Academic Dishonesty in Computer and Mathematics Assignments

Abstract

This paper examines student perception toward ethical and unethical behaviors in mathematics and programming assignments. It further explores the impact of gender and grades on students’ perception. Findings indicate that female students and students with CGPA greater than or equal to three appear to have higher ethics than their counterparts do. It also shows that there is no statistically significant difference in students’ perception of what constitutes an academically dishonest behavior towards programming assignment and what constitutes an academically dishonest behavior towards mathematics assignment.