Institutional-Based Factors Influencing the Management of KCSE Examination Irregularities in Nairobi County, Kenya

Abstract

National Examination are expected to be credible as attested by none irregularities. The increase in examination malpractices in Kenya over the years forced KNEC to put measures in place to curb the problem. Despite the strict measures, several incidences of KCSE examination irregularities have continued to be reported. This shows that none of the established measures have been able to completely eradicate examination malpractices, in particular context, the secondary schools in Nairobi County. This study assessed the institutional-based factors that influence the management of KCSE examination irregularities in Nairobi County, Kenya. It had four objectives which aimed to determine the extent to which regulatory framework, availability of learning resources, school culture, and human resources influenced the management of KCSE examination irregularities in Nairobi County. The study was guided by self-efficacy, regulation theory, agency theory and Vygotsky’s socio-cultural theory. It applied the descriptive survey design. It targeted 99 public and private secondary schools in Nairobi County, out of which, 80 were sampled. The units of observations were the 99 principals, 99 dean of students, and 99 students’ leaders, and the County Director of Education. The schools were first stratified into categories, then simple random sampling technique was used to select individual schools from each stratum. Information was gathered using questionnaires and interview guide. Collected data was checked for reliability, content, construct and face validity. A response rate of 83% was noted. The study computed mean and standard deviation using SPSS. Pearson correlation and regression analysis were used to determine the underlying relationship of variables. Information was presented using tables, narratives and thematic categories. The study noted that KCSE examination irregularities was a real challenge in secondary schools in Nairobi county despite the measures established to promote academic integrity and credibility of results. This was attributed to incomprehensive regulatory framework, inadequate learning resources, such as laboratory equipment, instructional aids, text books, revision books and school libraries. The school culture moderately influenced KCSE examination malpractices. However, the human resources were found being deeply involved in perpetrating examination malpractices. The study observed that regulatory framework, availability of learning resources, school culture, and human resources were all statistically significant in influencing the management of KCSE examination irregularities in Nairobi County It recommended need for the Ministry of Education to adopt e-invigilation through CCTVs and invest in biometric technology in all schools to deter impersonation. It should allocate sufficient funds to schools for purchasing learning resources and initiate periodic in service training of officers who are involved in the examination invigilating and supervisions. The KNEC should ensure adequate invigilators are hired and well remunerated, and that appropriate and comprehensive legislations and policy are developed and sanctioned. The principals should put supervisory measures in schools to ensure adequate preparedness of learners, sufficient learning resources such as reagents, computers, microscopes, lab equipment and revision materials; and further institutionalize values that nurture transparency, integrity and honesty staff and students. The findings of this study are valuable. They contribute to new insights for addressing examination irregularities. They impact on learners’ preparation, regulatory needs, invigilation practices and managerial approaches.