STUDENTS' CHEATING DURING EXAMINATIONS IN SOME SELECTED SECONDARY SCHOOLS OF LIBAN ZONE, SOMALI REGIONAL STATE (HARAMAYA UNIVERSITY Sep, 2014)

HARAMAYA UNIVERSITY
SCHOOL OF GRADUATE STUDES
STUDENTS’ CHEATING DURING EXAMINATIONS IN SOME

SELECTED SECONDARY SCHOOLS OF LIBAN ZONE, SOMALI
REGIONAL STATE
MA THESIS
BY
ABDULAH MUHAMMED ISAK
Sep, 2014
Haramaya University
ii
REGIONAL STATE
A thesis submitted to
The Department of Educational Planning and Management
School of Graduate Studies, Haramaya University
In Partial Fulfillment of the Requirements for the Degree of

Master of Art in Educational Leadership
ABDULAH MUHAMMED ISAK
Major advisor: Dr. ManasRanjan

Co-advisor: Dr. SirakDemelash
Sep, 2014
Haramaya University
ii
SCHOOL OF GRADUATE STUDIES
HARAMAYA UNIVERSITY
As thesis research advisors, we hereby certify that we have read and evaluated this thesis
prepared, under my guidance, by AbdulahMuhammedIsak, entitled STUDENTS’
CHEATING DURING EXAMINATIONS IN SOME SELECTED

SECONDARY SCHOOLS OF LIBAN ZONE, SOMALI REGIONAL
STATE. We recommend that it be submitted as fulfilling the Thesis requirement.
Dr. ManasRanjan _________________ _________________
Major Advisor Signature Date
Dr. SirakDemelash _______________ _________________
Co-advisor Signature Date
As member of the Board of Examiners of the M.A Thesis Open Defense Examination, We
certify that we have read, evaluated the Thesis prepared by AbdulahMuhammedIsak, and
examined the candidate. We recommend that the Thesis be accepted as fulfilling the Thesis
requirement for the Degree of Master of Art in Educational Leadership.
________________ __________________ ________________
Chairperson Signature Date

_________________ _________________ _________________
Internal Examiner Signature Date
_________________ __________________ ________________
External Examiner Signature Date
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DEDICATION
I dedicated this thesis to my son KEYRADIN ABDULAH for being my motivation in life,
my wife HINDIA HAILU for her especially encouraging me and to all my families for their
patience and being love with.
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STATEMENT OF THE AUTHER
I declared that this thesis is my original work and that all sources of materials used for this thesis
have been duly acknowledged. This thesis has been submitted in partial fulfillment of the
requirements of MA Degree and is deposited at the university library to be made available to
borrowers under rules of the library. I declared that this thesis is not submitted to any other
institution for award of any academic degree, diploma or certificate.
Brief quotation from this thesis is allowable without special permission provided that accurate
acknowledgment of source is made. Requests for permission for extended quotation from or
reproduction of this manuscript in whole or part may be granted by the major department or dean
of school of graduate studies in his/her judgment the proposed use of the material is in interest of
scholarship. In all other instances, however, permission must be obtained from the author.
Name: AbdulahMuhammed
Place: Haramaya University, Haramaya
Date of submission: ___________
Signature: ___________________
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BIOGRAPHICAL SKETCH
The author was born on December 5, 1982 in Arero. He attended his elementary (Grade1-8) at
Arero elementary school and attended his secondary school at Moyale secondary school (Grade
9-12). He then joined Mekele University in 2006 and was graduated with B.Ed. in History in
2008. Then after he served as History and Civic teacher for one year, Educational support desk
for two years. In July, 20011, he joined the School of Graduate studies at Haramaya University
for the M.A. in Educational Planning and Management.
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ACKNOWLEDGEMENTS
First of all I wish to express my sincere and deepest thanks to Almighty Allah for helping me in
my entire endeavor and reach me at this peak. I would like to address my heart full gratitude to
my major advisor and co-advisor, Dr. ManasRanjan and Dr. SirakDemelash for giving me
constructive advice starting from the proposal writing up to the completion of the thesis work. I
thank them since without their encouragements, suggestions, insights, guidance, and comments
to improve the Content and form of the study and professional experts without which the
completion of this Work would not have been possible
My deepest and heart full thanks to my parents and especially to my wife HindiaHailu, my
brothers Isack Haji Hassen, Hussein Ali Dido, Haji HassenAligey, my aunt MidineIsack,
Mohammed Bole, Sirajaliyow, Ugas Haji Mannur and HassenGuracha (Mubarek DC) for
fulfilling all necessary materials, Financial support, permissions and their encouragements to
achieve this goals.
I convey my deepest thanks to all the Hudet and Mubarak secondary school’s PTA, students,
teachers, principals, supervisors and woreda education office heads for their helping me on data
gathering and providing necessary information for my thesis.
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ABBREVIATIONS
CPD Continuous Professional Development
DC District Commissioner
GPA Grade Point Average
MoE Ministry of Education
NGO Non-Governmental Organization
PTA Parent-Teacher Association
WEO Woreda Education Office
viii
TABLES OF CONTENTS
STATEMENT OF AUTHOR v
BIOLORAPHIC SKETCH vi
ACKNOWLEDGEMENT vii
ABBREVIATIONS viii
LIST OF TABLES xiii
LIST OF PHOTOS xiv
ABSTRACT xv
1. INTRODUCTION 1
1.1. Background of the Study 1
1.2. Statement of the Problem 4
1.3. Research Questions 6
1.4. Objectives of the Study 7

1.4.1 General objective 7
1.4.2. Specific objectives 7
1.5. Significance of the Study 7
1.6. Delimitation 7
1.7. Operational Definition of Key Terms 8

2. REVIEW OF RELATED LITERATURE 9
2.1. Definition of Cheating 9
2.2. Types of Students’ Cheating 9
2.3. Reasons for Students’ Cheating 10
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2.4. Views of Students on Cheating 11
2.5. Examination 12
2.6. Teaching and Testing 13
2.7. Tactic of Students’ Cheating 14
2.8. Attitudes and Beliefs of the Stakeholders 14
2.8.1. Students Attitudes and Beliefs 14
2.8.2. School Managements and Teachers Attitudes and Beliefs 15
2.8.3. Parents’ Attitudes and Beliefs 16
2.9. The Role of School Leaders in Managing the Students’ Cheating 17
2.10. Prevalence of Students’ Cheating 18
2.11. Minimizing Students’ Cheating 19
3. RESEARCH DESIGN AND METHODOLOGY 20
3.1. Research Design 20
3.2. Sources of Data 20
3.2.1. Primary Sources 21

3.2.2. Secondary Sources 21
3.3. Population, Sample Size and Sampling Techniques 21

3.3.1. Sample Size 21
3.3.2. Sampling Techniques 21
3.4. Data Collection Instruments 23

3.4.1. Questionnaire 23
3.4.2. Interview 23
x
3.4.3. Focus Group Discussions 24
3.4.4. Disciplinary Committee Minutes 24
3.5. Data Collection Procedure 24

3.6. Methods of Data Analysis 25
4. DATA ANALYSIS AND INTERPRETATION 27
4.1. Background of Respondents 27
4.2. Results and Discussions 29
4.2.1. Major causes of cheating 29
4.2.2. Major types of cheating 32
4.2.3. Reasons for students’ cheating 34

4.2.4. Views of students’ on cheating 37
4.2.5. Examinations as motivations 39
4.2.6. Teaching and testing in the schools 41
4.2.7. Tactics of students’ cheating 43
4.2.8. Attitudes and Beliefs of stakeholders towards schools 45
4.2.9. The role of leaders in managing students’ cheating 48
4.2.10. Prevalence of cheating 50
4.2.11. Preventing or managing students’ cheating 52
4.2.12. Impacts of cheating 55
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 57

5.1. Summary 57
5.2. Conclusion 59
5.3. Recommendations 60
6. REFERENCES 62
7. APPENDICES 66
xi
7.1. Appendix I 67
7.2. Appendix II 71
7.3. Appendix III 76
7.4. Appendix IV 77
7.5. Appendix V 78
7.6 Appendix VI 79
7.7. Appendix VII 83
xii
LIST OF TABLES
Pages
1. Population and Sample Size…………………………………. ……………….............22
2. Background information of respondents………………………………………………27
3. The major causes of Students’ Cheating ……………….......................................... 29
4. The major types of Students’ Cheating …………………………………………… 32
5. Reasons for Students’ Cheating ………………………………………………… 34
6. Views of Students on cheating……………………………………………………… 37
7. Examinations as motivation…………………………………………………………… 39
8. Teaching and Testing……………………………………………………………… 41
9. Tactics of Students’ cheat during examinations………………………………… 43
10. Attitudes and Beliefs of the stakeholders towards the schools……………………… 45
11. The role of School Leaders in managing Students’ Cheating …………………… 48
12. The Prevalence of Cheating in the Schools………………………………………. 50
13. Preventing or Minimizing Students’ Cheating …………………………………… 52
14. Impacts of Students’ Cheating…………………………………………………… 55
xiii
LIST OF PHOTOS
Pages
1. Photo taken from Interviews 79
2. Photo taken from Focus Group Discussions 81
xiv

REGIONAL STATE
By
Abdulah Muhammed
ABSTRACT
This study examined students’ cheating during examinations in schools of Liban Zone. To realize
this objective, five basic questions were drawn. From two selected secondary schools, 233
students and 28 teachers of secondary school were selected. Two school supervisors, 2 woreda
education head offices and 4 principals that mean including vice- principals are selected to
interview questions. And 5 PTA from each school are selected to focus group discussions based
on available sampling. The obtained data were analyzed using percentage, frequency, scales,
chi-square and narrative descriptions. The result of the study indicates that the school teachers
and managements not play great role to manage the students’ cheating during examinations, the
different major causes of cheating the occurrences of the major types of students’ cheating,
manifestation of cheating problems from year to year, lack of collaborations among
stakeholders, less public awareness, negative attitudes and beliefs from schools community to
bring change in the schools and the negative impacts of cheating. To minimize the students’
cheating during examinations, the school managements and teachers should play a great role,
theyshould motivate their students on their educations by giving them awards, tutorials or make
up classes,The schools activities should be community based participations and solve the school
problems through seminar, school conference and different meeting.There should be strong unity
or collaborations among the stakeholders or the woreda education head offices should give
updating and upgrading to the schools teachers, managements and also give public awareness to
change their negative attitudes and beliefs towards schoolsthrough Adult education program and
short training. the school supervisors should give academic supports and material to the PTA,
students, teachers and schools leaders in teaching learning practices and the whole
stakeholders should understand the negatives impacts of the students’ cheating on their school
improvements, family economy and country wide as whole.
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1. INTRODUCTION
This part of the study emphasizes on introduction, background, statement of the problem,
research questions, objectives, significance, delimitation and operational definition of key terms.
1.1 Background of the Study

