Selected Factors Influencing KCSE Examination Malpractices among Secondary School Students in Kenya

Jared Momanyi Mauti; George Asiago Masagara; Maxwell Ong’eta Nyakwama

doi:10.37284/eajes.8.1.2733

Jared Momanyi Mauti, PhD Kisii University
George Asiago Masagara Kisii University
Maxwell Ong’eta Nyakwama Kisii University

DOI: https://doi.org/10.37284/eajes.8.1.2733

Keywords: Examination Malpractice, Social Learning Theory, Strain Theory, Academic Integrity, Secondary Education, Kenya

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Abstract

Examination malpractice in Kenya’s secondary education, particularly in the Kenya Certificate of Secondary Education (KCSE), undermines academic integrity and jeopardizes the credibility of the education system. This study investigates the multifaceted factors contributing to this pervasive issue through the lenses of Bandura's Social Learning Theory and Merton's Strain Theory. Personal factors, including fear of failure and peer pressure, intertwine with institutional dynamics such as strained teacher-student relationships and ineffective supervision. Systemic challenges like resource inequality and the pressure of high-stakes testing exacerbate the problem, creating an environment where unethical practices thrive. The findings highlight how societal pressures, inequitable educational resources, and competitive academic environments compel students to adopt deviant strategies to achieve success. Drawing insights from global examples, the study underscores the urgent need for comprehensive reforms, including equitable resource distribution, mentorship programs, and a shift towards continuous assessments. This research contributes to the discourse on academic integrity, offering actionable strategies to mitigate malpractice and foster a fair, ethical, and inclusive education system in Kenya.

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