Curbing examination malpractices among undergraduate students in Kenyan Universities

Abstract

Academic malpractices have posed a major problem in Kenya’s education system from primary to university level. This menace poses a big challenge to the contemporary society since it contributes to the quality of graduands to the job market. In order to solve these challenges there is need to find possible intervening strategies to curb the malpractices. The main purpose of this study therefore, was to synthesize the intervention strategies employed by universities to curb examination malpractices among undergraduate students in Kenya. The following objectives guided the study; investigate the existing examination malpractices, explore existing cultural norms that contribute to examination malpractices, evaluate policy related challenges which contribute to examination malpractices and synthesize advocacy related measures to curb examination malpractices among undergraduate students. The study was guided by the theory of Planned Behaviour. The target population comprised all undergraduate students, lecturers, dean of students (DoSs), heads of departments (HoDs) and Examinations officers (HoDs). The sample size comprised 450 participants. Proportionate stratified sampling was used to select lecturers and students, simple random sampling for HoDs and further purposive sampling for DoSs and EOs. The study adopted a mixed methods design and data was collected using questionnaires, interview schedules, focused group discussions and document analysis. A pilot study was carried out to check on reliability of the research instruments and tested using Pearson Correlation Coefficient and items which had a reliability of more than 0.70 implied they were reliable for the study . Data was analyzed using both qualitative and quantitative statistics and results interpreted using frequencies, standard deviations, means and percentages. Pearson’s Correlation Coefficient was employed to determine relationships that existed between the variables. Presentations were by use of tables. The study findings on forms of academic malpractices revealed that the most commonly used forms are cheating (mean Aggregate 4.24), collusion (mean Agg. 4.00) and fabrication (mean Agg 3.80). The existing cultural norms have positive and statistically significant effect on examination malpractices among undergraduate students (r =0.697; p<0.05).These cultural norms include; poor study habits, high parental expectations and missing classes. The policy related challenges which contribute to examination malpractices have positive and statistically significant effect on curbing examination malpractices (r =0.721; p<0.05).The advocacy related measures also have statistically significant effect on curbing examination malpractices (r =0.723; p<0.05).From the findings the study concludes that examination malpractices exist in Kenyan universities which need intervention strategies to curb and therefore the following recommendations are made ;universities to device means of detecting mobile phones before students enter examination halls, do regular sensitization on the importance of good study habits and enhance work study programs, students should be regularly acquainted with examination rules and regulations and install adequate CCTV cameras in examination halls. The findings therefore are hoped to contribute knowledge that would help universities and other institutions offering learning/education in Kenya to curb examination malpractices.