Examining the Prevalent Forms of Examination Misconduct in Tanzanian Universities

IF 0.9 Q3 EDUCATION, SPECIAL
Prisca Rwezaura, Afrael M Sarakikya, Evans Ogoti Okendo
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引用次数: 0

Abstract

This study examined the prevalent forms of examination misconduct in Tanzanian universities. It was guided by the Theory of Planned Behaviour developed by Ajzen in 1991. The study employed convergent research design under mixed methods research approach. The target population consisted of 27 universities, which offer Bachelor of education degree in Tanzania mainland, 51,489 students, 708 lecturers, 27 Chief examination officers and 27 Directors of quality assurance from which the sample size of of 460 was selected through purposive and stratified random sampling techniques. Questionnaires, document analysis guide and interview guide were used to collect data. Source triangulation and research experts ensured validity. Reliability was ensured through Cronbach alpha and intercoder agreement techniques. Quantitative data was analysed using descriptive and inferential statistics whereas qualitative data was analysed through thematic analysis. The study found out that, the common forms of examination misconduct included the use of unauthorized materials, copying, collusion, examination leakage and impersonation. The study concluded that, there are diverse forms of examination misconduct in Tanzanian universities. The study recommends that, universities in Tanzania should provide moral education to students to sensitize them about the negative impact of embracing academic misconduct.
审查坦桑尼亚大学普遍存在的考试不端行为形式
这项研究审查了坦桑尼亚大学中普遍存在的考试不当行为形式。它以Ajzen在1991年提出的计划行为理论为指导。本研究采用混合研究方法下的收敛研究设计。目标人群包括27所提供坦桑尼亚大陆教育学士学位的大学,51,489名学生,708名讲师,27名首席考试官和27名质量保证主任,通过有目的分层随机抽样技术从中选择了460名样本量。采用问卷调查法、文献分析法和访谈法收集数据。来源三角测量和研究专家确保有效性。通过Cronbach alpha和编码间协议技术确保了可靠性。定量数据采用描述性和推断性统计进行分析,定性数据采用专题分析进行分析。研究发现,考试不端行为的常见形式包括使用未经授权的材料、抄袭、串通、考试泄密和冒充。该研究的结论是,坦桑尼亚大学存在各种形式的考试不当行为。该研究建议,坦桑尼亚的大学应该向学生提供道德教育,使他们意识到接受学术不端行为的负面影响。
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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