Academic cheating is defined as representing someone else's work as your own. It can take many
forms: from sharing another's work to purchasing a term paper or test questions in advance, to
paying another to take a test or do the work for you (Christensen, 2007). It is seen by many as a
means to a profitable end, a way to obtain the highest grades in order to gain admission to the
best universities. Academic cheating appears in a variety of forms and at the heart of each is an
attempt to convince others that one has higher academic skills, abilities, or potential, or that one
exerts more academic effort than is actually the case ( McCrudden, 2007). Academic cheating is
also defined as being found in possession or copying from materials brought in to an exam that
are not specifically permitted or allowing a student to copy from one’s exam paper through oral,
symbolic, written and electronic or any other means (Trevino, 2006).
Cheating refers to a behavior that disrupts the teaching-learning process, creates psychological
and physical discomfort and harms property. Globally, the role of student's discipline in quality
education has been increasingly recognized. Accordingly, well-managed schools and classrooms
are found to contribute to educational quality. Students, teachers and administrators should agree
upon school and classroom rules and policies, and these should be clear and understandable. In
order, constructive discipline and reinforcement of positive behavior communicate a seriousness
of purpose to students (Craig, Kraft and Du Plessis, 1998). Moreover, mismanaged student
misbehavior results in juvenile delinquency (Michael, 2005).
Meanwhile, lack of discipline among students is a serious problem facing schools today (Rose
and Gallup, 2000). In effect, disciplinary measures are increasingly recognized as the essential
factor in improving schools. There is much condition that lead student to cheat or to
misbehavior: the student with the problem, the environmental conditions under which the
problem occurs and the teacher (Bandura, 2010).
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The variable that can be controlled with the greatest ease is the teacher’s behavior. There are also
three mutually linked and mutually interacting factors namely: behavior, the individual (personal
cognition and internal variables) and environment (institutional and social variables). This theory
is special glue for the missing links between behaviorists and cognitive learning theorists
indicating the continuous reciprocal interaction between cognitive, behavioral, and
environmental influences (Pajares, 2002).
Thus, the teacher must not only diagnose the problem, but also take steps to adjust instruction
and interaction with students to deplete the inappropriate behavior (Palardy, 1995). Students
recognize that teachers play a major role in curtailing inappropriate behavior through the
employment of effective instructional activities (Supaporn, 2000). Unfortunately the
physiological, cognitive, and moral dimensions to behavior make it difficult for instructors to
diagnose and treat misbehavior (Blakeney and Blakeney, 1990).
Our government has introduced a new education policy which put the demand for public
improvement or strived day and night to keep general education quality improvement programs
and emancipation in its heart. To this fact, tangible evidence in the improvement of the current
socio- economic capacity of the society at large is being widely witnesses in today Ethiopia.
However, in our region there is little attention that given to teaching-learning process or to bring
change in school or keep the quality of education improvement (Pink, 1990). Nowadays, there is
a rapid decline in the quality of higher educations in Africa, which is mainly the result of
mismatched swift expansion against reduced institutional efficiency (Tefera, 2000; UNESCO,
1995; World Bank, 2000).
Meanwhile, the educational and training policy and subsequent strategies have given due
recognition to student discipline in the bid to augment quality of education there by achieve
educational goals. In this regards, the policy broadly sets the objectives of student disciplining
student disciplining is given. In this regards, accordingly one of its general objectives urges the
bringing-up of citizens who respect human rights, standing for the wellbeing of the people as
well as equality and justice and peace endowed with democratic culture and discipline. (MoE,
1994).
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More recently, the assessment of school improvement gave room to the reduction of discipline
cases in a given school. According to the school improvement program guideline, one of the
standards of assessment for school improvement relies on whether students have developed a
habit of taking responsibilities and leading a disciplined life. Indicated by the total number of
disciplined cases per semester by sex, it triggers the school effort in the reduction of prevalence
of misbehavior-disciplinary problems to nil (MoE, 2010).
In order to keep the quality of school improvement, there is lack of collaborative work among
stakeholders or schools community. To bring change in schools, the leadership style and
community participations are prior or decide (Hansen, and Child, 1998). Managing the students’
cheating during examinations is the activity to handle, hand and controlling the attempts of
cheater students in examination classes and outside classes examination or to follow any
movements of cheater students in teaching-learning process (Aikea, 1991).
Teachers used different types of method or tactics to check their students whether or not students
communicate about learning with instructional objectives. Among these method, examination
and evaluation or assessment are common. Due to causes of cheating, the students lose their
result and build up dependence up on others. There is adequate consensus among scholars that
cheating by school students is a pervasive phenomenon (Spiller and Crown, 1995). Cheating
during class examination is mediated by certain variables which are part of the student’s decision
to cheat as well as the overall negotiation and management of the cheating strategies and
processes themselves (Aikea, 1991).
Therefore, as currently Somali regional state stand to return its face to fulfill growing demand of
quality education, the Liban Zone secondary schools will be strong competitor needs to realize
the quality of education in every corner (UNICEF, 2009) and to make sure this dream and
overcome the addressed problem, the study will focus on students’ cheating during examinations
and how can minimize it in secondary schools of Liban Zone, Somali Regional State of Ethiopia.
1.2 Statement of the Problem
Cheating is defined as representing someone else's work as your own. It is a criminal behavior
in general or similar to committing a crime. Scholars suggested that the role of large classes,
3
auditorium, and format of examination has been demonstrated to be linked to student cheating
(McCabe and Treviño, 2006). Academic cheating is a problem that affects all schools
nationwide. Students relying on cheating aren’t learning anything for their personal benefit and
can soon be a behavior that is used all the time throughout their life. Scholars gave numerous
definitions to cheating. They defined cheating as copying a test from others, by using un
authorized crib notes, cheat sheets during an exam and also includes plagiarism, fabrication,
deception, sabotage, impersonation (Bunn, and Gropper, 1992).
Cheating in academics has a host effects on students, teachers, school, the educational system
itself and school community as whole. There is adequate consensus among scholars that cheating
is widely practiced by students and poses a serious problem across the world wide or a pervasive
phenomenon (Aiker, 1991). Today there are varieties of methods or tactics deployment that
students used to cheat during examination (Frarklyn Stokes, 1995). For instance, using peeking
at someone else’s answer sheet, writing the answer on their shoes, on top of desks, hand or arms
palms, body parts and crib notes (cheat sheets ).
There is variety of causes or reasons or driving forces that lead students to cheat. These are
psychological factors, poor time management, and environmental factors. In addition to this,
there is also different condition that pave comfortable ways that push students to cheat during
examine, like inappropriate sitting arrangement, large class size; peers pressure (Phillips, 1993).
Thus, the teacher must not only diagnose the problem, but take steps to adjust instruction and
interaction with students to deplete the inappropriate behavior. Students recognize that teachers
play a major role in curtailing inappropriate behavior through the employment of effective
instructional activities (Supapron, 2000).
When cheating reaches a certain point, instruction fails to have its desired effect on the students.
Recognizing the seriousness of behavior in the classroom is an essential part of teaching.
Teacher-preparation programs should understand the problems confronting teachers in the
classroom with regard to student misbehavior if instruction is to work and students are to learn.
Providing teachers with valuable tools to manage student behavior effectively could slow the
teacher attrition rate in education (Abel & Sewell, 1999). Since most teachers spend the majority
4
of their workday almost exclusively with pupils, most teachers tended to formulate their own
definition of cheating and handle those misbehaviors accordingly (Borg and Riding, 1991).
Parents often identify lack of discipline among students as a serious problem facing schools. The
public has identified discipline as a predominant problem in schools and they contend that
stricter disciplinary measures are the essential factor in improving schools. The public perceives
that managing student behavior is an important component of the teacher’s duty. According to
the above writers, both families and government or officials has already identified the meaning
and impact of misbehaviors and even who can control it. However, even if the problems are
identifies as it exists and even at the country level, but serious measures were not taking on those
delinquents (Langdon and Vesper, 2000).
Poor time study, lack of study hard, little attention targeting on passing exam, grade point
average, heavy work load at home and no enough academic support from their teachers. Due to
these factors, the student will come up with unexpected results and dwarf their hope for learning.
Cheating on exam is one of the most school’s problems and that affect the achievement of the
students. Since the exam is screening tool, the teacher assured that whether their objectives are
attained and reached their goals, they make crossing checking exam to their students. According
to some scholar like Arednd, (1998), examination is useful for teachers in order to collect
information about his/her students.
In fact, the factors that spoiled education in Ethiopia at the moment is the recent erosion of
educational quality. Similarly, Liban Zone selected secondary schools are not free from the
above problems. The fact that, the researcher has found no research has done on students’
cheating during examinations in Ethiopia; especially Ethiopian Somali Regional State, in Liban
Zone except few research done on students dishonesty in secondary schools But this study is
differ from other is that, it focus on students’ cheating during examinations and how can
minimize it in secondary schools based on policy implementation.
Lastly, minimizing students’ cheating during examinations is important in this study. Because,
from my experience of working in the area, there is less perception concerning about school and
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the school communities not take into account what practices are there in the schools. Most of the
time, teachers controlling students during examinations become poor.
So, the researcher is initiated to address students’ cheating during examinations and how can
minimize it through this study. Therefore, in order to address this problem the researcher has
raised the following basic questions.
1.3. Research Questions

To address this problem, researcher has focus on students’ cheating during examinations in some
selected Secondary Schools and has raised the following basic questions:
1. What are the major causes of students’ cheating during examinations?
2. What are the major types of cheating in some selected Secondary Schools of Liban Zone?
3. What is the prevalence of the students’ cheating during examinations in selected Secondary
Schools of Liban Zone?
4. How the school students, teachers, managements and parents perception towards cheating
during examinations in Secondary Schools?
5. What alternative solutions can be used to minimize the students’ cheating during
Examinations in Secondary Schools of Liban Zone?
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1.4. Objectives of the Study
1.4.1. General Objective
The general objective of this study is to address students’ cheating during examinations and how
can minimize it in some selected secondary schools of Liban Zone.
1.4.2. Specific Objectives

The researcher has wants:
1. To find out the major causes of cheating during examinations.

2. To identify the major types of cheating in selected secondary schools of Liban Zone.
3. Identify the prevalence of the students’ cheating during examinations in selected secondary
schools of Liban Zone.
4. To find out how the stakeholders feel towards the problems of their schools.
5. To identify alternative solutions can be used to minimize the students’ cheating during
examinations in secondary schools of Liban Zone.
1.5. Significance of the Study
The study has provided basic source of information to solve problems of students’ cheating
during examinations and how to minimize misbehaviors students during exam. It will serve as a
guideline for any interested researchers, school managers, policy makers and national
examination agency. The study will give self-awareness for the schools community to
understand the consequences of cheating on their schools improvements.
1.6. Delimitations of the Study

As a result, this study is restricted in finding students’ cheating during examinations and
providing possible solutions for improvements. The study is delimited to two Woredas out of
four in the Liban Zone. This is because of difficulty of land terrain or geographically widening
location of the area and manageability of the study in terms of resources, time, cost and other
constraints. Nevertheless, the researcher believes that this can be representative and the finding
would generalize to the Zone and other schools with people from similar community and cultural
backgrounds.
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1.7. Operational Definition of Key Terms
The following are definition of certain key terms that used in this research study;
Cheating: is defined as representing someone else's work as your own.
Collaboration: refers to working jointly of members of the schools to achieve goal of the
schools.
Driving Forces: refers to different rationale that push students to cheat during examinations
Examination: refers to the act of giving students questions to determine what they know or
learned.
Managing: refers to handle effectively the attempts of cheater students during examinations.
Stakeholders: refers to group of people who can affect and can be affected by the schools.
Tactics: refers to different methods that student used to cheat on exam.
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2. REVIEW OF RELATED LITERATURE
This part of the study deal with review of related literature, definition of cheating, types of
cheating, rationale for cheating, view of students on cheating, examination, teaching and testing,
tactical development, attitudes and beliefs and the role of leaders.
2.1. Definition of Cheating
Cheating is a student making an error in footnoting due to lack of knowledge. It defined as

copying from another test or exam, helping someone on a test using crib notes, stealing from
someone without their knowledge (McCabe and Trevino, 1996). It can also take the form of crib
notes, looking over some ones’ shouldering during examination or any forbidden sharing of
information between students regarding an exam or exercise Cizek ( 1999) noted that in-class
cheating involves giving, taking and receiving of information, the use of forbidden materials
and taking advantage of testing process.
Cheating is a criminal behavior in general that represent the adoption of illegitimate means of
responding to a perceived frustration in the pursuit of a valued goal. The cheating act itself is
suffered with a mistakable thing of existential boundary crossing that are manifested in
emotional and moral experiences of cheaters (Katz, 1999). Academic cheating includes copying
test answers, plagiarizing, fabrication, sabotage, deception and impersonation or academic
dishonesty in general (McCabe, 2006). Therefore, the stakeholders of the schools should take
into account how cheating affect the quality of education in their secondary schools.
2.2. Types of Students’ Cheating

The types of cheating are varied. These included plagiarism, fabrication, deception, and
sabotage, impersonation, copying answer and using answer sheet respectively. Plagiarism as
defined in the 1995 Random House Compact is the “use of language, ideas, concepts and thought
of another person’s or author and the reorientation of them as one’s own original work. It is seen
more broadly as the adoption or reduction of original intellectual creation (such as concepts,
ideas, method, pieces of information or expression, etc) of another author (person, collective,
9
organization, community) without due acknowledgement, in contexts where originality is
acknowledged and rewarded (Craft, 2010). This can range from borrowing without attention a
particularly phase, to paraphrasing some else’s original idea without citation, to whole sale
contract cheating (McCabe, 1993).
Fabrication is the falsification of data, information, or citations in any formal academic exercise.
This may include making up citation to back up arguments or inventing quotations. It may also
predominate in the natural science, where students some time falsify data to make experiments
“work” (Gross, 2003 and Owuamanam, 2005).
Deception is providing false information to a teacher / instructor concerning a formal academic

exercise. This can included taking more time on a take-home test than is allowed, giving dis
honest excuse when asking for a deadline extension, or falsely claiming to have submitted work.
This type of academic misconduct is often considered softer than the more obvious forms of
cheating, and other wise-honest students some time engage in this type of dishonesty without
considering themselves cheaters. It is also sometimes done by students who have failed to
complete an assignment to avoid responsibility for doing so (Perry, 2010).
Copying test answer is looking over answer and copying it by using different tactics or using crib
notes, exam sheets, exchanging exam sheets (Cizek, 1999). Impersonation is also a form of
cheating whereby a different person than the student assigned an assignment or exam completes
it or when somebody sits on the exam on behalf of others (Adeyemi, 1998 and Adeyegbe, 2002).
Therefore, the cheating of students’ during examinations can occurred in many ways and the
schools community would search what types of cheating in their schools and prevent it
accordingly.
2.3. Reasons for students’ Cheating

The reasons why students cheat during the exam are varied. Among these, pressure and
desperation are common reasons or causes that lead students for cheating. These pressures are
the pressure to attain high grades or scaling of grades, pressure from too much work, peer-
10
influences and etc. Students may end up cheating if they discover the head of the class is
cheating, as it shows that people who cheat may get better grades and most of them may return to
cheating to lighten the burden of homework which often takes as many hours to complete as full-
time job. The pressure to complete all of the work within the given time frame can make
cheating look like a saving grace (Barnett, Dalton, 1981).
The origins of student’s strains and frustration are irrelevant to the psychological and social
reality of the consequences which may result. The results of having an overly active social life, a
demanding work schedule and consequently being unable to devote the necessary study time is
highly stressful and anxiety producing condition. Generally, the rationale for cheating during
examinations are the students’ eager to get high grade average point without their effort within a
short period of time.
2.4. Views of Students on Cheating

