Cheating in Examination: Perceptions of Stakeholders in Public Secondary Schools, Kenya

Abstract

Academic falsity and lack of discipline have been fraudulent in many schools over the last decades. The advent of technology has prompted concern over cheating and its impact on the ethical behaviour of the student’s academic performance. The purpose of the study was to investigate the influence of students’ cheating in examinations on academic performance in the public secondary in Vihiga sub-county, Kenya. The sample size comprised of 8 deputy principals, 87 teachers and 227 students. The study adopted descriptive and correlation design. A stratified random sampling method was used to select the respondents. Questionnaires and scheduled interviews were administered to the respondents. Data obtained was processed and analyzed using Statistical Package for Social Sciences (SPSS) version 20.0. Qualitative data was subjected to descriptive statistics while quantitative data was subjected to Pearson correlation and regression coefficient analysis. The study findings reveal a significant relationship between student’s cheating and academic achievement. The study recommends strict policy on examination procedures and guidance and counseling for students.  All stakeholders should work together towards a shared vision of ethics to ensure that examination procedures are followed.