The Phenomenon of Examination Malpractice: An Example of Nairobi and Kenyatta Universities

Abstract

This paper focuses on examination malpractices in educational institutions with particular reference to two public universities in Kenya. To facilitate this discussion we posed the following questions: What is an examination malpractice? What is its cause? Does examination malpractice contribute to educational goals or development? Are students aware of the repercussions of examination irregularity? And finally, what are institutions of higher learning doing to curb this reprehensible behaviour? To answer these questions, we administered questionnaires and conducted interviews on staff and students from the two Public Universities. The research revealed that some of the prevalent forms of examination irregularities include: candidates colluding with invigilators and examiners; impersonation, writing synoptic notes.  Since these are ethical questions, we based our investigation on Thomas Hobbes’ theory of State of Nature and noted that these forms of examination malpractice are also common phenomena in primary, secondary and tertiary institutions in other parts of the world. There is therefore need for institutions and governments to enforce remedies against the menace in learning institutions.

Key words: Examination malpractice, education, students, institutions, lecturers, ethical codes.