Demographics of Students in Their Perspectives on Examination Cheating in Basic Education in Kenya
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Date
2019-10-28
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Frontiers in Education Technology
Abstract
This study sought to find out in depth the demographics of students in their perspectives on
examination cheating in Basic education in Kenya. The target population was 838 university freshmen
of 2018/2019 academic year in a selected faith-based University in Kenya. The sample was 272
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 reveal that lack of preparedness and an excessive emphasis on grades are the main causes of
cheating, while punishment is a critical deterrent to cheating in examinations. The study recommends
that schools should ensure that students are adequately prepared for examinations; emphasize mastery
of content as opposed to grades; and subject examination offenders to more severe punishment.
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Citation
10.22158/fet.v2n4p225