Examining the Prevalent Forms of Examination Misconduct in Tanzanian Universities

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.