Abstract: Academic dishonesty is a growing concern in secondary schools globally, and Kenya is no exception. This study investigated the influence of study habits on academic dishonesty among secondary school students in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The investigator used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The targeted populace for the study was 79,122 participants consisting of 75,000 students, 3,865 teachers, 250 principals, 6 SCDEs and 1 CDE. The researcher used stratified sampling technique to select schools participating in the study. 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 surveys for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The validity of the research instruments was guaranteed by the expert opinion of the supervisors. For reliability, test-retest technique was utilized with Cronbach’s Coefficient Alpha worth 0.700 termed as dependable. Concurrent triangulation was utilized to guarantee credibility. A detailed interview was utilized to assess dependability of non-numerical tools. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was 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 poor study habits led to inadequate preparation, causing students to engage in academic dishonesty.

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.

Abstract: There is a universal worry about academic dishonesty especially in African nations. The key aim of this investigation was to examine the influence of students’ self-awareness on academic dishonesty in public secondary schools in Makueni County, Kenya. The investigation used theories namely: Psychosocial Dynamic Theory and the Theory of Planned Behaviour. The research used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. The study utilized 1 SCDE and 1 CDE purposively sampled. The instruments employed were questionnaires for principals, teachers and students, and interviews for the education officers. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was 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 self-awareness meaningfully influenced academic dishonesty. The research found out that there was necessity to enhance the students’ self-awareness. It was suggested that integrating involvements like introducing capable, knowledgeable and qualified counsellors in schools was essential to eradicate academic dishonesty.

Abstract: There is a worldwide concern about academic dishonesty and more so in African countries. The main purpose of this study was to investigate the influence of students’ personality traits on academic dishonesty in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour . The investigation used mixed methodology and the concurrent triangulation design. 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. The study findings were that, personality traits significantly influence academic dishonesty. The study established that there was need to improve on the students’ personality traits . It was recommended that integrating interventions like introduction of competent, experienced and professional counsellors in schools was necessary to eliminate academic dishonesty.