Open AccessDemographics of Students in Their Perspectives on Examination Cheating in Basic Education in Kenya
Author(s) -
Millicent Adhiambo Ojwan’g
Publication year - 2019
Publication title -
frontiers in education technology
Language(s) - English
Resource type - Journals
eISSN - 2576-1854
pISSN - 2576-1846
DOI - 10.22158/fet.v2n4p225
Subject(s) - cheating , demographics , psychology , punishment (psychology) , descriptive statistics , descriptive research , population , medical education , preparedness , social psychology , mathematics education , sociology , social science , demography , medicine , political science , mathematics , statistics , law
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.