Onuka and Obialo, 2004) Indeed when asked why they engage in examination malpractices, fear of failing examinations was listed as one of the top reasons for engaging in malpractice in the United States of America (Schab, 1991)and in Nigeria Fatai (2005) outlined the fear of failure, craze for certificate, desire of parents to have their children in choicy university and profession, pressure on students to pursue courses for which they have no aptitude, pressure on teachers who want to gain favour of student, inordinate ambition of some people to get rich quick, and overcrowded sitting arrangement as causes of examination malpractices.

This researcher is not aware of any study that has been conducted to quantify perceived school and psycho-social causes of malpractices in internal examination among secondary school students in Kenya. The study therefore investigated the students’ perceived Psychosocial and school causes of examination malpractices in internal exams with a view of proffering effective guidance and counselling solutions to curb the menace among secondary school students in Kakamega Central SubCounty, Kenya.

The study was carried out in public secondary schools in Kakamega Central Sub-County, Kenya. The Sub-county is located in Kakamega County. It lies between longitude 34`34` East and 0`20` North. It borders Mumias Sub-county in the north, Kakamega South and Kakamega East Sub-counties in the east and Kakamega North Subcounty in the west. It consists of three divisions namely, Municipality, Shishiru and Nambacha. The three divisions are managed by area Education Officers. The Sub-county has 43 secondary schools out of which 39 are public and 4 private. Of the 39 public secondary schools, 6 are girls’ only, 3 boys’ only and 35 are coeducational (S.E.O’soffice, Kakamega Central Sub-County, 2011).

The research was conducted among 3590 secondary school students drawn from 43 secondary schools. Purposive and simple random sampling techniques were used to pick respondents. The study sample comprised 359 students from 2 girls only schools, 1 boys only school and 10 co-educational schools representing 30 percent of the population.

The self-administered questionnaires were completed by respondents themselves. Closed ended questionnaire were used to collect information on perceived Psycho-social and school causes of examination malpractices and their opinions on roles of guidance and counselling to address the malady (Appendix 1).

The respondents had to score items on Likert type scale by checking one of the five possible responses from each item.  It was scored on five point grades as follows:  Strongly Agree (SA) = 5 Points, Agree (A) = 4 Points, Undecided (UD) = 3 Points, Disagree (D) = 2 Points and Strongly Disagree (SD) = 1 Point. A score indicative of most favourable response was given 5 while the least favourable response was given 1. Scores eliciting Strongly Agree and Agree responses were collectively rated positive or favourable while scores eliciting Strongly Disagree and Disagree responses were collectively rated negative or unfavourable and finally Undecided was rated neutral.  Pilot study was carried out before the main study on two schools. The research tool was administered on 10% of form three students in these schools. Content validity and reliability of the tools was ascertained using Pearson Product Moment Correlation. The schools  used  in  the  pilot  study  did  not participate in the main study.

The reliability of the measurement of instrument was assessed using Cronbach’s alpha reliability coefficient which is a test for internal consistency in items. Reliability analysis in the current study was conducted for the three scales measuring Psycho-social and school causes of examination malpractices and roles of guidance and counselling services.

Data collected were sorted out, edited, coded, classified and then tabulated and analyzed using SPSS version 17 software. Quantitative data were analyzed using descriptive and inferential statistics such as frequency counts, means and percentages. Inferential statistics such as Analysis of Variance was used to determine the impact of various demographic aspects. Besides any appropriate statistical procedures found valuable was used.

A total of 359 copies of questionnaires were distributed to respondents. Out of 350 copies of questionnaires distributed 297 copies of questionnaires were returned out of which 11copies were discarded for lack of response and some for incompleteness. This left a total of 286 copies of usable questionnaires amounting to 81.7 percent response rate. This response rate was deemed acceptable since according to Fowler (2002), there is no agreed-upon minimum response rate; the more the responses received the more likely it is that statistically significant conclusions about the target population will be drawn.

Question one: What are the perceived psycho-social causes of examination malpractices in examinations in secondary schools in Kakamega Central Sub-County?

