INFLUENCE OF EXAMINATION SETTING PRACTICES ON ACADEMIC INTEGRITY IN PUBLIC TERTIARY INSTITUTIONS IN MANDERA COUNTY, KENYA
Abstract
Statement of the Problem: Examination setting is one of the major means of determining the kinds of tests students need to undertake in both general and specific areas of studies. This is possible through effective examination setting practices with much integrity. However, there have been high levels of malpractice this creates doubts as to the levels of management of every step of the examination process.
Purpose of the Study: Thus, the purpose of this was to study to examine the influence of examination setting practices on academic integrity in public tertiary institutions in Mandera County, Kenya.
Methodology: This research employed mixed methodology and the concurrent triangulation research design. The target population consisted of 1394 respondents, including three principals and 150 College Tutors, seven Examination Officers and 1234 students from which 462 respondents were sampled using Yamane’s Formula. From this sample, three principals and seven examination officers were chosen using purposive sampling. Conversely, from each college, 150 tutors were selected using purposive sampling and about 303 students were selected randomly. Through the application of this sampling procedure, the researcher successfully obtained a sample comprising three principals, seven examination officers, 150 teachers and 303 students. Qualitative data were analyzed thematically in line with the study objectives and presented in both verbatim and narrative formats. For the quantitative data, a descriptive analysis was conducted, utilizing frequencies and percentages. Inferential statistics were also done using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 23) and presented in tables.
Findings: The study established that many public tertiary institutions rarely adhere to examination setting practices as a strategy for improving academic integrity.
Recommendations: The study recommends that tertiary institutions and other education stakeholders should organize for training of college tutors in order to acquire pre-requisite skills in setting examinations. This may enable them master the practices and procedures for setting standard examinations.
Keywords: Academic integrity, examination setting practices, public tertiary institutions
References
Agbo, F. (2011). An Investigation into the forces behind examination malpractice. A challenge for tertiary institution education in the 21st Century. Journal of the Curriculum Organization of Nigeria1 (2) 344 – 347.
Béguin, A., & Ehren, M. (2011). Aspects of accountability and assessment in the Netherlands. Erziehungswiss Zeitschrift für Erziehungswissenschaft, 14(S1), 25-36.
Bhatti, M. (2013). College education in Pakistan: Perspective Planning, Islamabad: National Education Council.
Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approach. Thousand Oaks, California: Sage Publications.
Frary, R. B. (2008). Formula scoring of multiple-choice tests (Correction for guessing). Educational Measurement: Issues and Practice, 7(2), 33-38.
Hargreaves, E. (2001). Assessment for learning in the multigrade classroom’, International Journal of Educational Development 21 (2001) 553-560.
Ministry of Education (2021). Status of academic integrity in learning institutions. Nairobi. Government printer.
Tabulawa, R. (2012). Tutors' perspectives on classroom practice in Botswana: implications for pedagogical change. International Journal of Qualitative Studies in Education.
Walsh, W. B. & Betz N. E. (2005). Tests and Assessment, New Jersey: Prentice Hall, Eaglewood Cliffs.
Zoeckler, L. G. (2007). Moral aspects of grading: A study of high school English tutors’ perceptions. American College education, 35, 83-102.
