Perceived Actors of National Examination Cheating: The Case of Bale and West Arsi Zones’ Secondary and Preparatory Schools, Oromia Region, Ethiopia

Abstract

The main objective of this research was to identify actors of national examination cheating. Convergent parallel mixed design was used. Data was collected from 488 teachers via self- administered questionnaire. Besides, interview and focus group discussionn guides were held with key informants. The quantitative data was analyze and presented by graph while qualitative data was analyzed thematically. The finding indicated that the perceived role of students were more than 10% more likely that they participated in cheating. Next to students, school principals’ involvement was found to be more than 8%, followed by supervisors, police officers, district education personals, chiefs and invigilators 5.7%, 5.1%, 3.9%, 1.2% and 1%, respectively. Moreover, key informants suggested that the school directors are the ones who are mainly forced by the government educational institutions. Furthermore, key informants reported as the positions are being kept longer depending on the number of students who pass national examination. The result shows when the national examination was given, out of the cheatings happened is attributed to the chain of all actors which is accounts for more than 35%. It was found that, technology based cheating like sending short message via mobile and social media service is found to be a great medium for exam theft alongside traditional means. Finally, the study recommended that school directors should work for propose of producing quality graduates who will be able to work for the realization of the country’s vision rather than passing many students by displacement for the sake of getting reinforcements.