behavior. Descriptive survey research design was used. Questionnaires comprising both closed and open-ended questions were administered. Data was analyzed by the use of descriptive statistics. Findings revealed lack of preparedness (43.4%) and an excessive emphasis on grades (25.4%) as the main causes of cheating; collusion between examination officials, school administration and police officers (50.4%), leakage of examination questions for profit (18.8%), and copying from another’s exam script (11.7%) as the most common ways of cheating; while cancellation of exam results, fines, imprisonment, and interdiction (61.8%) were considered the worst consequences of cheating. Strategies for combating examination cheating were: students should be better prepared for examinations; more effective invigilation and supervision; and the installation of CCTV cameras in examination halls.
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