Recent empirical studies indicate that cheating by college students is prevalent in many countries. More is known about the pervasiveness of college cheating than reasons why students cheat and how the vice can be mitigated. This article presents findings of a study that attempted to explore academic dishonesty among undergraduate students at One University in Kenya. The study employed stratified random sampling technique to obtain 200 student respondents from the Main and the Town campuses of One University in Kenya. The strata were the various schools/faculties at the University. The study was conducted between the months of June and July in 2017. Grounded on the Theory of Reasoned Action, the study focused on establishing the methods used by students in cheating in examinations, the reasons as to why the students cheat in examinations and suggesting ways in which this vice can be minimized. Data were collected by the use of a students’ questionnaire. Partial least squares methodology was used to analyze the responses of students.
Table of Contents
1. Introduction
2. Statement of the Problem
3. Purpose of the Study
4. Objectives of the Study
5. Research Question
6. Justification
7. Significance
8. Theoretical Framework
9. Methodology
10. Findings
10.1 Forms of cheating
10.2 Reasons for cheating
10.3 Suggestions on how to mitigate against the practice.
11. Conclusions
12. Recommendations
Research Goals and Themes
This study aims to examine the underlying reasons for academic dishonesty among undergraduate students at a university in Kenya and to identify effective mitigation strategies to uphold educational integrity. The research explores the forms of cheating prevalent in the academic environment and evaluates how students' motivations and perceptions contribute to these behaviors, ultimately seeking to provide a framework for developing institutional values and policies.
- Analysis of prevalent forms of academic dishonesty in higher education.
- Investigation into student motivations for cheating, including grade pressure and peer influence.
- Evaluation of the effectiveness of current institutional deterrents.
- Development of recommendations to minimize examination malpractice.
- Application of the Theory of Reasoned Action to student behavioral choices.
Excerpt from the Book
1. Introduction
The first thing to recognize about cheating is that vast majority of students believe that cheating is bad, yet, there are still many who practice it. Cheating in school is called academic dishonesty. There are types of academic dishonesty according to D. Stuber- McEwen (2009). This includes fabrication, plagiarism, multiple submissions, and abuse of academic materials, deception and misrepresentation, electronic dishonesty and carelessness. According to the American Counselling Association (2005), among current college students, 75% admit to cheating on tests, quizzes, and homework. Students cheat because of a grade-focused environment (Anderman, 1998). This occurs when students give more emphasis on earning good grades instead of learning. When students cheat, their sense of determination between right and wrong changes, in other words, the more one cheats, the easier it becomes to rationalize one’s behavior and cheat again which Shu, Gino, and Bazerman (2011) were pointing out.
Cheating has been on the rise in recent years, according to a 2010 study from Josephson Institute of Ethics. As to DOSCST’s Code of Honor states /ought a student not to lie, to cheat, or to steal in any academic endeavours. If caught, invalidation of the answer sheet/examination paper is the minor punishment. The researchers were alarmed to this noticeable circumstance. So, the researchers are encouraged to conduct a study about this. In the process of doing the study, the researchers were able to define cheating, pinpoint the reason(s) behind cheating, identify whether cheating is a product of laziness or some other circumstances, and determine the ways on how students cheat. It is desired that the bottom line of this study would contribute to the understanding of the students’ behavior towards studying.
Summary of Chapters
1. Introduction: This chapter introduces the prevalence of academic dishonesty, defines its various forms, and highlights the global trend of cheating in educational institutions.
2. Statement of the Problem: This section discusses the ongoing challenge of academic dishonesty despite institutional rules and notes the disturbing rise in malpractice cases reported at the university.
3. Purpose of the Study: The purpose is defined as examining the reasons students cheat in exams and identifying steps for mitigation.
4. Objectives of the Study: This chapter outlines specific goals, including establishing forms of cheating, investigating reasons, and suggesting minimization strategies.
5. Research Question: This chapter formalizes the specific inquiries regarding forms, reasons, and potential mitigation strategies.
6. Justification: The justification emphasizes the urgent need to address cheating to preserve academic standards and institutional reputation.
7. Significance: This chapter discusses how the findings will benefit educators, policy planners, and institutional leadership in establishing integrity standards.
8. Theoretical Framework: This section explains the application of the Theory of Reasoned Action (TRA) to understand the link between student attitudes, intentions, and behavior.
9. Methodology: This chapter details the stratified random sampling approach used to collect data from 214 undergraduate students via questionnaires.
10. Findings: The results reveal that writing answers on furniture, mobile phone usage, and peeping are primary methods of cheating.
11. Conclusions: This chapter summarizes that cheating is widespread, driven by exam stress and laziness, and is recognized as harmful by students themselves.
12. Recommendations: The final chapter proposes enhanced invigilation, CCTV installation, and increased student awareness as paths to improvement.
Keywords
Cheating, Ethical behavior, Student dis-honesty, Student misconduct, Theory of Reasoned Action, Academic integrity, Higher education, Examination malpractice, Plagiarism, Peer pressure, Institutional policies, Kenya.
Frequently Asked Questions
What is the core focus of this research study?
The study primarily investigates the phenomenon of academic dishonesty among undergraduate students at a university in Kenya, focusing on identifying the methods used to cheat, the reasons behind these actions, and potential solutions.
What are the primary thematic areas covered?
The themes include the prevalence of various cheating techniques, the psychological and environmental motivations behind misconduct, and the efficacy of current and future institutional deterrents.
What is the central research question?
The research seeks to determine what forms of cheating students use, why they choose to engage in these dishonest practices, and how the institution can effectively mitigate these behaviors.
What scientific methodology was employed?
The researchers utilized a descriptive study design, applying a stratified random sampling technique to gather quantitative data from 214 students, which was then analyzed using SPSS.
What does the main body of the work cover?
The main body covers the conceptual background using the Theory of Reasoned Action, detailed findings on common cheating methods like using mobile phones or crib notes, and student suggestions for improvements.
Which keywords best characterize the study?
The study is characterized by terms such as academic integrity, student misconduct, Theory of Reasoned Action, and examination malpractice.
How does the Theory of Reasoned Action apply to the results?
It is used to explain that students' intentions to cheat are driven by their pre-existing attitudes and the perceived outcomes of their behavior, such as passing an exam or avoiding failure.
What did the students perceive as the most effective mitigation strategy?
A majority of students suggested that educating their peers on the long-term effects of cheating would be the most effective way to curb the practice.
What role does the institutional environment play in cheating?
The study suggests that competitive pressure to achieve high grades and a lack of clear, consistently enforced rules contribute significantly to the decision to cheat.
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- Joshua Manduku (Autor:in), Abigail Kerubo Gichaba (Autor:in), Samwel Ruto (Autor:in), Pamela Oloo (Autor:in), 2021, Academic Dishonesty Among Undergraduate Students At One University In Kenya. Causes And Mitigations, München, GRIN Verlag, https://www.grin.com/document/1135204
