Fusk i klassrummet och otillbörligt beteende vid prov i gymnasieskolor inom det engelskspråkiga utbildningssystemet i Kamerun
Year: 2026
Type: dissertation
Abstract: Examinations help schools determine whether learning objectives are met and whether students have mastered the curriculum. Yet many students still turn to dishonest practices, making cheating and examination malpractice a persistent problem. This study explored the reasons behind this behavior, how students, teachers, and administrators perceive and react to cheating. It discusses measures used to control cheating and its effectiveness. The study adopted a qualitative phenomenological approach to achieve its objectives by filling research gaps. This is to elicit the moral, psychological and social aspects of cheating. The sample consisted of ten participants; five students and five teachers that also serve as administrators, chosen with purposive sampling. The semi-structured interviews and focused group discussions were conducted on a secondary school in the English sub-system to collect data. Thematic analysis was employed to determine the themes, and the ways in which the participants make sense of their experiences. The results indicate that academic unpreparedness and outside forces are the primary causes of cheating. Students are usually not confident, they are afraid of failure, and they are pressured by parents and peers. The congested classes and the need to achieve high grades further support these behaviors. Cheating is detrimental to the image of schools, demeans trust in assessment, and diminishes the worth of certificates. Strict supervision, counseling and better teaching support were suggested measures. But the action is still inconsistent and half-hearted. Increasing the intensity of rules, high-quality school facilities, morality, and regular use of assessment practices are possible solutions to lessen cheating and reinforce academic integrity.
Source: Doria (University of Helsinki)
Author: Agbor, Nchong
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7158436477