For more students, breaking the rule seems to be an irritable change or challenge. And so the
game goes: students continually look for way to cheat, and the teacher remains on the alert for
purloined paragraphs, page and papers (Cooper, and Paterson, 1980). Ask any student if they
have ever cheated before, any honest will tell you. They have even though known that it is not
acceptable in their classes. They are many ways to cheating looking off some one’s paper, using
some one’s paper and turning it in as own, or just copying someone’s homework (Agnew, 1992).
One of these ways allows the students to express their own ideas. But form of a student’s point
of view, it is a lot easier than doing their own work. Most students think it is all right to cheat
willingly allowing other students to look off their test and used their own paper and homework.
It is obvious that, some teachers see no positive effects of cheating and most students see no
negative effects of cheating (Baird, 1990). The cheating of student may be more interested in
hiding cheating from a teacher than a fellow student (Staats et al 2009). The reasons of students
engaged in academic cheating is varied, but as commonly understood, the overriding reason was
performance (Jones 2011). In fact, some of our students’ today see no negative effect of cheating
on their future life and they have taken cheating during examinations as a good work.
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2.5. Examination
Examination is the pivotal point around which the whole system of education revolves and the
success or failure of the system of examination is indeed an indicator of the success or failure of
that particular system of education. It would be pertinent to examine the present system
examination with a view to determine as to whether it actually serves the purposes it purports to
serve. Test and examination are mainly tools or instrument for the assessment of the
achievements and the evaluation of the performance of the pupils in natural and social subjects
Salem (1989).
Most people view’s standards as a form of assessment and the foundation of measuring
accountability (Peal and Mccary, 1997). Assessment is seen as necessary part of the process to
see if students are achieving their goals or objectives set out in the curriculum of learning from
instructional or meeting stantandards. Peal and Mccary (1997) described assessment as that
which makes standards the measuring tools of student’s accomplishment and the vehicle for
putting those standards into particular strategies for designing and learning to do quality work. In
linking standards to the other components, instruction and improving students’ performance
(Mccary and Peal, 1997).
Examination is an important aspect of the education process. This is the stage at which the
learner’s knowledge, skills, ability and competencies are assessed and judgment made about such
performance. The outcome of such judgment is used for diagnosing as well as placement of
students. Beating the due process of examinations leads to malpractices. (Olaseinde-Williams
2004).
Odongbo, (2002) said that examinations malpractice refers to an act of wrong doing carried out
by a candidate or groups of candidates or any other person with the intention to cheat & gain
unfair advantage in an examination. Awanbor, (2004) opines that examinations malpractice is the
application of unusual means to obtain a score or set of scores that is normally beyond the mental
capability or the state of preparedness of a candidate for that examination.
12
Makoju, Adewale, Nwangwu and Shuaibu (2004) said that whenever rules and regulations
governing the conduct of any examinations are not adhered to by parties involved (i.e.
Candidates and any other person involved in the conduct of examinations from setting the
question to the release of result), then we can conclude that examinations malpractice has
occurred.
Generally, Examination is an important aspect of the education process and the teachers used
examinations to check their students whether they are attentively following their education or
not. But during examinations some students not done their exam by themselves and other
candidate sit on behalf of others. This wrong doing action resulted lead the failure of quality of
education within secondary schools and the teachers would keep the quality of his/her teaching
and handle the unfair means in examinations.
2.6. Teaching and Testing
The views that the good test an obedient servant since it follows and apes the teaching has
gradually evolved to the view that “the proper relation between teaching and testing is surely that
of partnership”. Since teaching natural and social has become a necessary twin to teaching them
Ethiopian journal of education(1995).
The words of Heaton (1988), both testing and teaching are so closely inter related that it’s
virtually impossible to work in either field our being constantly concerned with the other.
Testing is also very important to evaluate students’ let’s think of the consequence. If there is no
test; the students may not pay attention in class.
Test may motivate students to study and pay attention in class and without test students will not
try their very best in study. However, in order to score good results, students tend to cheat by
bringing some notes during the test. Hence, teacher can give quiz so that students may have time
to prepare note to cheat. In fact, good teaching and test can motivate the students to study and
pay attention in their class and without test, students will not try their very best in study.
13
2.7. Tactics of Students’ Cheating
Tactical deployment refers to the strategic way that students position themselves in relation to
others. Always cheater students are never far from the “good” students. It may be practical to
inspect ordinary items. E.g. drinks and drinking contains, pens and calculator, along with non-
trouble rousing body (hands, arms) since they may use as cheat sheet (Cizek, 1999). Many
cheater students used different method. For instance, students have been documented hiding
notes in the class room or the wall, scanned the tests of those seat near them, they use pieces of
paper or exam sheets as alternatives to studying, rather than as complement to studying and thus
spent less time preparing for exam and they rely on nonverbal communication method of
cheating (Bush and Nash, 1977). The fact, most of the time cheater students not far from high
achievers students and they are like complementary goods and they cheat by using different
methods.
2.8. Attitudes and Beliefs of Stakeholders
2.8.1. Students Attitudes and Beliefs
Attitudes and Belief of person that are both inside and outside can either affect or bring
sustainable change in school environment. Students are role players in school to bring the quality
of school improvement by struggling up on each other have or up on dis honest students. Due to
their finding regarding the close relationships between the stakeholders ‘beliefs and attitudes,
Firestone and Rosenblum (1988) agree that the role of high school students in managing the
school improvement activities to be more evaluated.
The high school students saw cheating as an acceptable behavior, and one that occurs so
frequently that it is just a sign of the times rather than unethical action (Edgren& Walters, 2006).
Students want to be people considered moral in their behavior, and yet, yield to views like those
expressed by respondents in McCabe (1999), who reasoned that cheating is so widespread and
common that it must be acceptable.
14
The high school students reflect that students may be motivated to cheat by the pressure to excel
in school and on tests in order to get into a good college (Strom & Strom, 2007).
In general, some students may see cheating as shortcuts method to pass exam and tried to change
their problems to their teachers and also confront their parents with teachers.
2.8.2. School managements and teachers Attitudes and Beliefs
The poor relationships among stake holders can affect school developments. For instance, the
bad relationships that principals have with each other’s, their teachers, students, PATs,
supervisors, woreda education office and the community as whole can affect management of the
schools. In like manner or ties relation among stakeholders can help the quality of the schools
improvements. Regarding to this, the following scholars have been described that: unity work or
collaboration work raise more, enthusiasm and teacher’ sense of efficacy belief and more
receptive to new ideas (Fullan, 1991; Smith and Scott, 1990). The principal of the high school in
fine’s study seemed to belief that merely telling students what to do, without their involvement,
would compel their compliance (Fullan, 1999).
Teachers are not only teaching to the test, but are also doing little to punish students caught
committing academically dishonest acts (Strom & Strom, 2005; Westacott, 2008). Many teachers
feeling afraid to report students who cheat because of fear of parent reactions (Strom & Strom,
2005). Many teachers now have their effectiveness defined by the performance of their students,
so a teacher who turns in a student for cheating may view this as hurting his or her own chances
of being labeled as “good” (Strom & Strom, 2005).
While administrators are not reporting much of the academic dishonesty that occurs within the
classroom and school, students have come to realize that little is done to punish those who cheat,
and adults often look the other way (Oleson&Ressel, 2004). Most teachers are afraid of harsh
parent responses to the reporting of a student, or are concerned about their job performance
because they are evaluated by the test scores of their classes, consequences for academic
dishonesty are often not being administered (Evan, 1990).
15
If all stakeholders choose not to participate in decision making on students’ cheating in schools
compound, the quality of the schools improvement initiatives will not enjoy sustained
achievements.
2.8.3. Parents’ attitudes and Beliefs
The lack of strong school community partnerships inhibits in high performance. The schools
where parents and teachers are supportive of each other and have close relationships acquire a
more community atmosphere. The teachers always blamed for poor parenting skills. When the
teachers or principals many time calls on the problems of their students and meeting, parents to
go unheeded. Parent are “afraid “of their children; they will not discipline them; they will not
give them boundary; they do not want to admit that may be fear their children are not perfect
because that would reflect back on the parents. Classroom management is one thing but cheating
comes from a lack of cheater- building in the home. Parents need to be involved as co-teachers in
their children’s education. To isolate the school from the board community over looks this need
for a sense of mutual purpose and partnerships (Bryk and Driscoll, 1988).
Higher levels of parental involvement can be a deterrent to delinquent behavior (Hayes et al.,
2003; Laird et. al., 2007). Most studies have associated effective parental monitoring, a strong
parental voice, and greater awareness of student activities and behaviors with lower rates of
delinquent behavior. The active involvement of parents who employ proper monitoring practices
raises their awareness of the behaviors of students (Laird et. al., 2007). So that effective
evaluation of adolescent actions can be taken (Hayes et al., 2003; Laird et. al., 2007).
Scholars suggest that the processing of experiences as outlined in the monitoring model helps
students internalize the voice of their parents to use when confronted with moral dilemmas.
Parental attitudes can be a strong influence to student behavior choice (Hayes et al., 2003).
However, supporting the influence that parents have on the development of their children and the
decisions their children make. How parents respond to academic dishonesty may impact
students’ engagement in academically dishonest behaviors. Evaluating parental attitudes toward
academic dishonesty may reveal the values that influence students (Laird et. al., 2007).
16
Generally, these relationships would bring the unity of schools community and learning practice
of the schools management, improvement and reduce isolation. The parents should differentiate
their students and school problems.
2.9. The Role of School Leaders in Managing Students’ Cheating
The most significant determinant that to manage the students’ cheating during examinations will
be the leadership style of managers at all levels (Lee, 2004). Successful implementation is
heavily dependent on the quality and passion of the leadership in general within school. However
leadership can be at any levels within the school community and therefore is not so heavily
dependent on one person. Sometimes it takes the enthusiasm of a few people to build tactical
mass of advocates that can move things along (Deal and Peterson, 1994).
Assessing students’ cheating may require leadership to view from different perspectives.
Building staff agreement on raised problem to bring school implementation, the leaders can play
great role. It is important to note, however, that staff could agree on educationally unsound ideas
of practices; consensus could also act as a buffer prevent cheating of exam, others of school‘s
issues and prevent critical examination of the school or proposed change in school. While staff
agreement is important, it does not mean that it should be uncritical Pink (1990) a focus on
improved educational experiences and success for all students should guide the efforts. The
leaders are passed through different stages in their life.
During the initiation stage the seeds of collaborative leadership are sown (Chrislip& Larson,
1994). At this stage the process is still informal, as potential stakeholders are identified, and
community meetings held to build support for the initiative. In the development stage represents
a clear shift from informal meetings and gestures of support, to a more formal relationship
between partners (Kilpatrick et al, 2002). During this stage, relationships become more
structured, usually through the formation of management committee, reflecting a greater shift in
ownership from individual leaders to the stakeholder group. During the development stage, a
good deal of time and attention is given to matters such as the location and structure of
partnership meetings, to ensure support for the partnership at both managerial and operational
level (Cumming 1992).
17
Research (Kilpatrick et al, 2002) suggest that it is at the maintenance stage that stakeholders are
able to take the time to critically reflect on the identity of the partnership and its collective
efficacy in terms of outcomes, and to celebrate some interim successes. This sense of shared
identity is central to the development of community social capital (Falk & Kilpatrick 2000). As
noted in Kilpatrick et al. (2002), during the final stage, sustainability, school and community
renew their vision and goals and scan for opportunities and new problems in relation to the
school–community linkage. At this stage there is evidence of ownership of the leadership process
by all stakeholders, and clear evidence of a shift from narrow self-interests to broader
community concerns, as described by Chris lip and Larson (1994).
The literature indicates that different leadership roles are needed at different stages of the
developing partnership process. For example, in the early stages, leaders need to act as animators
(Bass, 2000; Henton, Melville &Walesh, 1997), motivators and networkers, gradually being
replaced by creators (Bass 2000), teachers and conveners. In the mid stages of partnership
development, integrators, drivers, and sustainers are needed. The later stages require leaders to
act as mentors and as agitators for continued change (Kilpatrick, 2002).
General speaking, to manage students’ cheating during examinations, the role of leaders at
different levels are decided and the principals of the schools alone cannot keep the quality of
education unless they participated every stakeholders from every angle. So, managing the
students’ cheating and other development in schools may require leadership to view from
different perspectives.
2.10. Prevalence of students’ cheating during examination
The prevalence of cheating is difficult to estimate because few reliable sources for cheating
information exist. Students have strong incentives to underreport their cheating and may have
difficulty estimating the cheating that occurs in their schools. It mostly occurs in high school and
higher institutions. Cheating appears to be fairly prevalent at every educational level (Butterfield
& Trevino, 2006). Although its difficulty to estimate the prevalence of cheating but students
cheating problems frequently seen from year to years in the schools.
18
2.11. Minimizing students’ cheating during examination
Cheating in exams is widespread and serious problem. However, the best way to diminish
academic cheating is to prevent it. Strategies useful in preventing or deterring cheating behaviors
among students include early integrity training complemented with course-level reinforcement,
faculty role modeling, and the application of selected testing/ assignment preventive strategies,
including honor pledges and honesty declarations (Newstead, 1996). Cheating harms not only the
cheaters but all members of the academic community, including students, instructors, the
university, and the society at large (Hamzeh M. Dodeen, 2012).
In fact cheating during examination can harms the family trends and economy of the country as
whole. Therefore, students should know the institutional rules and policy regarding academic
cheating and the consequences of cheating. First and most importantly is creating an
environment where cheating or academic cheating is unacceptable.
19
3.RESEARCH DESIGN AND METHODOLOGY
This part of the study talk about the research design and methodology, sources of data,
population, sample size and sampling techniques, data collection instruments, data collection
procedures and method of data analysis.
3.1. Research Design
The researcher has used descriptive survey design method which is planning of the research to
minimize error in the process of data sampling, data collection, and procedure. It attempts to find
out the present position of the phenomena and involves description, recording, analyzing
conditions that exist currently. Survey design is conducted to detaile description of existing
phenomena with the intent of employing data to justify current condition and practices or to
make more intelligent plans for improving data and focus on data that concern the existing
situations. It also can be clear the issues that related with school survey, documentary analysis,
public opinion, outputs of the school performance, students achievements in various subjects,
techniques of teaching practices, the existing facilities, personality testing of the students,
management problems and generally exposure the existing condition of the school
comprehensively (Best and Kahn, 2003).
In order to seek clear and adequate information, the researcher has used quantitative qualitative
techniques. Why because, the quantitative may involves numerical data or explaining and
predicting variables while qualitative involves analysis of data collection in words or exploring
and understand central phenomena (Jonson and Onwuegbuzie, 2004).
3.2. Sources of Data

