Teaching Approaches is a Great Contributor to Academic Integrity and Examination Malpractices in Secondary Schools of Garissa County
Abstract
Examination malpractice is defined as deliberate wrongdoing by the exam takers contrary to the examination rules. While academic integrity is the fairness in the process of giving and evaluating examinations. This research investigated how the teaching approach becomes a contributor to academic integrity and Examination Malpractices in Secondary Schools in Garissa County. The study adopted a descriptive survey research design; quantitative and qualitative approaches were used to collect data. The target population focused on Principals, teachers, and student leaders from various schools. There were 38 secondary schools with 38 principals and an average of 25 teachers and 200 students in every school, totalling 950 teachers and 7,600 students respectively. Respondents were sampled using stratified random sampling. There was a sample of 11 schools out of 38; 11 Principals were selected using a census, 55 teachers, and 77 student representatives were also selected using simple random sampling. Data from teachers and students’ representatives were collected using questionnaires, while that from principals was collected using interviews. Descriptive statistics and Pearson's r were used to analyse the collected data quantitatively, while data from interviews were analysed verbatim. Research findings indicated that teaching approaches in schools were moderately correlated with the level of academic integrity and examination malpractices (r=0.462, p<0.05). Understanding these contextual factors is essential for developing effective strategies to promote academic integrity and curb examination malpractices in secondary schools within Garissa County to have fair, transparent, and credible examinations
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