Examination Malpractice: A Study of Selected Technical Educational Vocational Entrepreneurship Training (TEVET) Institutions on the Copperbelt Province of Zambia

Abstract

This study aimed at assessing the management of examination malpractice in selected Technical Education Vocational Entrepreneurship (TEVET) institutions on the Copperbelt Province. Therefore, the study was designed to investigate the forms of examination malpractice, assess the causes of examination malpractice, examine the effectiveness of the TEVETA examination guidelines in curbing examination malpractice, determine the challenges faced in curbing malpractice and establish measures to help in curbing examination malpractice in selected TEVET institutions on the Copperbelt Province. Qualitative methods were largely employed in the study. Case study design was employed in this study, whose study sample was 145, comprising of students, lecturers, Examinations Officers and an Assessment Specialist at TEVETA. Data collection was done through focus group discussions, semi-structured interviews and semi-structured questionnaires. Data was analysed through thematic analysis. The study established that examination malpractice was real in TEVET institutions. This was evident from the three forms of examination malpractice that emerged from the study namely individually enhanced, technologically enhanced and collaborative cheating methods occur in the learning institutions. It was also found that personal factors, academic factors, social factors, psychological factors and environmental factors were the causes of examination malpractice in the institutions. The findings of the study further showed that TEVETA examination regulations were effective in curbing examination malpractice. Lastly, the study revealed that the institutions were faced with challenges in curbing the vice which included inadequate sensitization programmes and inadequate implementation of examination guidelines. The study made recommendations that TEVETA should intensify the monitoring of teaching and how examinations were conducted as well as to take an active role in sensitising students about the dangers of examination malpractice.