Academic Integrity of Students during the COVID-19 Pandemic: A Mixed Method Analysis

Abstract

This study explored the academic integrity of tertiary students during the pandemic. Sixty-six students and nine faculty members were participants in the study. Two adapted survey questionnaires and a validated researcher-made interview guide were used to obtain pertinent data. Quantitative results revealed that most students committed academic dishonesty; however, they considered those misconducts moderate cheating. Teachers observed that students committed cheating more than once; however, they only call students’ attention. Qualitative information showed that most students knew the importance of academic integrity; lack of time, procrastination, lack of comprehension, lack of study habits, having a job, low self-esteem, and having the desire to get better marks were the reasons why students committed academic misconduct. Students suggested that the academic institution needs to initiate innovations and implement stricter sanctions on those who committed academic misconduct. A pledge of academic honesty was developed for students to commit to academic integrity.

Influencing Factors and Current Approaches to Academic Dishonesty in the Philippines during COVID-19 Pandemic: an Overview

“…He also underlined that the idea that "someone else will do" the student's tasks was stated. Likewise, several studies confirmed similar results that influenced students to commit such acts (Pagaddu, 2021;Frigillano, 2021;Revilla & Libre, 2022;San Jose, 2022). Even the Department of Education recognized how this factor proliferates academic dishonesty (Perez, 2021).…”

“…However, San Jose (2022) noted that students prefer seeking clarifications from their peers than their teachers, which can further worsen what was already a concern between student-teacher communication. In addition, parental expectations, typically attributed to receiving passing marks or even attaining higher grades was expressed as an influencing factor among students (Pagaddu, 2021;Frigillano, 2021;San Jose, 2022). Lastly, the use of digital technology, specifically utilizing the internet to commit academic dishonesty was observed as an influencing factor since it provides students with the opportunity to commit such acts with ease (Cruz et al, 2021;Frigillano, 2021;Revilla & Libre, 2022).…”

“…Such a situation, under this approach, necessitated a student to commit cheating of any form as a means to get by these past two pandemic school years. On top of this, DiPietro (2010) highlighted how pressure to get good grades also drove students to commit academic dishonesty, a narrative that is already prevalent within context of focus (see Pagaddu, 2021;Cardina et al, 2022;San Jose, 2022).…”

“…However, another concern that proliferated as the pandemic school years forced students to attend classes, finish their modules, and study was the proliferation of academic dishonesty (Moralista & Oducado, 2020;Pagaddu, 2021;Lopena et al, 2021;Aguilar et al, 2021;Frigillano, 2021;Galang et al, 2021;Balba & Caingcoy, 2021;Alvarez et al, 2022;Bautista & Pentang, 2022;Pandan & Lomibao, 2022;Revilla & Libre, 2022;San Jose, 2022). Briefly, academic dishonesty was defined as "an act of fraud that violates the ethics of academic honesty in schools and will damage public trust in educational institutions" (Yang et al, 2017, as cited in Cardina et al, 2022.…”

Plagiarism in Higher Education: Navigating a Perfect Storm

“…Rapid, continuous advancement of technologies that offer convenient, instant access to information has made plagiarising easier than ever, while concurrently, technology has also been developed that both impedes the detection of academic plagiarism, and uncovers it (Foltýnek et al, 2019). The widespread accessibility of literature available on the internet and the growth of online, remote learning have resulted in an increased incidence of plagiarism among students in higher education (Burgason et al, 2019;Jambi et al, 2022;San Jose, 2022), and this has been exacerbated by the necessity for remote learning during population lockdowns due to the COVID-19 pandemic. During remote learning, online assessment practices which do not have adequate control systems and breaches of academic integrity by students who feel disconnected from their university (Mendez-Ortega et al, 2021) have also perpetuated the growth in plagiarism.…”