Dishonesty in the academe: meanings and perceptions of academic cheatings

Issue Date

1-2016

Abstract

Academic cheating is a big challenge to educators' efforts to accurately assess students today. This is a qualitative research which attempted to understand how students and faculty vary in their perceptions of what behaviours are considered cheating as well as why students cheat. It also explores the various ways that teachers prevent academic cheating and how they respond when it happens. Finally, it presents the various ways to curb cheating from the perception of students and faculty.

Findings indicate that student and faculty perceptions of what behaviours are considered cheating could be categorized into six categories namely (1) Active Cheating, (2) Passive Cheating, (3) Used of unauthorized resources, (4) Plagiarism, (5) Impersonation, and (6) Fraud. On the matter of why students cheat, students and faculty have several similar perceived reasons but are divided on some, with faculty members noticeably giving more reasons that put the blame on the students than students giving reasons that put the blame on the teacher. The study also found that teachers have eight non-mutually exclusive approaches to prevent cheating and three ways of dealing with actual cases of cheating but how a general reluctance to abide by the university's prescribed response to such situations. Finally, the study found that students and faculty have seven generally suggested ways to curb cheating, all of which will entail a change in academic culture or an improvement in the offices within the university that deal with cases of cheaiing.

Source or Periodical Title

U.P. LOS BAŇOS JOURNAL

Volume

XIV

Issue

1

Page

95-108

Document Type

Article

Frequency

semi-annually

Physical Description

tables

Language

English

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