In deciding the method of data collection to be used for the study, the researcher used primary
and secondary data.
20
3.2.1. Primary Sources
The major sources of data were primary. The primary data is data which is original in character.
The data which has been collected from students, teachers, principals, parents-Teachers
association (PTA), Woredas education offices and supervisors were the main sources for this
study.
3.2.2. Secondary Sources
The secondary data were the data which have already been passed through different process and
collect by using disciplinary committee minutes document analysis.
3.3. Population, Sample and Sampling Techniques

3.3.1. Sample Size
The target population of the study has been parents-teacher associations (PTA), students,
teachers and principals, Supervisors and Woredas education head offices from Mubarak and
HudetWoredas.
3.3.2 Sampling Techniques
The researcher had selected two woredas as research site out of four in Liban Zone, Somali
Regional State of Ethiopia, by using geographical cluster sampling. Since the Woredas are far
apart from each other’s (about 420km above), the researcher find unmanageable to include others
Woredas. Therefore, Mubarak and HudetWoreds and their secondary schools have been selected
for this study. So, the research has been selected (110) students, (12) teachers, principal, vice
principal, PTA (5), school supervisor and Woreda education office from Mubarak Woreda and
also the same selection from HudetWoreda (123) students, (16) teachers, principal, vice
principal, PTA (5) school supervisor and Wored education office by using available sampling
techniques to include all the available stakeholders since sample size are manageable.
21
Table1: Population and Sample Size
No Selected Schools Sample of Population Sample Percent Sampling

the study size technique
Students 110 110 100% Available
Teachers 12 12 100% Available
1 Mubarak Principal 1 1 100% Available

Secondary
Vice 1 1 100% Available
School
Principal
Supervisor 1 1 100% Available
PTA 5 5 100% Available
Head of 1 1 100% Available

WEO
Students 123 100% Available
Teachers 16 100 Available
2 Hudet Secondary Principal 1 100% Available

School
V/principal 1 100% Available
Supervisor 1 100% Available
PTA 5 100% Available
Head of 1 100% Available

WEO
22
3.4. Data Collection Instruments
The study as stated in the statement of the problem is concerned to assess with finding students’
cheating during examinations. To attain this objective, the study had used different methods of
data collections. Accordingly, questionnaire, interview and focus group discussion has been used
as data gathering instrument for this study.
3.4.1. Questionnaire
The questionnaire has been used for this study. Why because it can be easily understood by the
respondents and easier for research to collect data from every angle. The questionnaire is use for
the number of data collection from teacher and students at large. It is also a document consists of
written list of questions provided to individuals in the sample as to elicit information.
Respondents can fill out the questionnaire at their convenience and answer the items in any
order. It can be manageable easily and enough time has been given for this to think and respond.
Zegeye (2009) conceives a questionnaire as “a type of survey where respondents write answer to
question posed by the researcher on a question form”. Hopkins (1993) indicated that in
educational research, questionnaires are quick and simple way of obtaining rich information
from respondents. Therefore, the data has been gathered from respondents (students and
teachers) by using both open and close end types of questionnaires.
3.4.2. Interview
Interview is a popular method in educational research. It consists of oral questions as key by the
interview and oral responses given by the research. Interview is necessary to get feeling,
perception values or how people interpret the world around them and past events that are
impossible to replicate. According to Bell, Bush and Golding (1984).” Semi structure interview
is the most favored by educational researcher as it allows respondents to express themselves at
some length but offers enough shape to prevent him less rambling” in light of this the researcher
23
has prepared the interview questions for the interviewees : Principals, V/ Principals, Supervisors
and Woreda Education Offices.
3.4.3. Focus Group Discussion
Focus group discussion is a structured group process used to obtain detained information about a
particular or one or more to pieces. It is particularly useful for exploring attitudes and feelings to
draw out precise issue that may be unknown to the researcher’s reset. The focus group discussion
has been recorded through photo and video techniques which have been overviewed in this
research. Group facilitator has keeps the discussion on track by asking open-ended questions
meant to stimulate discussions or make warm discussions with Parents-Teachers Association
from each school.
3.4.4. Disciplinary Committee Minutes
The disciplinary committee minute is secondary documents that reflect the past actions of the
committee work in the schools and a document that show the occurring of the problems.
Accordingly the researcher have bring two photo copy of the disciplinary committee minutes
from both selected schools and attached on appendix seven of the back side.
3.5. Data Collection Procedure

The data for this study has been collected by using questionnaire, interview and focuses group
discussions from the respondents. The constructed typed questions have been distributed to the
respondents and appropriate information has been gathered from principals, teachers, students,
Parents-Teacher Association, supervisor and woreda Education offices respectively. All data has
been collected accordingly through schedules. The scheduled appointment has made to meet all
of the respondents and give enough time to them to reduce the problem of anonymity or boring.
After prescribed date of appointment, the researcher has collected data from respondents.
Accordingly, questionnaire were pilot tested. The same questionnaires were distributed to 10
students and 10 teachers of dekasuftu secondary school. This was done to make a pilot survey
the aim of pre-testing the survey questionnaire. In pre testing questionnaire, the main concern
24
was to detect problem which may cause confusion to the respondents, which is to identify
ambiguous or biased item in the questionnaire for elimination and suitability for collecting the
required data. It was also needed to improve the format of the questionnaire to facilitate
understanding.
The pilot survey was used to determine whether the words in each question contained an
adequate range of response categories. From the questionnaire and two questions are corrected to
make clear to the respondent depending on the feedback obtained. After correction had been
made to the questionnaire, it was distributed to all students and teachers of the schools.
After the respondents returned back the questionnaire and depending on their response analysis
had been made. Pilot item analysis was carried out on arena selected non-participant students and
teachers of the schools who were out of the sampled students and teachers. The numbers of the
items are 36. The reliability of the test was calculated using Cronbach’s alpha and the internal
consistency of the test was high with cronbach’s Alpha of .80 which indicates a good reliability
of the students and teachers for research purposes (Del Siegle, 1995).
3.6. Method of Data Analysis
After collecting all the necessary data from respondents the researcher analyzed data
accordingly. Both quantitative and qualitative research method approaches have been used. The
questionnaire data that has been obtained from participants has collected and then analyzed
quantitatively through scales, percentages, frequency chi-square by using statistical analysis
Trochim (2006).
The data collected through interview was transcribed as it is stated by the participants and then
has been analyzed by using narrative analysis. In relation to this, Mayer’s (2008) stated that
narrative analysis is an in depth approach to analyze qualitative data. Focus group discussion
data have been analyzed as it stated by the participants and also have been analyzed by using
narrative analysis. The integration of these instruments and others have been constructed the
shape and gave meaningful for this study.To address students’ cheating during examinations in
25
Selected Secondary schools of Liban Zone, questionnaire, interview and focused group
discussion were prepared. For the questionnaire rating scales were prepared. Accordingly, the
five level responses from never to always prepared and also open ended questions were prepared
for interview and focused group discussions.
Questionnaires Rating Scales:
1= indicates never
2= indicates rarely
3= indicates sometimes
4= indicates often
5= indicates always
The analysis of the results obtained as above was performed using frequencies, percentage and
chi-square.
26
4. DATA ANALYSIS AND INTERPRETATION
In this section the data have been collected from students, teachers, principals, supervisors,
woreda education head offices and PTA by using questionnaires, interview and focused group
discussions data collected were analyzed, interpreted and presented
4.1. Background of Respondents

Table 2: Background information of respondents
No. Respondents Background Type Frequency Percentage
Students Gender Male 167 71.6%
1 Female 66 28.3%
School Hudet Secondary 123 52.7%
Mubarak Secondary 110 47.2%
Grade level 9th 129 55.3%
10th 104 44.6%
Teachers Gender level Male 26 92.8%
2 Female 2 7.1%
School Hudet Secondary 16 57.1%
Mubarak Secondary 12 42.8%
Years of 1-3 14 50%

experience
4-6 10 35.7%
Above -7 4 14.2%
27
As it is indicated in table 2 above, the students and teachers frequency and percentage of male to
female from Hudet and Mubarak secondary schools are 167 (71.6%) male which are from Hudet
and Mubarak secondary schools students and total 66 (28.3%) of the respondents are secondary
female students from Hudet and Mubarak secondary schools.
The total numbers of Hudet students are 123 (52.7%) While total Mubarak students are 110
(47.2%) students respectively (233 total students from both schools). The total of Grade 9th
students are 129 (55.3%) and Grade 10th students are 104 (44.6%) school grade respectively. The
secondary schools highly dominated by male students and most of the respondents are grade 9th
students which are 129 (55.3%) of the students respondents.
The teacher respondents are 26 (92.8%) male which are fromHudet and Mubarak secondary
schools teachers and 2 (7.1%) female teachers from Hudet female teachers. The total numbers
of Hudet teachers are 16 (57.1%) While total Mubarak teachers are 12 (42.8%) school teachers
respectively (28 total teachers from both schools). The secondary schools highly dominated by
male teachers which are 26 (92.8%) of the teachers respondents.
Most of the teachers are between 1-3 years of experiences which are 14 (50%), 4-6 years of
experience which are 10 (35.7) and above 7 years of experience which are 4 (14.2%) years of
teachers experiences respectively.
In the interview results of principals, v/principals, supervisor and woreda head offices frequency
and percentage of male Hudet and Mubarak secondary schools are 8 (100%) male whereas no
female respondents from both secondary schools. All of them (principals, v/principals,
supervisors and woreda head offices) are between 4-6 years of experiences.
While from focus group discussion the PTAs frequency and percentage of male PTAs to female
PTAs are 8(80%) male and 2 (20%) female PTAs respectively.
28
4.2. Results and Discussions
4.2.1. The major causes of students’ cheating during Examinations
Table 3: Responses of the students and teachers regarding the causes of students’ cheating
during examinations.
1 There is poor time management in our school during examinations
Respo Statistics Scales Total Chi-square

ndents
Never Rarely Someti Often Always (χ2 )
mes
Stude Frequency 7 14 82 77 53 233

nts
Percentage 3.o% 6.0% 35.1% .33.0 22.7% 100%
%
0.48
Teach Frequency - 3 9 4 12 28
ers
Percentage 10.7% 32.1% 14.2% 42.8% 100%
2 There is lack of students confidences during examinations in our school
Studen Frequency - 5 44 80 104 233

ts
Percentage 2.1% 18.8% 34.3% 44.6% 100%
Teach Frequency - - 4 17 7 28 0.51

ers
Percentage 14.2% 60.7% 25% 100%
3 There is lack of students interests in the course of contents
Studen Frequency 6 - 62 90 75 233

ts
Percentage 2.5% 26.6% 38.6% 32.1% 100%
Teach Frequency - - 6 18 4 28 0.47

ers
Percentage 21.4% 64.2% 14.2% 100%
29
In table 3, item number 1, regarding the occurrences of poor time management during
examinations in the schools, the frequency and total percentage values of students’ and teachers
responses were 7 (2.6%) students responses never, 17 (6.5%) students and teachers responses
rarely, 91 (34.8%) students and teachers responses sometimes, 81 (31.0%) students and teachers
responses often and 65 (24.9%) students and teachers responses always or almost always
respectively. The data revealed that the frequency and percentage of students and teachers
responses sometimes 91 (34.8) of high frequency and percentage score.
The chi-square result (χ2=0.48 p>.05) show that there is no statistically significant opinion
difference between the students and teachers on poor time managements during exam. This
suggests that there is poor time management during examinations in these schools and these are
schools failed to strongly control to their students during exam.
Item number 2, which is about lack of students confidences during exam, the frequency and total
percentage values of students’ and teachers responses were 5 (1.8%) students responses rarely,
48 (18.3%) students and teachers responses sometime, 97 (37.1%) students and teachers
responses often, and 111 (42.5%) students and teachers responses always or almost always
respectively. The data revealed that most of the students and teachers responses111 (42.5)
always. These indicate that the presence of lack of students during exam in the schools.
The chi-square result (χ2=0.51 p>.05) show that there is no statistically significant opinion
difference between the students and teachers on lack of students confidences during
examinations..This suggests that the students not trusted on their capacity or their knowledge
during examinations in these schools.
For the 3rd item, regarding students lack of interests in course of content in the schools,
frequency and total percentage values of students’ and teachers responses were 6 (2.) students
responses never, 68 (26.0%) students and teachers responses sometimes, 98 (36.5%) students and
teachers responses often and 79 (30.2%) students and teachers responses always or almost
always respectively. The data show that 98 (36.5) most of the students and teachers responses
often score. The chi-square result (χ2=0.47 p>.05) also show that there is no statistically
significant opinion difference between the students and teachers on students’ lack of interests in
30
course of content in the schools. This suggests that some students disliked some of their subject
course in these schools.
In addition, regarding the above table 3 items, the principals, v/ principals, supervisors and
woreda education head offices are interviewed on the major causes of the students’ cheating
during examinations in their schools. They said that:
“Most of the time our students spent less time to prepared for their exam, peers pressure among
students and there is also poor managing from our invigilators during examinations. “There is
pressure from too much work at home and most students waste their time in unnecessary places
and only wake up during exam time”.
Therefore, from the above majority responses of the items indicates high frequency and
percentage value scores that show the presence of causes of cheating during examinations and it
can conclude that there are deferent causes that led students to cheat and poor controlling during
examinations in these schools. Meanwhile, lack of discipline among students is a serious
problem facing schools today (Rose and Gallup, 2000). In effect, disciplinary measures are
increasingly recognized as the essential factor in improving schools. There is much condition
that lead student to cheat or to misbehavior: the student with the problem, the environmental
conditions under which the problem occurs, and the teacher (Bandura, 2010). Students may be
motivated to cheat by the pressure to excel in school and on tests in order to get into a good
college (Strom & Strom, 2007; Taylor, Pogrebin, & Dodge, 2002).
31
4.2.2. The major types of students cheating during Examinations
Table 4: Responses of students and teachers regarding the types of cheating during
examinations.
4 In our school the students uses crib notes during exams
Respondents Statistics Scales Total Chi-

