Influence of Students’ Societal Expectations on Academic Dishonesty in Public Secondary Schools in Makueni County, Kenya

Abstract

Academic dishonesty in public secondary schools is a growing concern, influenced by various factors, including societal expectations. This  paper examines how societal pressures and expectations contribute to academic dishonesty among students in public secondary  schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The study  used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The sample size  was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1  CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs  and the County Director of Education. Inferential statistics were analyzed through linear regression and presented through tables while  qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that societal expectations significantly influenced academic dishonesty, suggesting the need for a multifaceted approach to addressing this issue. The  study recommended that parents and schools should cease from exerting exceeding pressure on academic performance of learners as it  may be detrimental to their well-being and a catalyst to academic dishonesty.