Factors Associated with Academic Dishonesty in Taking Examination

Abstract

INTRODUCTION

The purpose of this study was to find out the different factors that are associated with academic dishonesty in taking examination as perceived by G-8 students of Ternate National High School. Previous studies of academic dishonesty have systematically identified the psychological and social variables correlated to cheating. Using in-depth narratives from 80 students enrolled G-8, this paper examines the variety of creative tactics that students often use to cheat during examinations and preparation of assignment.

METHODS

The respondents of the study were the 80 G-8 students, forty (40) students coming from the top ten and forty (40) student coming from below the rank, and who were all under the tutorship of the proponent. Using a researcher-made instrument, the data gathered were treated with appropriate statistical tools such as percentage, weighted mean and ANOVA.

RESULTS

Majority of the respondents were thirteen years old, and more were female. When they were grouped accordingto their profile, and factors associated with academic dishonesty, a significant difference was found.

DISCUSSIONS

Motivation is undoubtedly the core in explaining both moral and immoral behavior in everybody. By understanding the motivating factors that lead to dishonest acts, interventions could be introduced to decrease if not totally eradicate its occurrence. Parents, guardians, educators and the students themselves are to keep an eye on their own actions and behaviors. In addition, teachers can reduce the tendency to cheat by involving students in interesting assignments that are more engaging and relevant to the students themselves.