Demographics of Students in Their Perspectives on Examination Cheating in Basic Education in Kenya

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dc.contributor.authorMillicent Adhiambo Ojwan’g
dc.date.accessioned2024-11-11T09:40:39Z
dc.date.available2024-11-11T09:40:39Z
dc.date.issued2019-10-28
dc.description.abstractThis 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.
dc.identifier.citation10.22158/fet.v2n4p225
dc.identifier.issn2576-1846
dc.identifier.issn2576-1854 (Online)
dc.identifier.urihttps://ir.ueab.ac.ke/handle/123456789/248
dc.language.isoen_US
dc.publisherFrontiers in Education Technology
dc.relation.ispartofseries2; 4
dc.titleDemographics of Students in Their Perspectives on Examination Cheating in Basic Education in Kenya
dc.typeArticle
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