Abstract:
Cultural norms are the attitudes and patterns of behaviour in a given group or society.
Students at the universities develop cultures that direct them in their academic behaviour
.
Lack of normal social standards is the genesis to questionable character and nonconformity to
simple rules that society prescribe as social norms that is required
in the society
. The main
purpose of the study was to explore existing cultural norms which
contribute to examination
malpractices among undergraduate students in Kenyan universities.
The study was guided by
the theory of Planned Behaviour. The sample size comprised
of
450 participants; lecturers,
dean of students (DoSs), heads of departments (H
oDs), examination officers(EOs) and
undergraduate students
.
. Proportionate stratified sampling
technique
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 m
ethods design
. The 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
.
The reliability
was
tested using Pearson C
orrelation Coefficient and items which had a reliability of more
than 0.70 were reliable for the study. Data was analysed using both qualitative and
quantitative statistics and results interpreted using frequencies, standard deviations, means
and percentag
es. Pearson’s Correlation Coefficient was employed to determine relationships
between the variables. The findings
of the
study showed that
cultural norms have
a
positive
and significant effect on examination malpractices among undergraduate students (r =0
.554;
p<0.05).These cultural norms include; poor study habits, high parental expectations and
engaging in non
-
academic activities.
The study found that
students have developed a culture
of missing classes, some have joined bad companies which act as the ma
in causes of examination malpractices while others take mobile phones to examination halls.
In addition
the study found that
lecturers repeat
questions from past papers and perceived laxity during
examination invigilation.
The study recommended
that universities should train students on
how to improve their study habits so that the students do not develop fear to face
examination. Further, universities should enhance guidance and counselling to the students to
emphasize on the need of honesty and
integrity throughout their stay in the university
.
The
study further
recommended
lecturers to avoid using discouraging words that
instill
fear in
students but rather encourage them to work harder. In addition lecturers should set
application themed questi
ons to discourage the students from taking their notes into
examination rooms in form of ‘mwakenyas’ or saved notes in their mobile phones