square
Never Rarely Sometimes Often Always
(χ2 )
Students Frequency 35 23 64 32 79 233
Percentage 15.0% 9.8% 27.4% 13.7% 33.9% 100%
Teachers Frequency 5 2 4 - 17 28
0.473
Percentage 17.8% 7.1% 14.2% 60.7% 100%
5 During examinations our students copy from someone without his/her knowledge
Students Frequency 36 28 5724.4% 49 63 233
Percentage 15.4% 12.0% 21.1% 27.0% 100%
Teachers Frequency - 3 6 - 19 28
0.57
Percentage 10.7% 21.4% 67.8% 100%
6 There is examination mismanagement in our school
Percentage 12.8% 16.7% 20.6% 25.7% 24.0% 100%
Teachers Frequency - 9 9 6 5 28
Percentage 32.1% 32.1% 21.4% 17.8% 100% 0.54
In table 4, item number 4, regarding crib notes during examinations in the schools, the frequency
and total percentage values of students’ and teachers responses 96 (36.7%) students and teachers
responses always or almost always. The data revealed that most of the students and teachers
32
responses high frequency and percentage that show using of crib notes during exam. The chi-
square result (χ2=0.47 p>.05) reveal that there is no significant difference between the students
and teachers. This suggests that the students’ uses answer sheets during examinations and such
type of cheating is there in these schools.
For the 5th item, regarding the students’ copy from each other during examinations in the
schools, the 63 (27%) of students and 19 (67.8) of teachers responses always which are both
frequency and percentage values of students’ and teachers are 82 (31.4%) as a total value
scores. This suggests that the students relying up on each other’s during examinations in these
schools. The chi-square result (χ2=0.57 p>.05) reveal that there is no significant difference
between the students and teachers.
For the 6th, regarding the being there of examinations malpractice during examinations in the
schools, the frequency and total percentage values of students’ and teachers responses were 30
(11.4%) students responses never, 48 (18.3%) students and teachers responses rarely, 57 (21.8%)
students and teachers responses sometimes, 66 (25.2%) students and teachers responses often
and 61 (23.3%) students and teachers responses always or almost always respectively. This show
that 66 frequency of students and teachers and 25.2 of students and teachers response often. The
chi-square result (χ2=0.54 p>.05) reveal that there is no significant difference between the
students and teachers. This suggests that there is somewhat manifestation of unprofessional
conduct or impersonation type of cheating in these schools.
In addition, regarding the above table 4 items, the principals, supervisors and woreda education
head offices are interviewed on the major types of the students’ cheating during examination in
their schools. They said that:
“Our students copy from one another, looking over some one’s answers and there is the
sometimes the problems of some body sit the exam on behalf of other persons during
examinations revealed in our schools.” Therefore, from the above majority responses of the
items the results show high value that indicates the existences of such types of cheating in the
schools. Each type of academic cheating is associated with a particular set of behaviors
considered to be unethical and unacceptable (Edgren& Walters, 2006).
33
4.2.3. Reasons for students’ cheating during Examinations
Table 5: Responses of students and teachers regarding the reasons for the students’ cheating
during examinations.
7 Students are too eager to get grade point average

square
Never Rarely Someti Often Always
(χ2 )
mes
Percentage 19.7% 16.7% 18.4% 20.1% 24.8% 100%

0.52
Teachers Frequency - - 8 6 14 28
Percentage 28.5% 21.4% 50% 100%
8 Students want to see themselves in competitions
Percentage 14.5% 37.7% 32.1% 5.5% 9.8% 100%
Teachers Frequency 2 9 6 3 8 28
Percentage 7.1% 32.1% 21.4% 10.7% 28.5% 100% 0.55
9 Our school have enough educational facilities ( laboratory, library, plasma, internet access and pedagogical
center)
Percentage 48.0% 18.4% 9.0% 6.4% 18.0% 100%
Teachers Frequency 23 5 - - - 28
Percentage 82.1 17.8% 100% 0.51
34
In table 5,item number 7, regarding the students too eager to grade points in the schools, the
frequency and total percentage values of students’ and teachers responses 72 (27.5%) students
and teachers responses always or almost always. This shows that there is very enthusiastic in
grading or ranking in these schools that initiate students to cheat more. The chi-square result
(χ2=0.52 p>.05) reveal that there is no significant difference between the students and teachers.
For the 8th item, regarding the existence of the students competitions in the schools, the
frequency and total percentage values of students’ and teachers responses 97 (37.1%) students
and teachers responses rarely. This suggests that there is a poor struggle among students on their
education in these schools and students wanting for grade point alone. The chi-square result
For the 9th item, regarding the being there of educational facilities in the schools, the
frequency and percentage values of students’ and teachers responses were 112 (48%) students
and 23 (82.1) teachers responses never or total frequency and percentage of the students and
teachers are 135 (51.7)responses never.This shows there is very poor educational facilities
indicators in these schools and due to such reasons students cheat during exams. The chi-square
result (χ2=0.51 p>.05) reveal that there is no significant difference between the students and
teachers.
In addition, regarding the above table 5 items, the principals, v/principals, supervisors and
woreda education head offices and PTA are interviewed and focused group discussions on the
rationale for the students’ cheating during examination in their schools.
They said that:
“ Some students cheat to get acceptance beside their parents, peers, grade point and passed to the
next classes in short cut ways.” They added that” our school has not yet plasma TV, network
access, laboratory, and library. Most of the time we asked the concerned body the extra budgets
from Region up to then Federal government, local community and also NGOs in the cases of
financial support to facilitate the above mentioned shortages in our schools.”
35
Therefore, from the above majority responses of the items it can say there is a poor schools
facility and intensive driving forces behind the students’ cheating during exam in the schools. In
addition to this, there are varieties of reasons or driving forces that lead students to cheat. These
are psychological factors, poor time management, and environmental factors and also different
condition that pave comfortable ways that push students to cheat during examine, like
inappropriate sitting arrangement, large class size; peers pressure (Phillips, 1993).
36
4.2.4. Views of students on cheating
Table 6: Responses of students and teachers regarding view of students on cheating.
10 Our students get the exam papers or answers before the examinations

square
Never Rarely Sometimes Often Always
(χ2 )
Percentage 17.1% 10.3% 26.1% 18.4% 27.8% 100%
Percentage 3.5% 21.4% 14.2% 21.4% 39.2% 100%

0.56
11 Our students wants active controlling from their invigilators during exams
Percentage 30.0% 34.7% 28.7% 3.0% 3.4% 100%
Teachers Frequency 9 17 2 - - 28
Percentage 32.1% 60.7% 7.1% 100% 0.51
12 Most of our students are viewed cheating as positive actions
Percentage 5.1% 41.2% 14.1% 18.0% 21.4% 100%
Teachers Frequency - 6 8 5 9
Percentage 21.4% 28.5% 17.8% 32.1% 28 0.497
100%
In table 6, item number 10, regarding the students getting the exam answers before the exams,
the frequency and total percentage values of students’ and teachers responses 77 (29.1%)
students and teachers responses always or almost always. This indicates more frequency and
37
percentage of students and teachers. The chi-square result (χ2=0.56 p>.05) reveal that there is no
significant difference between the students and teachers. This suggests that to some extent the
students get the answers before exams and neglect about study to their examinations in these
schools.
For the 11th item, regarding wishes of students active controlling from their invigilators during
responses were 98 (37.5%) students and teachers responses rarely. This show that the students
bore active controlling and want passive controlling from their invigilators during examinations
in these schools.The chi-square result (χ2=0.51 p>.05) reveal that there is no significant
difference between the students and teachers.
For the 12th item, regarding the view of students on cheating as positive actions during
examinations in the schools, the chi-square and total percentage values of students’ and teachers
responses were 102 (39.0%) students and teachers responses rarely. The chi-square result
This show that to some extent the students beheld cheating as destructive actions in these
schools.
Therefore, from the above majority responses of the items it can say that the students do not want
active control from their invigilators and giving the answers to the students during examinations,
can direct students to forget themselves from study hard during exam in the schools. High school
students saw cheating as an acceptable behavior, and one that occurs so frequently that it is just a
sign of the times rather than unethical action (Edgren& Walters, 2006; McCabe, 1999).
38
4.2.5. Examinations as motivations
Table 7: Responses of students and teachers regarding examinations as motivation.
13 Our school teachers gives exam or test early to motivate their students for study hard
Respondents Statistics Scales Total
Chi-square
Never Rarely Sometim Often Always
es
(χ2 )
Percentage 21.0% 19.7% 35.6% 18.0% 5.5% 100%
0.492
Percentage 17.8% 14.2% 50 10.7% 100%
14 Our students are attentively follow their classes and refer different reference for their examinations
Percentage 14.55 37.7% 32.1% 5.5% 9.8% 100%
Teachers Frequency 7 13 3 5 - 28
25% 46.4% 10.7% 17.8% 100% 0.48

Percentage
15 Some of our school community promote cheating behaviors during national examinations than classes exam
16.7 12.8 24.0 20.6 25.7 100%

Percentage
0.47
Percentage 14.2% 32.1% 10.7% 42.8% 100%
In table 7, item number 13 regarding the teachers gives the exam earlier to motivate their
students study hard in the schools, the frequency and total percentage values of students’ and
39
teachers responses were 97 (37.1%) students and teachers responses sometimes responses. The
students and teachers. This indicates that the teacher’s inspirations or stimulations for their
students is somewhat moderate and not this much in these schools.
For the 14th item, regarding students follows their classes attentively and study additional
references for their exams in the schools, the frequency and total percentage values of students’
and teachers responses were 101 (38.6%) students and teachers responses rarely. The chi-square
teachers. This indicates that the negligence’s of students or the students not gives responsibility
for their learning and examinations in these schools.
For the 15th item, regarding the school’s community promote cheating during national exams in
the schools, the frequency and percentage values of students’ and teachers responses 72 (27.5%)
students and teachers responses always or almost always. The chi-square result (χ2=0.47 p>.05)
reveal that there is no significant difference between the students and teachers. This value
indicates that the schools community endorses or encourages cheating behaviors in their schools.
In addition, regarding the above table 7 items, the supervisors and woreda education head offices
are interviewed on why some school community promote cheating behaviors during national
exam in their schools. The heads said that:
“Sometimes our schools made such activity before and this is wrong actions. To scale up their
names and schools beside neighboring Districts schools, some of our schools members made
such misdirection ways but now improved.”
Therefore, from the above majority responses of the items it can say to came up some of the
teachers intensified cheating behaviors especially during national examination than the class’s
one and the students careless to follow regularly their class and not search extra knowledge from
different references. Giving the test or exam earlier to the students, can stimuli the students to
prepare for the next exam in the schools. Both testing and teaching are closely inter related.
Testing is very important to evaluate students’ let’s think of the consequence. If there is no test;
the students may not pay attention in class Ethiopian journal of education (1995).
40
4.2.6. Teaching and Testing in the schools
Table 8: Responses of students and teachers regarding teaching and testing.
16 In our school the teachers give the lessons accordingly and finish all portion on time

squar
Never Rarely Someti Often Alway e
mes s (χ2 )
Percentage 21.0% 19.7% 35.6% 18.0% 5.5% 100%
Percentage 17.8% 14.2% 50% 10.7% 7.1% 100%
17 Members of our community gives academic support for teaching-learning process
Percentage 16.3% 28.7% 24.0% 13.7% 17.1% 100%
Percentage 17.85 25% 42.85 10.7% 3.5% 100% 0.53
18 Some of our teachers are focuses on testing than teaching students
Percentage 5.5% 7.2% 30.9% 16.7% 39.4% 100%
Percentage 21.4% 17.8% 28.5% 32.1% 100% 0.55
In table 8, for the item number 16, regarding delivery of lessons and covering the portions in the
schools, the chi-square and total percentage values of students’ and teachers responses were 97
(37.1%) students and teachers responses sometimes responses. The chi-square result (χ2=0.49
41
p>.05) reveal that there is no significant difference between the students and teachers. This
suggests there is gap on lessons delivery and testing students on time in these schools.
For the 17th item, regarding the academic supports from inclusive community for teaching
learning process in the schools, the frequency and total percentage values of students’ and
teachers responses were 74 (28.3%) students and teachers responses rarely responses. This
suggests that the schools yet need further supports from the community wide. The chi-square
teachers.
For the 18 item, regarding some teachers encourage testing than teaching in the schools, the chi-
square and total percentage values of students’ and teachers responses were 101 (38.6%) students
and teachers responses always or almost always. This suggests that some teachers don’t care
about teaching and they simply give unconceivable tests or exams during examinations in the
Therefore, from the above majority responses of the items it can conclude that finishing portion
on time, community participations or involvements in teaching learning-process is highly
appreciable and encouraging testing than teaching students, can spoiled the quality of the schools
and pave way students to cheat during examinations.
42
4.2.7. Tactics of students’ cheating during Examinations
Table 9: Responses of students and teachers regarding tactics of the students’ cheat during
examinations.
19 In our school the students uses body signal movements during examinations
Respondents Statistics scales Total Chi-square
(χ2 )
Neve Rarel Someti Often Alway
r y mes
Students Frequency 20 18 82 43 70 233 0.51
Percentage 8.5% 7.7% 35.1% 18.4% 30.0% 100%
Percentage 7.1% 25% 32.1% 35.7% 100%
20 Our students uses high pitched noise beyond the hearing range /whispers during exam
Percentage 8.5% 3.8% 27.4% 26.1% 25.3% 100%
Teachers Frequency - 4 6 3 15 28 0.47
Percentage 14.2 21.4% 10.7% 53.5% 100%

