The main objective of university education is to furnish the student with the requisite knowledge and skills to enable them to contribute effectively to the national development effort. This training demands periodic assessment and evaluation in form of examinations in order to ascertain the level of knowledge and competence of students. The purpose of this study was to investigate and establish the types, causes and implications of Examination malpractices in institutions of higher learning in Kenya. The study was carried out in five public universities in Kenya using the descriptive survey research design. The study used university students, administrators in charge of Examinations at the university and chairpersons of academic departments as respondents. The study sampled fifty students, four administrators in the Examination offices and five chairpersons of five departments from each of the five Universities. Therefore the total number of respondents used in the study was 250 students, 20 administrators in charge of Examinations and 25 chairpersons of departments totaling to 295 respondents. Data was collected by use of Interview schedule and Questionnaires. University Students and examination administrators filled open-ended Questionnaires while chairpersons of academic departments were interviewed. Data was analyzed qualitatively and presented thematically. The findings indicate that the main types of Exam malpractices include: exam leakage, collusion, unauthorized writings, copying, impersonation among others. The findings show that some of the causes of exam malpractices include: poor preparation for exams, lack of integrity, financial gain, sexual favor, for promotion. The study findings further show that the implications of exam malpractices are: undeserving students awarded degrees, graduates who cannot perform quality of service in the country compromised. The study concluded that actions need to be taken to save our institutions of higher learning from this vice. This study recommends the following to curb the problem: tough penalties for the culprits, moderation of exams, installation of CCTV cameras, improve on invigilation among others.
Dhamira ya makala hii ilikuwa ni kuonesha tofauti za kimaelezo baina ya waandishi wa sarufi kama inavyojitokeza katika ufundishaji na ujifunzaji wa Sarufi ya Kiswahili katika shule za upili hapa nchini Kenya. Uchunguzi huu uliongozwa na Nadharia ya Sarufi Amilifu na nadharia ya Ujifunzaji Kitajiriba. Sarufi Amilifu ni ya Simon C. Dik (1978). Nadharia hii inashikilia kwamba, uzingatifu wa sarufi ya lugha unadhihirika katika utendaji wa lugha hiyo ambao unakuzwa katika matini inayoandaliwa na wataalamu wake. Nayo nadharia ya Ujifunzaji Kitajiriba iliyoasisiwa na David Allen Kolb mnamo mwaka wa 1984 inaangazia matumizi ya tajiriba katika ufundishaji na ujifunzaji. Kundi lengwa lilikuwa ni waandishi wa Sarufi ya Kiswahili, walimu wa Sarufi ya Kiswahili na wanafunzi wa kidato cha tatu. Tulitumia mbinu za usampulishaji wa kinasibu na usampulishaji wa kimakusudi kuteua sampuli iliyokusudiwa tukizingatia asilimia 30 ya jumla ya idadi lengwa. Walimu 12 na wanafunzi 120 waliteuliwa kushiriki katika uchunguzi huu. Data ilikusanywa kwa kutumia mbinu ya uchanganuzi wa yaliyomo, hojaji na mahojiano. Data katika makala hii iliwasilishwa kupitia maelezo, majedwali na asilimia. Matokeo ya makala hii yalionesha kwamba, waandishi wa Sarufi ya Kiswahili wanakinzana katika ufafanuzi wa baadhi ya vipengele vya Sarufi ya Kiswahili katika shule za upili nchini Kenya. Uchunguzi huu utakuwa wenye umuhimu kwa walimu wa Sarufi ya Kiswahili, wanafunzi, wataalamu wa Sarufi ya Kiswahili na wale wanaoandaa na kuchapisha vitabu vya Sarufi ya Kiswahili kwa kutambua vipengele tata katika Sarufi ya Kiswahili. Makala ilipendekeza Taasisi ya Ukuzaji wa Mitalaa ya Kenya kuvichunguza upya vitabu vya kiada na ziada vya Sarufi ya Kiswahili ambavyo vimeidhinishwa na wao huku vikiwa na tofauti za kimaelezo.
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