An investigation into factors that contribute to cheating in examinations in technical institutions in Central Province, Kenya

Cheating in an examination is an act of deception by students to gain unfair advantage over others by using unauthorized materials and information. There is a significant increase in test cheating, unpermitted student collaboration and an increased prevalence of chronic cheating (The Standard, 9th March 2012). Among those who cheat are students in technical institutions, where there is recurrence of cheating in the internal examinations. Some studies identify factors such as the following, that contribute to cheating: students learning from a dishonest society (Marks, 2003:135), poor teaching, poor learning environment and lack of facilities (Korbs,2009:2), an education system that is concerned about performance, poor time management (Carrol, 2006), lack of effective study habits (Chinamase et al. 2011) and technology (Marks, 2003). However, there is no readily available information on factors that contribute to cheating in technical institutions. The purpose of this study was to investigate factors that contribute to cheating in internal examinations, methods used in cheating and reasons for students to cheat; and the main aim was to devise and recommend strategies that can be applied to curb cheating in examinations in technical institutions in Central Province, Kenya. The 22 study participants (n=22) were selected from two technical institutions in Central, Kenya. The participating institutions were purposively selected and from them the participants were randomly selected. The participants comprised of 16 students who had either cheated or knew some students who had cheated in examinations, 4 lecturers who were directly involved in examination administration and 2 examination officers who provided documents collected previously on cheating. A qualitative case study was used to collect data. The data was collected using observation method, structured interviews and document analysis. The data collected through interviews were then transcribed and grouped into categories guided by research questions and reviewed literature. The results of the study show several factors that contribute to cheating. These are: contextual factors such as class attendance, lecturer-student interactions, poor invigilation, and lack of adequate facilities. The participants raised the following suggestions on how cheating may be curbed: strict supervision of examination, provision of adequate facilities, and frequent administration of tests and assignment. Recommendations on measures to be applied were presented along with suggestions for further research in this area.Educational Leadership and ManagementM. Ed. (Education Management

CONTINUAL IMPROVEMENT AS PER THE ISO 9001:2015 QUALITY MANAGEMENT SYSTEM AND POST-EXAMINATION SERVICES DELIVERY IN PUBLIC UNIVERSITIES IN KENYA

The examination is among the crucial processes of any university quality management system and as such, quality should be maintained at all levels. Several inefficiencies in post-examination services delivery have occurred in Kenyan public universities many of which were implementing ISO 9001: 2015 QMSs. Doubt arose on the extent to which adoption of ISO 9001 QMSs had translated to quality service delivery in these institutions. The study was guided by two objectives; to determine the extent to which Kenyan public universities pursue continual improvement as per ISO 9001:2015 QMS and to establish the relationship between continual improvement and post-examination services delivery in public universities in Kenya. A mixed methods research design was employed. The study targeted various examination process stakeholders in all 26 ISO 9001:2015 certified public universities in Kenya. Purposive sampling was used to sample 6 directors of quality assurance, 6 directors of QMS and PC and 6 deputy registrars (examinations) while 297 examination coordinators and 384 fourth-year students were sampled using a stratified sampling technique. Primary data was collected using semi-structured questionnaires and interview schedules. The study established that generally, most public universities in Kenya to a large extent aspired for continual improvement in their core processes, functions and operations Regression analysis results revealed that continual improvement as per the ISO 9001: 2015 QMS requirements had a positive significant effect on post-examination services delivery in public universities in Kenya (β = 0.727, p = .000). The study concluded that it was crucial for these universities to optimize continual improvement in their key processes, operations and functions. Continuous analysis of data to assist in the identification of areas of service nonconformity for informed corrective measures to achieve continual improvement, in the long run, was recommended.  Article visualizations

Internal quality auditing and post-examination services delivery in public universities in Kenya

Examination is a crucial process of a university’s quality management system thus, requires maintenance of quality. Several inefficiencies in post examination services delivery have occurred in Kenyan public universities that have implemented ISO 9001: 2015 QMSs. The study was guided by three objectives; to determine the frequency of internal quality audits in public universities in Kenya as per ISO 9001 2015 QMS, to establish the extent to which Kenyan public universities internal quality auditing adhere to ISO 9001:2015 QMS and to determine the relationship between internal quality audit as per ISO 9001:2015 QMS and post examination services delivery. A mixed methods research design was employed. Purposive sampling was used to sample 6 directors of quality assurance, 6 directors of QMS and PC and 6 deputy registrars (examinations) while 297 examination coordinators and 384 fourth year students were sampled using stratified sampling technique. The study found 43.6% of the institutions undertook internal quality audits on quarterly basis, 23.5% on semi-annually and 31.3% annually. Public universities had to a large extent implemented internal quality auditing as per ISO 9001:2015 QMS (M=3.873, SD=0.772). The study found that undertaking internal quality auditing had a positive significant effect on post-examination services delivery in Kenyan public universities. The study concludes that internal quality auditing significantly enhances post examination services delivery in Kenyan public universities and recommends regular and comprehensive internal audits to enhance timely identification of nonconformities along with constitution of independent audit teams to monitor execution of corrective measures laid out in audits reports