Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students

Abstract

ObjectiveThe study was conducted to examine academic cheating behaviors and perceived online effectiveness on academic performance during the period of COVID-19 among schools, colleges, and university students in Pakistan.MethodologyA cross-sectional research design was used in the current study. Convenience sampling was used to collect the data. The study included a total sample of N = 8,590 students, with males (n = 3,270, 38%) and females (n = 5,320, 61%) participating. The data was divided into three categories: high schools (n = 1,098, 12.7%), colleges (n = 4,742, 55.2%), and universities (n = 2,570, 32.1%). School students had an average age of (M = 15, SD = 4.65), college students had an average age of (M = 20, SD = 5.64), and university students had an average age of (M = 24, SD = 5.01).ResultThe results indicated that 60% of students admitted to cheating during online exams most of the time; 30% of students admitted to cheating at least once during an online exam. The study found that students (from high school, college, and university) obtained higher grades in online exams as compared to physical exams. Furthermore, significant gender differences were found on the scales of online learning effectiveness in school, college, and university students (t = 2.3*, p = 0.05 vs. t = 4.32**, p = 0.000 vs. t = −3.3*, p = 0.04). Similarly, on the scale of academic performance, students have significant gender differences. Multivariate regression analysis confirms that students’ 26% academic performance was increased due to cheating (F (2, 8,588) = 16.24, p = 0.000). Students believe online learning is effective because academic grades are easily obtained.ConclusionCheating is more common and easier in online courses, according to more than half of respondents, and they take advantage of this. Academicians are heavily encouraged to develop morality and ethics in their students so that their institutions can produce ethical professionals for the educational community.

Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter?

“…It led to high levels of academic dishonesty. Several finding supports this claim and found a significant increase in academic dishonesty during the Covid-19 pandemic timeframe (Comas-Forgas et al, 2021;Jenkins et al, 2023;Malik et al, 2023). One factor contributing to cheating, which is linked to decision-making, is that cheating takes place based on the presence of opportunities (Adzima, 2020).…”

“…At the beginning of the pandemic, all learning processes had to be switched to online. Many researchers have investigated the effect of switching learning to online on academic dishonesty (e.g., Erguvan, 2021;Janke et al, 2021;Jose, 2022;Malik et al, 2023). Most studies found an increasing number of academic dishonesty when learning mode had to switch to online.…”

Satisfaction of essential needs in E-learning as a mediator of the links between students’ attitudes and ethical misbehaviors

“…Studies suggest that ethical problems exist across many disciplines internationally [ 18 , 37 ]. For instance, using data collected from 224 undergraduate students in the United Arab Emirates, Khan and Balasubramanian [ 25 ] reveal that students admitted to cheating by using technology.…”

“…Many studies conducted in the field of education and psychology aim to compare unethical behaviors in e-learning settings and face-to-face settings (e.g., Refs. [ 37 , [44] , [45] , [46] ]). In a survey of 214 undergraduates at a large southeastern university, Jenkins et al [ 45 ] found that the COVID-19 pandemic increased students' first-time cheating and made students more creative in cheating with faculty who tried to combat dishonest behavior.…”

Economics of Education and Digital Learning for Human Capital Development in Pakistan: A Critical Review

“…The sudden shift to online platforms has both advantages and disadvantages. Digital education makes materials more accessible, potentially reducing inequities and offers flexibility for students (Malik et al, 2023). Digital learning has enhanced technological skills for both students and teachers, making them more valuable in today's increasingly tech-driven work market (Kumar et al, 2022).…”