Marc Ryan Calimba
Charry Fe M. Cornelia
Zephanie Marie R. Danieles
Dianne Rachelle Y. Dela Rama
“Cheating’s OK!” This line is most likely heard by many of us. Cheating is widespread that even a Catholic Institution of St. Paul University Dumaguete (SPUD) is not exempted to have student cheating on exams. Cheaters only need to master the skills of cheating without actually acquiring knowledge and skills measured by the test.
This led us to survey the most prevalent cheating strategy among Bachelor of Business Administartion Students of St. Paul University Dumaguete according to year level. We will be using “The Ten Most Wanted Cheaters” by John Fremer, Ph.D. and Jamie Mulkey Ed.D., the Senior Directors of Test Security of Caveon to track down these cheating practices. We believe that while shining a spotlight on cheaters in many different settings, using a variety of styles, teachers (test evaluators) can combat this indefensible problem.
This research study seeks to achieve two things:
a) To know prevalent cheating practices among BSBA students; and b) To list reasons that throws these students to cheat.
More importantly, we wanted to believe that the latter would shed light to teachers (test evaluators) to develop creative strategies to make teaching effective while addressing the student’s learning needs thus making cheating NOT an option.
Review of Related Literature:
Cheating is a phenomenon most people abhor yet profess to have committed at one time or another under adverse conditions. Thus, there is increasing interest to comprehend this academic dilemma that affects every institution. Cheating does not only violate a set of rules and regulations but it also substantially undermines the value of a test as a protection for the public against unqualified practitioners. Licenses or credentials frequently signify that an individual has demonstrated a significant level of competence in specified domains. The cheater’s credential provides no such assurance. In the area of education, academic dishonesty is a perennial problem that successfully eludes solutions. Researchers have studied a variety of causes to academic dishonesty. Greene and Saxe (1992) investigated the role of perception of normative behaviour concerning academic cheating. The research showed that students viewed cheating as a normal occurrence and nothing out of the usual. Further, situational factors were considered pertinent to the act. Classroom environment was also viewed as a significant situational variable in academic dishonesty, with both attitudes and behaviour being related to perceptions of classroom environment (Pulvers and Diekhoff 1999). Academic dishonesty dates back to the first tests. Scholars note that cheating was prevalent on the Chinese civil service exams thousands of years ago, even when cheating carried the penalty of death for both examinee and examiner. In the late 1800s and early 1900s, cheating was widespread at college campuses in the United States, and was not considered dishonourable among students. It has been estimated that as many as two-thirds of students cheated at some point of their college careers at the turn of the 20th century. At that time, college students, usually white privileged men, were expected by their parents and by society to live the life of the young gentleman, and were required to fulfil a number of social obligations (make connections with the future elite, find a suitable mate, become independent) that were considered far more important than grades. In contemporary society, it has also been claimed that business scandals in the real world make students believe that dishonesty is an acceptable method to attain success. Academic dishonesty, in this case, would be practiced for the real world. For these students, there would be a dichotomy between success and honesty, and their decision is that: "It...