The Impact of Examination Dishonesty on Educational Outcomes in Tanzania

Abstract

Examinations serve as fundamental mechanisms for measuring students' academic achievement, determining eligibility for further education, and shaping future career trajectories. However, the prevalence of examination dishonesty globally has raised alarms regarding the authenticity of academic outcomes and the erosion of educational values. This study investigates the persistence of examination dishonesty in the National Form Four Examinations and its impacts on educational outcomes in Tanzania. Grounded in Rational Choice Theory and employing a phenomenographic research design, the research utilized qualitative methodology, collecting data through semi-structured interviews, focus group discussions, and documentary reviews. Key informants included City Secondary Education Officers, Heads of School, primary school teachers, academic masters, and students from Mwanza City. The findings highlight several significant impacts, including a decline in educational quality, the emergence of an incompetent workforce, underachievement of educational goals, underperformance in the selection process, and damage to the country’s educational reputation. Despite existing policies and interventions by NECTA, the continued prevalence of dishonest practices underscores critical gaps in policy enforcement and ethical awareness. This study advocates for comprehensive reforms prioritizing teaching quality, stakeholder training, improved resource allocation, and a restructuring of examination incentives to mitigate malpractice and foster academic integrity, ultimately enhancing the quality of education.