%
21 Our school separated the sections of higher achiever students from lower achievers during examinations
Percentage 18.0 30.9 26.1% 12.8% 12.0% 100%

% %
0.56
Percentage 50% 25% 3.5% 21.4% 100%
43
In table 9, for the 19th item, regarding the students uses of body sign movements during
responses were 89 (34.0%) students and teachers responses sometimes, responsesThis suggests
that the students make cheating practices by revealing different tactics or methods during
examinations in the schools. The chi-square result (χ2=0.51 p>.05) reveal that there is no
significant difference between the students and teachers.
For the 20th item, regarding the students uses tactics of whispers during examinations in the
(28.3%) students and teachers responses always or almost always. This indicates that by making
noises, the students simply shares their ideas or answer each other’s during examinations in the
For the 21th item, regarding sections separation high achievers from middle and lower achievers
poor during examinations in the schools, the frequency and total percentage values of students’
and teachers responses were 86 (32.9%) students and teachers responses rarely responses. The
students and teachers. This indicates that the schools teacher’s and managements paves ways for
cheater students and the cheater students always need to sit beside high achiever students during
examinations in the schools.
In addition, regarding the above table 9 items, the principals, supervisors and woreda education
head offices are interviewed on how the students’ cheat during examinations in your schools?
They said that: “The students uses different methods, some uses sneezing code, system of
repetitive fingers signals and writing answers on the desk/on the wall. “
Therefore, from the above majority responses of the items it can conclude that the students used
different tactics to cheat on exam and the schools management failed to separate the students
during exanimations according to the capacity they have in the schools. Today there are varieties
of methods or tactics deployment that students used to cheat during examination (Frarklyn
Stokes, 1995). For instance, using peeking at someone else’s answer sheet, writing the answer on
their shoes, on top of desks, hand or arms palms, body parts and crib notes (cheat sheets ).
44
4.2.8. Attitudes and Beliefs of the Stakeholders towards the school’s issues
Table 10: Responses of students and teachers regarding attitudes and beliefs of the stakeholders
towards the schools.
22 Peoples of our woreda gives more attentions to the school improvements
Responde Statistics scales Total Chi-square

nts
Never Rarely Sometime Often Always (χ2 )
s
Pecentage 3.8% 41.2% 35.1% 10.7% 8.5% 100%

0.57
Percentage 17.8% 35.7% 32.1% 14.2% 100%
23 There is strong relationship among our school stakeholders on the school issues
Percentage 12.4% 39.9% 29.6% 13.7% 4.2% 100%
Teachers Frequency - 13 10 5 - 28
Percentage 46.4% 35.7% 17.8% 100% 0.53
24 Our school students joined higher educations per year after taking national exam
Percentage 8.1% 44.2% 26.1% 11.5% 9.8% 100%
Percentage 57.1% 25% 7.1% 10.7% 100% 0.54
45
In table 10, for the 22 item, regarding public attentions towards school improvements or school
issues in the schools, the frequency and total percentage values of students’ and teachers
responses were 101 (40.6%) students and teachers responses rarely responses. This shows the
attitudes and beliefs of the peoples and the stakeholders towards schools issues or improvements
is low in the schools. The chi-square result (χ2=0.57 p>.05) reveal that there is no significant
difference between the students and teachers.
For the 23t item, regarding the relationships among stakeholders in the schools problems in the
schools, the Frequency and total percentage values of students’ and teachers responses were
106 (40.6%) students and teachers responses rarely responses. This suggests that there were poor
collaborations or the w working together among teamwork is less in these schools. The chi-
square result (χ2=0.53p>.05) reveal that there is no significant difference between the students
and teachers.
For the 24 item, regarding the students joints higher education per year in the schools, the
frequency and percentage values of students’ and teachers responses were 119 (45.5%) students
and teachers responses rarely responses. This indicates the numbers of students that passed to the
higher education is unsatisfied in these schools and the stakeholders don’t have this much moral
or not enough seen their students passed to the higher educations in the schools. The chi-square
result (χ2=0.54p>.05) reveal that there is no significant difference between the students and
teachers.
In addition, regarding the above table 10 items, the principals, v/principals, supervisors and
woreda education head offices and PTA are interviewed and focused group discussions results
respectively. They said that:
“We have being somewhat relationships but not as such strong why because, most of our
community depend on pastoral life and they have less awareness about schools and they beliefs
that the school issues as only for the students, teachers, principals, supervisors and woreda head
offices duties”. They added that “the numbers of the students that join higher educations were
undesirable why because immediately after they completed secondary, the public wants their
students to employed soon and bring salary within short period”. Most students always come up
with unsatisfied points in the schools. Even before, sometimes our school PTA asked payment
46
when they called to the problems. The supervisors not supervise as intentioned and the head
offices always busy and not give enough time to meet with the stakeholders as much as possible.
Therefore, from the above majority responses of the items it can conclude that the there is less
public awareness and lack of collaborations among stakeholders and the positive community
attitudes and beliefs become needed as pioneer to bring change in the schools. In order to keep
the quality of school improvement, there is lack of collaborative work among stakeholders or
there is a gap relationship among schools community. To bring change in schools, the leadership
style and community participations are prior or decide (Hansen, and Child, 1998).
47
4.2.9. The Role of Leaders in managing students’ cheating during examinations
Table 11: Responses of students and teachers regarding the role of leaders in managing the
students’ cheating during examinations.
25 Our school managements and teachers strongly managed the students’ cheating during examinations
Respondent Statistics scales Total Chi-

s square
Never Rarely Sometime Often Always
(χ2 )
s
Students Frequency 20 93 76 7 3715.8% 233

0.51
Percentage 8.5% 39.9% 32.6% 3.0% 100%
Percentage 17.8% 35.7% 32.1% 14.2% 100%
26 To implement the General Education Quality Improvements Packages (GEQIP) our school leaders played great
efforts in the school
Percentage 26.6% 40.3% 29.6% 1.7% 1.7% 100%
Percentage 42.8% 39.2% 7.1% 10.7% 100% 0.491
27 To manage the students cheating during examinations our school have its own rule and regulations
Percentage 30.0% 29.6% 30.9% 3.8% 5.5% 100%
Teachers Frequency - 14 9 - 5 28
Percentage 50% 32.1% 17.8% 100% 0.493
48
In table 11, for the 25 item, regarding the schools teachers and managements strongly managed
the students’ cheating during examinations in the schools, the frequency and total percentage
values of students’ and teachers responses were 103 (39.4%) students and teachers responses
rarely. This show that the school’s teachers and managements to some degree failed to control
strongly their students during examinations in these schools. The chi-square result
(χ2=0.51p>.05) reveal that there is no significant difference between the students and teachers.
For the 26th item, regarding to implement the school improvements the schools leaders play
great efforts in the schools, the frequency and total percentage values of students’ and teachers
responses were 106 (40.6%) students and teachers responses rarely. This indicates the schools
leaders not yet enough work on the area of general educational quality improvement packages in
these schools. The chi-square result (χ2=0.491p>.05) reveal that there is no significant difference
For the 27th item, regarding the schools have its own rule and regulations to manage the
students cheating during exams in the schools, the frequency and total percentage values of
students’ and teachers responses were 83 (31.8%) students and teachers responses rarely. This
indicates the school’s leaders not fulfill their role accordingly and articulate strong rule and
regulations concerning about cheating during examinations in these schools. The chi-square
teachers.
Therefore, from the above majority responses of the items it can conclude that the schools
leaders not play great role to manage the students’ cheating during examinations, to interpret ate
the school improvements into practices and to formulate rules and regulation concerning about
managing the students’ cheating during examinations in the schools. Furthermore, most students
accepted less blame for their own academic cheating and placed more of the blame onto the
teacher (Murdock et al., 2004; Taylor, Pogrebin& Dodge, 2002)..
49
4.2.10. Prevalence of students’ cheating in the schools
Table 12: Responses of students and teachers regarding the prevalence of cheating in the
schools.
28 There is cheating problems in our school
Respond Statistics scales Total Chi-square

ents
Never Rarely Sometim Often Alwa (χ2 )
e ys
Percentage 5.5% 7.2% 32.1% 16.7% 38.6 100%

%
0.473
Percentage 10.7% 32.1% 14.2% 42.8 100%

%
29 In our school each students rely up on his /her knowledge during examinations
Percentage 21.0% 19.7% 35.6% 18.0% 5.5% 100%
0.52
Percentage 17.8% 14.2% 50% 10.7% 7.1% 100%
30 In our school the students cheating occurred/easy during objective questions (multiple choice, true or false and
matching)
Percentage 19.3% 23.6% 21.0% 20.6% 15.4% 100%
Teachers Frequency - 5 6 9 8228.55 28
Percentage 17.8% 21.4% 32.1% 100% 0.54
50
In table 12, for the 28 item, regarding the existence problems of cheating during examinations in
the schools, the frequency and total percentage values of students’ and teachers responses were
102 (39.0%) students and teachers responses always. This indicates the being there of students’
cheating during examinations in these schools. The chi-square result (χ2=0.47p>.05) reveal that
there is no significant difference between the students and teachers.
For the 29 item, regarding the students rely up on their knowledge during examinations in the
(37.1%) students and teachers responses sometimes. This suggests that there is pervasiveness of
cheating among the students during examinations in these schools. The chi-square result
2
(χ =0.52p>.05) reveal that there is no significant difference between the students and teachers.
For the 30th item, item number 30, regarding the occurrences/ easy of cheating on objectives
questions during examinations in the schools, the frequency and total percentage values of
students’ and teachers responses were, 60 (22.9%) students and teachers responses rarely.This
indicates the objective questions suitable for cheater students during examinations in the schools.
The chi-square result (χ2=0.54p>.05) reveal that there is no significant difference between the
students and teachers.
Therefore, from the above majority responses of the items it can conclude that there is
manifestation of cheating problems from year to year, the objective questions can be fertile
ground for cheater students and most of the students failed to rly up on their knowledge in the
schools. There is adequate consensus among scholars that cheating by school students is a
pervasive phenomenon (Spiller and Crown, 1995).
51
4.2.11. Preventing or minimizing students’ cheating during exams
Table 13: Responses of students and teachers regarding preventing or minimizing the students’
cheating during examinations.
31 Our school motivate students on their education
Responden Statistics scales Total Chi-

ts square
Never Rarely Somet Often Alway
(χ2 )
imes s
Percentage 18.4% 24.4% 19.7% 24.8% 12.4% 100%
0.57
Percentage 32.1% 25% 28.5% 14.2% 100%
32 Our school advice the students not to cheat
Students Frequency 92 79 53 9 - 233
Percentage 39.4% 33.9% 22.7% 3.8% 100%
Percentage 21.4% 32.1% 32.1% 7.1% 7.1% 100% 0.47
33 Our school give warning concerning cheating before the exam
Percentage 30.0% 34.7% 28.7% 3.0% 3.4% 100%
Percentage 10.7% 42.8% 28.5% 7.1 10.7% 100% 0.52
In table 13, for the 31th item, regarding the motivations of students on their educations in the
52
(25.2%) students and teachers responses rarely. This suggests indicates that the schools failed to
stimuli their students to study hard and build self-confidences during examinations. The chi-
square result (χ2=0.57p>.05) reveal that there is no significant difference between the students
and teachers.
For the 32 item, regarding the schools give advice to their students not to cheat during
responses were 98 (37.5%) students and teachers responses never . This show that the schools
failed to give guidance’s and counseling for their students in the schools. The chi-square result
(χ2=0.47p>.05) reveal that there is no significant difference between the students and teachers.
The best way to diminish academic cheating is to prevent it. Strategies useful in preventing or
deterring dishonest behaviors among students include early integrity training complemented with
course-level reinforcement,
For the 33 item, regarding the schools give warning concerning about cheating before exams in
the schools, the frequency and total percentage values of students’ and teachers responses were
93 (35.6%) students and teachers responses rarely. This suggests that there is poor cautioning
concerning the students’ cheating in the schools.
The chi-square result (χ2=0.52p>.05) reveal that there is no significant difference between the
students and teachers. As for the circumstances surrounding exams, it is important to make
cheating as difficult as possible and to make the punishment of cheating severe (Genereux&
McLeod, 1995).
53
In addition, regarding the above table 13 items, the supervisors and woreda education head
offices and PTA were interviewed and focused group discussions respectively.
They said that:
“We have our own problems overcome the cheating problems in our schools and not tell the
standards of penalty, the reasons not to cheat, not checkup or evaluate the exam questions and
generally we lacked on the works of guidance and counseling to alleviate or bring condensive
atmosphere in our schools”. Therefore, from the above majority responses of the items it can
indicates that there is moderate inspirations, guidance and counseling from the school
community. Accordingly, well-managed schools and classrooms are found to contribute to
educational quality. Students, teachers and administrators should agree upon school and
classroom rules and policies, and these should be clear and understandable. Creating good
relationships with students reduce cheating drastically (Ebell, 1988). Writing fair exams and
grading students fairly also has a significant effect (Genereux& McLeod, 1995).
54
4.2.12. Impacts of students’ cheating during Examinations
Table 14: Responses of students and teachers regarding impacts of the students’ cheat during
examinations.
34 The cheater students became burden on their families and country wide
Respond Statistics scales Total Chi-

