Examining Symbolic Language-Based Approaches Used During Examinations Cheating among Tanzanian University Students

Abstract

This paper dwells on the symbolic language-based approach pertinent to examination cheating in Tanzania's Tertiary education. The previous studies have focused in-depth on the factors for cheating, but the communication system for cheating needs investigation. The study used a case study design whereby three Tanzanian Universities were used under investigation. The study used 10 students, who had completed their third year one week ago, and they were selected purposively through a snowball sampling technique. The reason was that one week ago was the time when students did not fear as they were free from studies. Three methods of data collection were used: focus group discussion with ten (10) students who were selected purposively, observation during examinations, and document analysis.  Two theories were used, namely the Curriculum Implementation theory and the Constructivism theory, for assessing the symbolic language technique for examination dishonesty. The former infers that implementation of any programme should be based on teacher ability, management of the support facilities, as well as the clarity of the implementer, and the latter refers to the learning and teaching theories for quenching competence-based approach via ‘Social Interaction’ which plays a fundamental role in the process of cognitive development. The study revealed seven techniques, such as lip and tooth shaping, tooth rolling, cuffing, tonicity, Fingerism, and abbreviations used by cheaters. Based on these findings, students can be helped to develop study habits that raise competencies in their academic endeavours; also, technologies can be designed to detect cheating, such as a camera in the examination rooms, which may make cheaters fear rather than depending on physical invigilation by invigilators.