Effectiveness of Examination Handling and Distribution Procedures in Curbing Malpractices in Secondary Schools in Eastern Province, Kenya

Abstract

Examinations provide discriminatory criteria for individuals and evaluate whether educational goals are being achieved. To guarantee equity, fair evaluation must be devoid of all malpractices. The KNEC has put in place policies aimed at reducing cases of examination malpractices; however there has been a rise in reported cases of examination malpractices with the release of every examination results. The current study sought to determine the effectiveness of the examination handling and distribution procedures in addressing the examination malpractices. A sample size of 511 subjects was involved in the study. The study was conducted using descriptive survey research design. Reliability of instruments was determined using cronbach coefficient alpha method. The study established that the management of the examinations is dominated by the male gender. Handling and distribution of examinations was blamed for examinations malpractices. The researcher recommends training for all personnel involved in the management of the examinations.

Performance ranking in school mathematics in Kenya: A device that conceals and naturalizes inappropriate teaching strategies

“…In their effort to obtain a better rank, teachers employed all examination cheating strategies to give a student undue advantage over others. The examination malpractices take many forms such as copying from other students during an examination, collusion between teachers and examination supervisors, purchasing of examination materials among others (Njue et al, 2014). When students' performance in examinations is highly consequential for teachers and administrators, the pressure by the examinations sometimes results in cheating by teachers and administrators breaking of standardized procedures associated with examinations (Berliner, 2011).…”

“…Opponents of performance ranking contend that performance ranking has made students, teachers and schools desperate for top positions hence encouraging cheating in national examinations (Anderman and Murdock, 2007). In their effort to obtain a better rank position, teachers resorted to various forms of cheating designed to give a student or a school undue advantage over others (Njue et al, 2014). According to a study by Njue et al (2014), the examination malpractices takes many forms such as teachers aiding students to answer examination questions during an examination, collusion between school principals and examination supervisors and purchasing of examination materials.…”

“…In their effort to obtain a better rank position, teachers resorted to various forms of cheating designed to give a student or a school undue advantage over others (Njue et al, 2014). According to a study by Njue et al (2014), the examination malpractices takes many forms such as teachers aiding students to answer examination questions during an examination, collusion between school principals and examination supervisors and purchasing of examination materials. Ochola (2011) observes that the ranking of schools by the media is one of the factors affecting the management of the Kenya Certificate of Secondary Education (K.C.S.E) examinations negatively.…”

Performance rankings in education: Implications for policy and practice

“…Indeed, when accountability systems put teachers under intense pressure to get good results and on schools to have high rankings, the likelihood of cheating increases (Cizek, 2001). In their effort to obtain a better rank position, students (and sometimes teachers) resulted to various forms of cheating designed to give a student or a school undue advantage over others (Njue et al, 2014). Some of the examination malpractices are students copying from other students during an examination, collusion between school principals and examination supervisors and purchasing of examination materials among others (Njue et al, 2014).…”

“…In their effort to obtain a better rank position, students (and sometimes teachers) resulted to various forms of cheating designed to give a student or a school undue advantage over others (Njue et al, 2014). Some of the examination malpractices are students copying from other students during an examination, collusion between school principals and examination supervisors and purchasing of examination materials among others (Njue et al, 2014). The practice results in producing graduates who have no adequate qualifications for further studies in various fields.…”