ents square
Never Rarely Someti Often Always
mes (χ2 )
Percentage 12.4% 14.1% 20.1% 21.8% 31.3% 100% 0.53
Teachers Frequency - - - 17 11 28
Percentage 60.7% 39.2% 100%
35 They engage in fraud
Percentage 12.8% 16.7% 9.4 34.3% 26.6% 100%
0.51
Teachers Frequency - - 9 8 11 28
Percentage 32.1% 28.5% 39.2% 100%
36 They become trend waiter citizens
Percentage 7.7% 6.4% 31.7% 25.7% 28.3% 100%
Teachers Frequency - - - 8 20 28 0.55
Percentage 28.5% 71.8% 100%
55
In table 14, for the 34th item, regarding the cheater students burden up on their families and
country wide, the frequency and total percentage values of students’ and teachers responses were
84 (32.1%) students and teachers responses always or almost always. This suggests that the
cheater students become heavy load on their families and the country as whole. The chi-square
students.
For the 35th item, regarding the cheater students engage in fraud in the schools, item 35, the
and teachers responses often. This suggests that most of the time the cheater students involve in
racket condition in their day to day activities. The chi-square result (χ2=0.51p>.05) reveal that
there is no significant difference between the students and students.
For the 36th item, regarding the cheater students become trend waiters in their life, the
and teachers responses always or almost always. This suggests that the cheaters always subject to
the others in their life. The chi-square result (χ2=0.51p>.05) reveal that there is no significant
difference between the students and students.
In addition, regarding the above table 14 items, the school’s PTA was made focused group
discussions. They said that:
The cheater students become harm the economy of their family, increase repetition rate in the
schools, theft on the job when they enter the government work, engaged in cheating in the future
and academically effect on their educations. As PTA committee we stand together to bring
change in our schools and hand in hand to work with our school community and follow our
student activities accordingly in our schools. Therefore, from the above majority responses of the
items it can conclude that cheating during exam can be negative impacts on the schools, students,
families, country wide and the cheater students become trend waiters but not trend setters
citizens and always live in stress conditions in their future life. Cheating harms not only the
cheaters but all members of the academic community, including students, instructors, the
university, and the society at large (Todd-Mancillas& Sisson, 1987).
56
5. SUMMARY, CONCLUSSIONS AND
RECOMMENDATIONS
5.1. Summary
The main objective of the study was to address students’ cheating and find out the possible ways
of minimizing students’ cheating during examinations in some selected secondary schools of
Liban Zone. In view of this, the researcher summarized the main findings as follows:
1. The study identified that, the major causes of students’ cheating during examinations and the
existences of different causes of cheating that led students to cheat in the schools. The main
causes of students’ cheating during examinations are most the time the students not trust on their
capacity, they lacked self-confidences, lack of students’ interests in the course of contents,
students spent less time to prepared for their exam, peers pressure among students, poor
managing from the invigilators during examinations,pressure from too much work at home and
most students waste their time in unnecessary places and only wake up during exam time.
2. The study indicates that, the occurrences of the major types of students’ cheating during
examinations in the schools. The types of students’ cheating frequency reveals in the schools are
the students copying from someone without their knowledge, uses crib notes or answer sheets,
looking over some one’s answers and unprofessional conduct or impersonation types of cheating
during examinations in the schools. Sometimes the problems of some body sit the exam on
behalf of other persons.
3.The finding indicates that there is pervasiveness of cheating among students’ during
examinations and especially intensive prevalence of students’ cheating mainly between high
achiever students and low achiever students and the cheater students always need to sit beside
high achiever students during examinations in the schools. It concludes that there is
manifestation of students’ cheating problems from year to year and the cheater students mostly
propagate cheating during examinations among the students in the schools.
57
4. The study show that, the schools teachers and managements not play great role to manage the
students’ cheating during examinations, interpreted the school improvements into practices and
to formulate rules and regulation concerning about managing the students’ cheating during
examinations in the schools. It indicates that the schools leaders not yet enough work on the area
of general educational quality improvement packages in the schools and to some degree, the
leaders and teachers failed to control strongly their students during examinations in the schools.
Teachers are not only teaching to the test, but are also doing little to punish students caught
committing academically dishonest acts (Strom & Strom, 2005; Westacott, 2008).
5.The study conclude that, to minimize the students’ cheating during examinations, there is lack
of collaborations among stakeholders and less public awareness, negative attitudes and beliefs
from schools community to bring change in the schools. To minimize the students’ cheating
during examinations, it can be determined by the roles of leadership’s style or the school’s
managements became the pioneers to bring alternative solutions in the schools. The best way to
diminish academic cheating is to prevent it. Strategies useful in preventing or deterring dishonest
behaviors among students include early integrity training complemented with course-level
reinforcement (Newstead, 1996).
The study was conducted by using questionnaire, interview and focused group discussions as
data gathering tools. From two selected secondary schools, 233 students and 28 teachers of
secondary schools were selected. 4 principals that means including vice principals of secondary
school are selected available to fill the questionnaires. Two school supervisors and 2 woreda
education head offices and 4 principals that means including vice principals are selected to
interview questions and 5 PTA from each school are selected to focus group discussions. The
total numbers of questionnaires distributed were 265 (100%). 265 (100%) properly filled and
returned to the researcher. In order to find reasonable answer for the basic questions, a
questionnaire which incorporated closed followed by few open ended question were developed.
As a supplement to the data collected through questionnaire, related data were also gathered
through interview and focused group discussions. In addition, a pilot test was conducted on
managing the students’ cheating during examinations of dekasuftu.
58
The obtained data were analyzed using descriptive methods including scales, percentage,
frequency, chi-square and narrative descriptions. After the quantitative data were collected, it
were identified and analyzed through frequency, percentage and chi-square. The data obtained
through open ended interviews and focused group discussions were also analyzed qualitatively in
narrative and descriptive form. The results obtained through all gathering tools were found the
students’ cheating during examinations.
5.2. Conclusion
Based on the finding of the study, and discussion above, it is possible to conclude as follow:
The study identified the major types of cheating, the major causes of students’ cheating, the way
that school leaders and teachers manage cheating during examinations in secondary schools,
identify the current prevalence of the students’ cheating during examinations and forward
relevant recommendation to solve the students’ cheating during examinations in current
secondary schools of Liban Zone.The basic questions have been raised. The study conclude that
there were different causes of students’ cheating during examinations and those schools failed to
strongly control their students during examinations.
The study conclude that, the occurrences of the major types of students’ cheating during
examinations in the schools. The study also identified different types of students’ cheating
frequency reveals in the schools. The study shows that, the school’s teachers and managements
not play great role to manage the students’ cheating during examinations. It can show that the
school leaders not yet enough work on the area of general educational quality improvement
packages in the schools and to some degree, the leaders and teachers failed to control strongly
their students during examinations in the schools.
The finding conclude that there is pervasiveness of cheating among the students’ during
examinations and especially intensive prevalence of students’ cheating mainly between high
achiever students and low achiever students during examinations in the schools. It can conclude
59
that there is manifestation of cheating problems from year to year and the cheater students
mostly propagate cheating during examinations among the students in the schools.
The study conclude that, to minimize the students’ cheating during examinations, there is lack of
collaborations among stakeholders and less public awareness, negative attitudes and beliefs from
schools community to bring change in the schools. It can conclude that the school managements
have its own problems to overcome the students’ cheating. To minimize the students’ cheating
during examinations, it can be determined by the school managements. The school leaders
become pioneers to bring alternative solutions in the schools. Generally the school leaders not
yet work on guidance and counseling to alleviate or bring condensive atmosphere in the schools.
5.3. Recommendations
Basing on the findings and conclusions of the study, the following recommendations are made:
1. To minimize the students’ cheating during examinations, the school managements and
teachers should play a great roles in teaching learning process. They should motivate their
students on their educations by giving them awards, tutorials or make up class. They must tell
their students the standards of penalty, the reasons not to cheat, checkup or evaluate the exam
questions before examinations, follow up the students classes attendances from day today,
delivery of the lessons accordingly, cover the portion as much as possible, put into practices the
schools improvement programs, strongly managed their students during examinations, separate
the exam sections and works on guidance and counseling to alleviate or bring condensive
atmosphere in their schools.
2. There should be strong unity or collaborations among the stakeholders or the schools
community on the schools problems. The stakeholders should be stand together to bring
sustainable change or condensive environments in the schools. The community should follow up
the activities of their students and as well as teachers in the schools. The schools activities should
be community based participations and solve the school problems through seminar, school
conference and different meeting
3. The woreda education head offices should give updating and upgrading to the schools
teachers, managements and also give public awareness to change their negative attitudes and
60
beliefs towards schools to positive attitudes and belief towards schools through Adult education
program and short training. The offices heads should follow up and evaluate the works of
supervisors and schools managements in the schools whether he/ she supervise or work
accordingly or not and should make strong relationships among the whole stakeholders and
should facilitate the education facilities such as library, laboratory, plasma, computers, network
access and pedagogical centers to the schools by cooperating with the schools community.
4. The school supervisors should give academic supports and material to the PTA, students,
teachers and schools leaders in teaching learning practices and especially give support to the
teachers, how they deliver the lessons, prepare annual plan, weekly plan, encourage them how
they develop their skills through induction courses and continuous professional Development
(CPD) and bring change in the schools.
5. The students should attentively follow their classes and refer different references, spend more
time on the study to build up their confidences during exam and depend up on his or her
knowledge during examinations in the schools. The students should take into account the advices
teaching of their teachers and parents. Lastly, the whole stakeholders should understand the
negatives impacts of cheating on their schools improvements, family economy and country wide
as whole.
61
6. REFERENCES
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Higher Education, 32,725-736.
Baird, J.S.Jr. 1990. Current trend in college cheating.Psychology in School, 17,515-582.
Bandura, A 1995. Self-efficacy in change in societies. New York:- Cambridge University Press.
Barnett, D.C.andJ.C.Dalton. 1981. Why college Students cheat. Journal of College Student
Personnel, 22,545-551.
Bryk,A.S., and M.E. Driscoll, 1988.The High School As Community: Contextual Influences
And Consequences For Students And Teachers.Madison.National Center on
EffectiveSecondary School. University of Wisconsin, ED,302-539.
Bush way, A.andW.R.Nash. 1977. School cheating behavior. Review of Educational

Research, 47,623-632.
Butterfield, K. 2001. Cheating in Academic Institutions: A Decade of Research.Ethics &
Behavior 11, 219-232. Retrieved August 25, 2008.
Cizek,G. 1999. Cheating on Test: How to Do It, and Prevent.Mahwah,NJ: Lawrence

Erlbaum and Associates.
Christensen, L. 2007. How do students cheat? Psychology of academic cheating pp. 33–58.
Davis, S. F., Grover, C. A., Becker, A. H., & McGregor, L. N. 1992. Academic dishonesty:
Prevalence, determinates, techniques, and punishments. Teaching of Psychology, 19 (1),
16-20.
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Elliot, Stephen etal. 2000 .Educational Psychology (3rd edition)
Ellis. 1986. Activities and Procedures for teaching preparation.
Erikson’s. 1984. The essence of good teaching.
Ethiopian Journal of education.volume XX No.1, June 2001.
Evans, E. 1990. Teacher and student perceptions of academic cheating in middle and senior high
schools. Journal of Educational Research, 84, 44–52.
Firestone, W.A. And S. Rosenblum, 1988.Building Commitment in Urban High School

Educational Evaluation and Policy Analysis, 10(4), pp, 285-299.
Franklyn-Stokes, A., &Newstead, S. E. 1995. Cheating: Who does what and why? Studies in
Higher Education, 20, 159-172.
Fullan, M., 1991.The New Meaning of Educational change. New York: Teachers College
Press.
Gallant, T. Organizational Theory and Student Cheating: Explanation, Responses, and Strategies.
The Journal of Higher Education, 77(5), 839-860. The Ohio State University. Retrieved
October 15, 2008.
Goodman J 1988. Construction Practical Philosophy of Teaching aSstudy of Teachers’

Professional perspectives.
Hamzeh M. Dodeen Damascus University Journal, Vol. 28, No (1), 2012.
Kohn, A. 2007.Foreword. In E. M. Anderman& T. B. Murdock (Eds.), Psychology of academic
cheating pp. xi–xix. Burlington, MA: Elsevier.
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Jonson B and Onwuegbuzie, 2004.Mixed Research Method. A research paradigm whose
Time Has Come.vol.33 No7.
McCabe, D. 2005. Levels of cheating and plagiarism remain high, The Center for Academic
Integrity. Retrieved August 25, 2008, from
McCabe, D. L., Butterfield, K. D., & Trevino, L. K. 2006. Academic dishonesty in graduate
business programs: Prevalence, causes, and proposed action. Academy of Management
Learning and Education, 5, 294–305.
McCrudden, M. T. 2007. Interest and academic cheating.Psychology of academic cheating pp.

