A Phenomenological Analysis of Experiences of Parents, Teachers and Students about Examination Malpractices in Kisii County, Kenya
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Date
2024-07
Journal Title
Journal ISSN
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Publisher
EANSO
Abstract
While the problem of examination malpractices in Kenya has been a
perennial one, the efforts put in place to address it have not fully borne fruits.
This study focused on understanding this scenario from the
phenomenological perspective that sought to examine the experiences of
teachers, parents and students in Kisii County about examination
malpractice and the relationship therein. The following was its objective:
explore the complexity of examination malpractice, its related ills and the
responsibility of the education stakeholders as experienced by the teachers,
parents and students in Kisii County. The study focused on parents, students
and teachers in secondary schools in the county who have experienced the
problem of examination malpractice. It was guided by normative ethical
theories to understand its persistence. It utilized descriptive survey research
design through focused group discussions and open-ended questionnaires.
Purposive and snowball sampling procedures were used to pick the
respondents complemented by document analysis. The study adopted
hermeneutic and transcendental phenomenological approaches for both
prescription and analysis of data. The findings showed that: forms of
examination malpractice are either conventional or non-convectional and are
grounded in either the positive or negative experiences of teachers, parents
and students; The study makes the following conclusions: focusing on both
conventional and non-conventional forms of examination malpractice gives
a wider understanding of what ails the examination process in Kisii County;
understanding the negative and positive experiences of teachers, parents and
students in regard to examination malpractice as well as understanding its
complexity is key in formulating a comprehensive solution to the menace;
and the network to hold those who engage in examination malpractice
responsible to be widened. The study recommends more focus on both the
conventional and non-conventional forms of examination malpractices to
capture in detail what ails the examination process in Kisii County;
utilization of both the negative and positive experiences of the students,
teachers and parents to come up with more all-encompassing solutions to the
issue of examination malpractice that is grounded in their experiential
attitudes;-, and more analysis of the complexity of examination malpractice
to generate more lasting solutions to the menace.
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