Academic Dishonesty and Prevalent Cheating Strategy
Cheating in School: A Growing Epidemic?
Marc Ryan Calimba
Charry Fe M. Cornelia
Zephanie Marie R. Danieles
Dianne Rachelle Y. Dela Rama
Shirley Serojano
Introduction: “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
Marc Ryan Calimba
Charry Fe M. Cornelia
Zephanie Marie R. Danieles
Dianne Rachelle Y. Dela Rama
Shirley Serojano
Introduction: “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