Influence of Students’ Peer Pressure on Academic Dishonesty in Public Secondary Schools in Makueni County, Kenya
There is a worldwide concern on academic dishonesty particularly in the third world countries. The main purpose of this study was to scrutinise the effects of students’ peer pressure on academic dishonesty in public secondary schools in Makueni County, Kenya. The study was based on the Psychosocial Dynamic Theory and the Theory of Planned Behaviour. The study employed mixed methodology and the concurrent triangulation design. The sample size of 802 consisted of 750 students sampled randomly, 25 principals and 25 teachers, both sampled purposively. The study utilised 1 SCDE and 1 CDE purposively sampled. The instruments employed were questionnaires for principals, teachers, and students and interviews for the education officers. Descriptive data was scrutinised using frequencies and percentages and presented through tables and figures. Inferential statistics was examined using linear regression and presented through tables, while qualitative data was analysed thematically and presented through narration and verbatim citations. The investigation results were that peer pressure implicitly impacted academic dishonesty. The investigation established that there was a need to improve the students’ peer pressure. It was recommended that engaging participation, such as the introduction of skilled, well-informed, and competent counsellors in the institutions, was mandatory to eliminate academic dishonesty cases during the examinations
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