In addressing question two, data on the psycho-social causes of examination malpractices as perceived by the students were collected from the responses to the questionnaire and analyzed using percentages. The findings are shown in Table 1. The opinions of the respondents varied on the psycho-social causes of examination malpractices in the Subcounty. Some of the major causes according to the survey included; poor study habits (89.9%), not reading well (88.6%), laziness (87%),lack of self confidence among the students (73.4%), family pressure to perform well (68%) and to please parents, peer pressure (66.8%). 

 

 

This findings are in agreement with a study by Pope (2007) in which it was observed that peer pressure is an important cause of academic dishonesty. Thus students who believe that their peers disapprove of cheating are less likely to cheat. Fear of failure, peer pressure and lack of confidence in their abilities have been cited by other researchers (Okoh, 1996; Onuka, and Obialo, 2004)as causes of exam cheating. Indeed when asked why they engage in examination malpractices,fear of failing examinations was listed as one of the top reasons for engaging in malpractice in the United States of America (Schab, 1991)and in Nigeria (Onuka and Obialo, 2004). The research observed that all the respondents were admitted to secondary schools because they qualified and were therefore above average in intellectual ability. They therefore engage in exam cheating due to laziness and peer pressure.

The study further revealed that peer pressure, pressure from parents and the school management make students to resort to cheating. These findings are in agreement with observations by Davis et al. (1992) that pressure for good grades, stress and ineffective deterence were some of the determinants of cheating.

Question two: What are the perceived school causes of examination malpractices in examinations in secondary schools in Kakamega Central Sub-County?

As shown in Table 2 the opinions of  the  respondents  varied  on the perceived school causes of examination malpractices in the Sub-county. Some of the major causes of examination malpractices according to the survey include; poor preparation for examinations (86.4%), overcrowded examination rooms (78.2%), poor invigilation of examinations (71.9%), pressure to improve on the ranking of the school (52.6%) and poor teaching (51.6%).

 

 

A significant proportion of respondents (45.6%) agreed that they will be interested to buy an exam question paper if they were offered before the exam, while 11.7% were undecided. 232 (73.4%) respondents out 316 interviewed disagreed that students cheat because they are not aware of examination rules and regulations. Most (71.9%) of the respondents disagreed that cheating is encouraged since many people who cheat often escape punish-ment and 71.1%  disagreed that it is difficult to stop cheating in examinations in our schools.51.6% of the respondents disagreed that one will not feel guilty to cheat if the teacher has not taught well, however 37.6% agreed with the assertion.

The aforementioned causes and others conform with the ones listed by Oniye and Alawaye (2008), Ogerinde (2000), Onugbu (2003), malpractice in Asa local government: implication for counseling; Oniye and Alawaye (2008) found societal preference for paper qualification; inadequate preparation by Fatai (2005) and Ibinaye (2006). For instance, on a study on female students’ perceived causes of and solution to examination for examination, lack of self confidence, ill equipped schools, lack of good study habits and host of others were considered by female students as the causes of examination malpractice.

Teachers are employed to teach students and the quality of teaching should therefore aid retention ability of students. Students can only recall or reproduce what is retained through teaching. It has been observed that poor quality teaching aggravates the urge to cheat in the examination by students with low academic ability (Ewangle, 1997). In a similar study Gesinde (2002)noted that some teachers commence teaching a few days to exams, others concentrate on areas to be set in exams; some are not qualified to teach while others use wrong teaching methods.The same author further observed that teachers also serve as invigilators to watch over examinees. They are therefore expected to be vigilant to prevent cheating and to report any such cases. However, the author observed that most teachers spent their time either reading newspapers or discussing with their collegues instead of watching over the examinees. This encourages cheating and even very few bother to report cases of cheating.

In a related study on student factors influencing cheating in undergraduate examinations in universities in Kenya, Ruto et al. (2011) observed that  majority of the students ranked as first lack of preparedness for examination with mean of 2.99 on a 1-5 scale. This was followed by factors such as peer influence (2.93), poor attendance of lectures (2.58), lack of confidence (2.35) and pressure from parents to perform well (196).

