Moderating Effect of University Standards and Guidelines on the Relationship between Administrative Procedure of Setting Examination and Quality of Examinations in Public Universities in Kenya

Abstract

University examinations play a significant role in evaluating the teaching and learning process. However, there is a widespread perception that the quality of examinations in Universities in Kenya is declining. This study sought to critically examine the influence of university standards andguidelines on the relationship between administrative procedure of setting examination and quality of examinations in public universities in Kenya. It used the mixed method research design specifically the concurrent triangulation research design. It combined phenomenological research design for qualitative data and cross-sectional survey research design for quantitative data. The researcher purposively sampled 5 universities from the 31 public universities in Kenya. The study sampled 242 respondents. Questionnaires, interview guides, interview schedule and document analysis were used to collect data. Quantitative data were analyzed using descriptive statistics andpresented inform of frequencies tables, graphs, mean, standard deviations and inferential statistics by conducting a correlation and multiple regression. Qualitative data were analyzed thematically. University standards and guidelines were found to influence the relationship between administrative procedures of setting examinations and quality of examinations. Lecturers were not frequently trained on techniques of setting examinations. The study recommends that university administration should provide funds to train the academic staff on administrative procedures and guidelines of setting examinations according to CUE guidance in order to improve the quality of examinations