This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.

Cheating in an examination is an act of deception by students to gain unfair advantage over others by using unauthorized materials and information. There is a significant increase in test cheating, unpermitted student collaboration and an increased prevalence of chronic cheating (The Standard, 9th March 2012). Among those who cheat are students in technical institutions, where there is recurrence of cheating in the internal examinations. Some studies identify factors such as the following, that contribute to cheating: students learning from a dishonest society (Marks, 2003:135), poor teaching, poor learning environment and lack of facilities (Korbs,2009:2), an education system that is concerned about performance, poor time management (Carrol, 2006), lack of effective study habits (Chinamase et al. 2011) and technology (Marks, 2003). However, there is no readily available information on factors that contribute to cheating in technical institutions. The purpose of this study was to investigate factors that contribute to cheating in internal examinations, methods used in cheating and reasons for students to cheat; and the main aim was to devise and recommend strategies that can be applied to curb cheating in examinations in technical institutions in Central Province, Kenya. The 22 study participants (n=22) were selected from two technical institutions in Central, Kenya. The participating institutions were purposively selected and from them the participants were randomly selected. The participants comprised of 16 students who had either cheated or knew some students who had cheated in examinations, 4 lecturers who were directly involved in examination administration and 2 examination officers who provided documents collected previously on cheating. A qualitative case study was used to collect data. The data was collected using observation method, structured interviews and document analysis. The data collected through interviews were then transcribed and grouped into categories guided by research questions and reviewed literature. The results of the study show several factors that contribute to cheating. These are: contextual factors such as class attendance, lecturer-student interactions, poor invigilation, and lack of adequate facilities. The participants raised the following suggestions on how cheating may be curbed: strict supervision of examination, provision of adequate facilities, and frequent administration of tests and assignment. Recommendations on measures to be applied were presented along with suggestions for further research in this area. / Educational Leadership and Management / M. Ed. (Education Management)

Cheating in an examination is an act of deception by students to gain unfair advantage over others by using unauthorized materials and information. There is a significant increase in test cheating, unpermitted student collaboration and an increased prevalence of chronic cheating (The Standard, 9th March 2012). Among those who cheat are students in technical institutions, where there is recurrence of cheating in the internal examinations. Some studies identify factors such as the following, that contribute to cheating: students learning from a dishonest society (Marks, 2003:135), poor teaching, poor learning environment and lack of facilities (Korbs,2009:2), an education system that is concerned about performance, poor time management (Carrol, 2006), lack of effective study habits (Chinamase et al. 2011) and technology (Marks, 2003). However, there is no readily available information on factors that contribute to cheating in technical institutions. The purpose of this study was to investigate factors that contribute to cheating in internal examinations, methods used in cheating and reasons for students to cheat; and the main aim was to devise and recommend strategies that can be applied to curb cheating in examinations in technical institutions in Central Province, Kenya. The 22 study participants (n=22) were selected from two technical institutions in Central, Kenya. The participating institutions were purposively selected and from them the participants were randomly selected. The participants comprised of 16 students who had either cheated or knew some students who had cheated in examinations, 4 lecturers who were directly involved in examination administration and 2 examination officers who provided documents collected previously on cheating. A qualitative case study was used to collect data. The data was collected using observation method, structured interviews and document analysis. The data collected through interviews were then transcribed and grouped into categories guided by research questions and reviewed literature. The results of the study show several factors that contribute to cheating. These are: contextual factors such as class attendance, lecturer-student interactions, poor invigilation, and lack of adequate facilities. The participants raised the following suggestions on how cheating may be curbed: strict supervision of examination, provision of adequate facilities, and frequent administration of tests and assignment. Recommendations on measures to be applied were presented along with suggestions for further research in this area. / Educational Leadership and Management / M. Ed. (Education Management)