Abstract:
Universities have formulated policies on the execution of examinations but, examination malpractices are still witnessed.
Eradicating examination malpractices needs engagement in enquiry driven reform and probing teaching and learning and
schooling realities to highlight what to be done and how. The study's main purpose was to evaluate policy-related
strategies to curb examination malpractices among undergraduate students in Kenyan universities. The theory of Planned
Behaviour guided the study. The sample size comprised of 450 participants; lecturers, dean of students (DoSs), heads of
departments (HoDs), examination officers(EOs) and undergraduate students from the selected universities in Kenya.
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 the reliability of the research instruments. Data was analysed 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 between variables. The study findings on the existing policies related to examination
malpractices have positive and statistically significant effect on curbing examination malpractices (r =0.669; p<0.05).
The existing policies related to the examination malpractice have great effect on the degree to which students can practice
examination cheating. Policies related to examination malpractices among undergraduate students include attaining
minimum mark of 40 makes students engage in examination malpractices, overcrowded examination rooms which tempt
students to cheat in examination, low lecturer/student ratio and lack of proper students‟ records make students to lie.
Universities are better advised to adopt good policies that can curb examination malpractices. The study recommended
that academic departments to review the minimum pass mark since the policy of minimum mark encourages students to
be lazy and definitely engage in examination malpractices. It is also recommended that DVC and the Registrar in charge
of academics to make spot checks during examination as a way of monitoring what is happening during this process of
examinations.