The survey revealed occurrence of various causes of examination malpractices in secondary schools in the sub-county. Among prominent causes of cheating was lack of preparedness. Students may not adequately prepare for examination if they know from past experience that they can engage in various of cheating without being caught due to weak invigilation. This collaborates with the study by Davis and Ludvickson (1995) who established in a study that those who cheat in the university level studies cheated in earlier studies or examinations.

Question three: How effective does guidance and counselling programme address examination malpractices among secondary school students in Kakamega Central Sub-County?

In addressing question three, data on the effectiveness of guidance and counselling in addressing examination malpractices in secondary schools in Kakamega Central Sub-County, Kenya as perceived by the students were collected from the responses to the questionnaire and analyzed using percentages. The findings are shown in Table 3.

 

 

As shown in the table the opinions of the respondents varied on the effectiveness of guidance and counselling in addressing examination malpractices in the Sub-county. However, 94% of the respondents indicated that there were Guidance and Counselling Units in their schools. An overwhelming majority indicated that the Guidance and Counselling unit often talks to them about self-esteem, peer pressure management, good study habits and proper time management among other topics. Further, most of the respondents felt that from the guidance and counselling talks they know that exam cheating is wrong. 95% of the respondents were in agreement that guidance and counselling has taught them self-confidence to face the exams and 68.4% follow examination rules and regulations. 72.2% will feel guilty if they cheated in exams. However, 59.5% do not think guidance and counselling assist exam cheats.

Further analysis (Table 4) indicated a highly significant difference among schools in students’ perception of the effectiveness of guidance and counselling in management of examination malpractice among students in secondary schools in Kakamega Central Sub-County.

 

It was noted that malpractices are caused by numerous factors that could be categorized as either school factors or psycho-social factors. The most prominent school factors noted in the survey were poor preparation of students for exam, overcrowded exam rooms and poor invigilation. These factors are mainly centered around the teacher as he is the one responsible for preparation of students and provision of the right atmosphere for teaching and examination. The most prominent psycho-social causes of cheating in the survey were poor reading habits, laziness, lack of self confidence and peer pressure. Laxity in the school environment provides the right motivation for psycho-social factors that cause exam cheating.

Rampant examination malpractices are witnessed despite the overwhelming evidence of the existence and relatively active Guidance and Counselling units in most schools. School managers have used retribution, deterrence and societal protection methods to address the malpractices but this does not seem to effectively curb the menance. The Government has also enacted the revised KNEC Act (2012) that provides for stiffer penalties against the offenders. However, the legislation is targeted at offenders at national examination but not internal examinations. It therefore does not nib the menace in the bud but allows it to metamorphozise. The Act does not also provide for rehabilitative methodo-logies for offenders.

From the survey it may be concluded that the guidance and counselling methods chosen to address exam malpractices should be based on whether the cause is either school or Psychosocial. School causes should be addressed mainly administrative that is through proper teacher recruitment and management and provision of adequate teaching and learning facilities. Psychosocial causes may require appropriate guidance and counselling method to effectively address.

Since the whole segments of the nation’s life are unfortunately connected to the issues of examination malpractice, there is a need to sensitize all citizens on basic ethical values of selfworth, dignityof labour, integrityand personal responsibility.

Only teachers who are qualified, certificated, competent and  of  good  moral  standing  need  to  be  employed  to

teach the students. They should be dedicated teachers who would serve as role models in matters of punctuality, self-discipline, accountability, integrity and sound leadership styles.

Furthermore, well-equipped functional libraries should be in place to promote good reading habits.Facilities, like laboratories, and amenities for basic needs should be available.

Continuous assessment procedure should be given to students to ignite the zeal to study and develop self- confidence  with  less  emphasis   on  certification.

Competent counselors should be employed and posted to secondary schools and other tertiary institutions. They should help students in self-understanding and self-management, in relation to how they can utilize their assets and manage their abilities, and capabilities for optimal development.

Further research should be carried out on the effectiveness of the schools Guidance and Counselling units to manage examination malpractices especially internal examination. Examination cheating is a learned habits and the rampant cheating in national examinations would have a linkage to the malpractices in internal examinations.

The author has not declared any conflict of interest.