Cheating in School

Davis, Stephen F.; Drinan, Patrick; Gallant, Tricia Bertram

doi:10.1002/9781444310252

Cited by 89 publications

(9 citation statements)

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“…All these results are expected. Cheating is more prevalent as students are older and stakes are higher (Davis, Drinan, & Gallant, 2009) and subject teachers teach one subject in many classes so they have many students and therefore more students' assignments to correct and mark.…”

Section: Resultsmentioning

confidence: 99%

Challenges of Online Teaching During the Covid-19 Pandemic

Jurjević¹,

Đuranović

Olčar

2021

SIE

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The teaching profession has always been complex and dynamic, but now the challenges are posed to a society as a whole by the COVID-19 pandemic. The purpose of the research was to determine teachers' perceptions of the challenges of conducting online teaching during the COVID-19 pandemic. 413 teachers from Croatia participated in the research. Respondents were distributed according to the level of education at which they work in three groups (primary school teachers - grades 1st to 4th, subject teachers – grades 5th to 8th of primary school, subject teachers - secondary school). According to the results of the research, teachers estimated that difficulties in online teaching generally occur occasionally. There were statistically significant differences in some of the items in the perception of the challenges in online teaching among teachers depending on the level of education at which they work. Still, in general, teachers at all three levels of education experienced approximately the same amount of challenges. More challenges in online teaching have been related to a higher level of burnout and correlated positively with higher numbers of students to teach. Age has been unrelated to challenges in online teaching. Since difficulties in conducting online teaching hinder the educational process, this research could serve as an indicator of problems and an initial step to solving them.

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Section: Resultsmentioning

confidence: 99%

Challenges of Online Teaching During the Covid-19 Pandemic

Jurjević¹,

Đuranović

Olčar

2021

SIE

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“…Academic integrity is central to an ethical learning environment. However, academic dishonestly is widespread and increasing [7]. Contextual factors play a critical role in motivating students to cheat [1].…”

Section: Related Workmentioning

confidence: 99%

If you Cheat, I Cheat: Cheating on a Collaborative Task with a Social Robot

Ali¹,

Hu²,

Zhou³

et al. 2021

Preprint

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Robots may soon play a role in higher education by augmenting learning environments and managing interactions between instructors and learners. Little, however, is known about how the presence of robots in the learning environment will influence academic integrity. This study therefore investigates if and how college students cheat while engaged in a collaborative sorting task with a robot. We employed a 2x2 factorial design to examine the effects of cheating exposure (exposure to cheating or no exposure) and task clarity (clear or vague rules) on college student cheating behaviors while interacting with a robot. Our study finds that prior exposure to cheating on the task significantly increases the likelihood of cheating. Yet, the tendency to cheat was not impacted by the clarity of the task rules. These results suggest that normative behavior by classmates may strongly influence the decision to cheat while engaged in an instructional experience with a robot.

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“…At most, the invigilators may send a disapproving signal to the cheater that might have very little impact on the act that has already happened (Fendler & Godbey, 2016). Davis et al (2009) and Freiburger et al (2017) have reported in their studies that only 2 and 4.9 percent, respectively, of the cheaters are being reported for cheating. Likewise, Jendrek (1989) reported that 60 percent of the surveyed faculty has witnessed acts of AD but only 20 percent has reported the cheating students for formal proceedings.…”

Section: Introductionmentioning

confidence: 99%

Lest to Blame Students: The Role of Enforcers in Promoting Academic Dishonesty

Ullah

2021

J Acad Ethics

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Academic frauds, dishonesty and cheating are pervasive in Pakistan, but thus far less systematic research has been undertaken on the effectiveness of the policies designed for countering academic dishonesty. Generally, the success of a policy depends on a good design and appropriate implementation. The design aspect of the policies to counter academic dishonesty in Pakistan is studied elsewhere, the purpose of this article is to empirically examine the implementation stages of the same policies. In doing so, the study utilizes a panel data set comprising of 60 cross-sections and 06 time series observations (2012)(2013)(2014)(2015)(2016)(2017). Results of the rigorous panel regression models shows that leniency in the prescribed punishments and an exhaustive belief on the efficacy of traditional examination surveillance methods are counterproductive. The study however failed to substantiate the direct relationship of discrimination and academic dishonesty in the sample. It is therefore concluded that prescribed punishments must be awarded in letter and spirit and that there is need for coordination at different stages of the implementation. Further, the study also recommends that traditional forms of examination surveillance must be augmented using modern technology.

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Cheating in School

Cited by 89 publications

References 0 publications

Challenges of Online Teaching During the Covid-19 Pandemic

Challenges of Online Teaching During the Covid-19 Pandemic

If you Cheat, I Cheat: Cheating on a Collaborative Task with a Social Robot

Lest to Blame Students: The Role of Enforcers in Promoting Academic Dishonesty

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