58–85.
Murdock, T. B., & Stephens, J. M. 2007. Is cheating wrong? Students' reasoning about academic
dishonesty. In E. M. Anderman& T. B. Murdock (Eds.), Psychology of academic
cheating pp. 229–253. Burlington, MA: Elsevier.
Myer’s,M.D., 2008. Narrative Analysis.Qualitative Research in Business and Management.

Sage publication.Ltd.
Newstead, S. E., Franklyn-Stokes, A., &Armstead, P. 1996. Individual differences in student

cheating. Journal of Educational Psychology, 88, 229-241.
Ohio State University. Retrieved Oct Tefera, Damtew. 2001. Academic Dishonesty in African
Universities: Trends, Challenges, and Repercussions – An Ethiopian Case Study.
International Journal of Educational Development, 21, pp. 163-178. ober 15, 2008,
Smiths’ and J.J. Scott.1990.The Collaborative School. A Work Environment for Effective
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Instruction. University of Oregon, Eugene: ERIC Clearinghouse of Educational
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Torching M.k, 2006.Research Methods Knowledge Base.htt://.analysisphp. Retrieved on 29th

October, 2010.
Trevino, L. K. 2006. Academic dishonesty in graduate business programs: Academy of
Management Learning and Education, 5, 294–305.
UNICEF, 2009. Save the Children Report: The school for life Education in a past community.
William, M 1994.Action and Reflection in Teacher Education.
Whitley, B. E., Jr., & Keith-Spiegel, P. 2002. Academic dishonesty: An educator's guide.
Mahwah, NJ: Erlbaum.
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University graduate programs (Unpublished). Addis Ababa.
65
7. APPENDICES
66
7.1. APPENDIX I
HARAMAYA UNIVERSITY
DEPARTMENT OF EDUCATIONAL
PLANNING AND MANAGEMENT
Questionnaire for Students

For dear respondents, your response for the questions written below is highly valuable for my
study/managing the students’ cheating during examinations. So please, try to respond the
following questions honestly. Thank you very much for filling this questionnaire.
Part-I Background information
Please,circle the letter of your options.
Name of school: A/ Mubarak secondary school B/ Hudet secondary school
Gender: A/ male B/ Female
Grade: A/ 9th B/ 10th
Thanks!!
67
Part II Specific information
Please, read the following questions carefully and indicate the extent to which each item is
present in your school by putting “√” the appropriate box based on the following scales or you
decisions.
1=Never, 2= Rarely, 3=Sometimes, 4=Often, 5=Always or Almost Always.
No The major causes of students’ cheating during examinations 1 2 3 4 5
1 There is poor time management in our school during exam
2 There is lack of students confidences in our school
3 There is lack of students interest in the course contents
The major types of types of cheating during examinations
4 In our school the students used crib notes during exam
5 During examinations our students copy from someone without their knowledge
6 There is examination malpractice /mismanagements
Rationale for cheating students’ cheating during examinations
7 Our students are too eager to get grade point average
8 Our students want to see themselves in competitions
9 Our school have enough educational facilities (laboratory, library, plasma, internet
access and pedagogical center)
View of students on cheating
11 Our students wants active controlling from their invigilators during exam
12 Most of our students are viewed cheating as positive actions than negative actions
Examinations as motivations
13 Our school teachers give exam or test early to motivate their students for study
hard
68
14 Our students are attentively follow their classes and refer different reference for
their examinations
15 Some of our school community promote cheating during national examinations

than classes exam
Teaching and Testing in the schools
16 In our school the teachers give the lessons accordingly and finish all portion on
time
17 Members of our community gives academic support for teaching-learning process
18 Some of our teachers are focused on testing than teaching students
Tactics of students’ cheating during examinations
19 In our school the students used body signal movements during examinations
20 Our students used high pitched noise beyond the hearing range /whispers during
exam
21 Our school separated the sections of higher achiever students from lower achievers
during examinations
Attitudes and Beliefs of the stakeholders towards the school’s issues
24 Our school students joined higher educations per year after taking national exam
The Role of Leaders in managing the students’ cheating during examinations
25 Our school managements and teachers strongly managed the students’ cheating
during examinations
26 To implement the General Education Quality Improvements Packages (GEQIP)

our school leaders played great efforts in the school
27 To manage the students cheating during examinations our school have its own
rule and regulations
Prevalence of cheating students’ cheating in the schools
69
28 The is cheating problems in our school
30 In our school the students cheating occurred/easy during objective questions

(multiple choice, true or false and matching)
Preventing or Minimizing students’ cheating
31 Our school motivate students to study hard
Impacts of students’ cheating
34 The cheater students became burden on their families and country wide
Part II Write your answers for the following questions
1. Explain the major types of cheating in your school-----------------------------------------------

------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
2. Elaborate the major causes of students’ cheating during exam in your school----------------
------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
3. Write the consequences of cheating on your school--------------------------------------------

------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
4. What do you think to alleviate / bring possible solution for managing cheating in your
school----------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
70
7.2. APPENDIX II
HARAMAYA UNIVERSITY
Questionnaire for Teachers

following questions honestly. Thank you very much for filling this questionnaire.
Gender: A/ male B/ Female
Years of experience: A/ 1-3 B/ 4-6 C/ above-7
Thanks!!
71
Part II Specific information
Please, read the following questions carefully and indicate the extent to which each item is
present in your school by putting “√” the appropriate box based on the following scales or you
decisions.
1=Never, 2=Rarely, 3=Sometimes, 4=Often, 5=Always or Almost Always.
No The major causes of students’ cheating during examinations 1 2 3 4 5
1 There is poor time management in our school during exam
2 There is lack of students confidences in our school
3 There is lack of students interest in the course contents
The major types of students’ cheating during examinations
4 In our school the students used crib notes during exam
5 During examinations our students copy from someone without their knowledge
6 There is examination malpractice /mismanagements
Rationale for students’ cheating during examinations
7 Our students are too eager to get grade point average
8 Our students want to see themselves in competitions
9 Our school have enough educational facilities (laboratory, library, plasma,

internet access and pedagogical center)
View of students on cheating
11 Our students wants active controlling from their invigilators during exam
72
12 Most of our students are viewed cheating as positive actions than negative
actions
Examinations as motivations
13 Our school teachers give exam or test early to motivate their students for study
hard
14 Our students are attentively follow their classes and refer different reference for
their examinations
15 Some of our school community promote cheating during national examinations

than classes exam
Teaching and Testing in the schools
16 In our school the teachers give the lessons accordingly and finish all portion on
time
17 Members of our community gives academic support for teaching-learning

process
18 Some of our teachers are focused on testing than teaching students
Tactics of students’ cheating during examinations
19 In our school the students used body signal movements during examinations
20 Our students used high pitched noise beyond the hearing range /whispers during
exam
21 Our school separated the sections of higher achiever students from lower
achievers during examinations
Attitudes and Beliefs of the stakeholders towards the school’s issues
24 Our school students joined higher educations per year after taking national
exam
73
The Role of Leaders in managing students’ cheating during examinations
25 Our school managements and teachers strongly managed the students’ cheating
during examinations
26 To implement the General Education Quality Improvements Packages (GEQIP)

our school leaders played great efforts in the school
27 To manage the students cheating during examinations our school have its own
rule and regulations
Prevalence of the students cheating in the schools
28 The is cheating problems in our school
30 In our school the students cheating occurred/easy during objective questions

(multiple choice, true or false and matching)
Preventing or Minimizing students’ cheating during examinations
31 Our school motivate students to study hard
Impacts of students’ cheating
34 Burden on their families and country wide
74
Part II Write your answers for the following questions
1.Explain the major types of cheating in your school------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------
2.Elaborate the major causes of students’ cheating during exam in your school-----------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------
3.Write the consequences of cheating on your school---------------------------------------------------

---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------
4.What do you think to alleviate / bring possible solution for managing cheating in your school--
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------
75
7.3. APPENDIX III
HARAMAYA UNIVERSITY
Interview Questions for Principals, Supervisors and Woreda Education

Offices
following questions honestly. Thank you very much for your participations.
Name of Woreda: A/ Mubarak Woreda B/ HudetWoreda
Sex: A/ male B/ Female
Work Position: A/ Office Head B/ Supervisor
Years of experience: A/ 1-3 B/ 4-6 C/ above 7
Part-II Specific Information
1. Is there cheating problem in your school? If it occurs, how do you handle it?
2. What do you know about the causes of cheating during exam in your school?
3. Why teachers promote cheating behavior during national exam than class exam/ conventional.
4. Is there an attempt that your office made to bring the quality of education in your woreda?
5. How the leaders and teachers manage cheating during examinations in your woreda?
6. How students’ cheat during examinations in your schools?
7. What do you think about your school facilities? (Network access, plasma, laboratory. library,
and other teaching materials)? If not available, what is the reason?
8. Do you have relationship among the school community? If yes, what type of relations?
9. How many of your students join higher educations per year?
10. How much your communities have awareness about school?
76
7.4. APPENDIX IV
HARAMAYA UNIVERSITY
Focus Group Discussions for Parents-Teachers Association (PTA)

Drear respondents, you are kindly requested to give the appropriate information for the following
questions honestly according to questions. Thank you very much for your participations.
Sex: A/ male B/ Female
Years of experience: A/ 1-3 B/ 4-6 C/ above 7
Part-II Group Discussion
1. What do you know about students’ cheating during exam?
1. Discuss the most effective way to prevent students from cheating in your school.
2. Discuss the effect of cheating on your students, school improvements and parents.
3. Discuss the rationale for students cheating in your school.
4. What are the roles of PTA to bring change in school improvements?
77
7.5. APPENDIX V
Table: Pilot test to determine the reliability of the study
No variables Items Cronbach’s No of

Alpha items
1 The major causes of cheating during examinations .78 3
2 The major types of cheating during examinations .84 3
3 Reasons for students’ cheating during examinations .81 3
4 Views of students on cheating .74 3
5 Examinations as motivations .85 3
6 Teaching and Testing in the schools .71 3
7 Tactics of students, cheating during exam .79 3
8 Attitudes and Beliefs of the stakeholders towards the .82 3

schools
9 The role of school Leaders in managing students’ cheating .86 3

during examinations
10 The prevalence of students’ cheating in the schools .88 3
11 Preventing or Minimizing students’ cheating .75 3
12 Impact of cheating .79 3
Average Cronbach’s Alpha .80 36
78
7.6. APPENDIX VI
Photos taken from Interview and Focus Group Discussion
Interview photo
79
Interview photo
80
Photo taken from FGD A video.
81
Photo taken from FGD B video.
82
7.7. APPENDIX VII
Disciplinary Committee Minutes.
83

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HARAMAYA UNIVERSITY

SCHOOL OF GRADUATE STUDES

STUDENTS’ CHEATING DURING EXAMINATIONS IN SOME

ABDULAH MUHAMMED ISAK

In Partial Fulfillment of the Requirements for the Degree of

ABDULAH MUHAMMED ISAK

Major advisor: Dr. ManasRanjan

CHEATING DURING EXAMINATIONS IN SOME SELECTED

Dr. ManasRanjan _________________ _________________

Major Advisor Signature Date

Dr. SirakDemelash _______________ _________________

Co-advisor Signature Date

Chairperson Signature Date

CPD Continuous Professional Development

GPA Grade Point Average

MoE Ministry of Education

NGO Non-Governmental Organization

PTA Parent-Teacher Association

WEO Woreda Education Office

LIST OF TABLES xiii

LIST OF PHOTOS xiv

1.1. Background of the Study 1

1.2. Statement of the Problem 4

1.3. Research Questions 6

1.4. Objectives of the Study 7

1.5. Significance of the Study 7

1.7. Operational Definition of Key Terms 8

2.1. Definition of Cheating 9

2.2. Types of Students’ Cheating 9

2.3. Reasons for Students’ Cheating 10

2.6. Teaching and Testing 13

2.7. Tactic of Students’ Cheating 14

2.8. Attitudes and Beliefs of the Stakeholders 14

2.8.1. Students Attitudes and Beliefs 14

2.8.2. School Managements and Teachers Attitudes and Beliefs 15

2.8.3. Parents’ Attitudes and Beliefs 16

2.9. The Role of School Leaders in Managing the Students’ Cheating 17

2.10. Prevalence of Students’ Cheating 18

2.11. Minimizing Students’ Cheating 19

3. RESEARCH DESIGN AND METHODOLOGY 20

3.1. Research Design 20

3.2. Sources of Data 20

3.2.1. Primary Sources 21

3.3. Population, Sample Size and Sampling Techniques 21

3.3.2. Sampling Techniques 21

3.4. Data Collection Instruments 23

3.4.4. Disciplinary Committee Minutes 24

3.5. Data Collection Procedure 24

4.2. Results and Discussions 29

4.2.1. Major causes of cheating 29

4.2.2. Major types of cheating 32

4.2.3. Reasons for students’ cheating 34

4.2.7. Tactics of students’ cheating 43

4.2.8. Attitudes and Beliefs of stakeholders towards schools 45

4.2.9. The role of leaders in managing students’ cheating 48

4.2.10. Prevalence of cheating 50

4.2.11. Preventing or managing students’ cheating 52

4.2.12. Impacts of cheating 55

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 57

Dr. ManasRanjan _ _

Dr. SirakDemelash _ ___