Academic Dishonesty in Online Assessment from Tertiary Students’ Perspective
Abstract
Typical face-to-face assessments were suspended by many tertiary institutions since the first quarter of 2020 due to the pandemic of COVID-19. Many have resorted to online assessment to evaluate students’ performance. However, academic dishonesty particularly plagiarism becomes an issue as the technology utilized to complete the online assessment provides students with the opportunities to commit academic cheating. Hence, the objectives of the study are to explore the potential methods employed by tertiary students to cheat in online assessment and identify the preventive measures taken by lecturers and tertiary institution to curb the problem. A survey was conducted in a tertiary institution with 403 responses were obtained to achieve the objective of the study. The results show that five of the potential methods were not employed to cheat in online assessment as perceived by the tertiary students, while they moderately agreed on the other three. This is probably due to the three preventive measures implemented by the tertiary institution to curb the problem. However, these measures should be well-implemented to ensure its effectiveness in preventing academic cheating in online assessment.
References
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Rogers, C. F. (2006). Faculty perceptions about e-cheating during online testing. Journal of Computing Sciences in Colleges, 22(2), 206-212.
Sando, K., Medina, M. S., & Whalen, K. (2021). The Need for New Guidelines and Training for Remote/Online Testing and Proctoring Due to COVID-19. American Journal of Pharmaceutical Education.
Schraw, G., Olafson, L., Kuch, F., Lehman, T., Lehman, S., & McCrudden, M. T. (2007). Interest and academic cheating. In Psychology of academic cheating (pp. 59-77). Academic Press.
Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. MERLOT journal of online learning and teaching, 6(1), 297-305.
Shariffuddin, S.A. & Holmes, R. (2009). Cheating in examinations: a study of academic dishonesty in a Malaysian college. Asian Journal of University Education, 5 (2), 99-124.
Zhao, L., Zheng, Y., Mao, H., Zheng, J., Compton, B. J., Fu, G., & Lee, K. (2021). Using environmental nudges to reduce academic cheating in young children. Developmental science, 24(5), e13108.
Cohen, L., Manion, L. & Morrison, K. (2018). Research Methods in Education 8th Ed. Routledge. New York.
Dejene, W. (2021). Academic cheating in Ethiopian secondary schools: Prevalence, perceived severity, and justifications. Cogent Education, 8(1), 1866803.
Dendir, S., & Maxwell, R. S. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports, 2, 100033.
Elsalem, L., Al-Azzam, N., Jum'ah, A. A., & Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326-333.
Erguvan, I. D. (2021). The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait. Language Testing in Asia, 11(1), 1-21.
Eshet, Y., Steinberger, P., & Grinautsky, K. (2021). Relationship between statistics anxiety and academic dishonesty: a comparison between learning environments in social sciences. Sustainability, 13(3), 1564.
Gläser, J., & Laudel, G. (2013). Life With and Without Coding: Two Methods for Early-Stage Data Analysis in Qualitative Research Aiming at Causal Explanations. Forum Qualitative Social Research, 14, 37.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4), 2333-2351.
Gudiño Paredes, S., Jasso Peña, F. D. J., & de La Fuente Alcazar, J. M. (2021). Remote proctored exams: Integrity assurance in online education?. Distance Education, 42(2), 200-218.
Hosseini, S. M. J. (2021). The Relationship between Religiosity/Religious Attitude and Cheating in Exams among University Students. Research Quarterly of Islamic Education And Training,[Online], 1(1), 27-44.
Imbush, J. I., Inongha, N. O., & Usetu, O. I. (2021). The indispensable role of guidance and counseling as a veritable tool for re-cultivating academic integrity in tertiary institutions in Cross River State, Nigeria. International Journal of Scientific and Academic Research (IJSAR), eISSN: 2583-0279, 1(2), 22-27.
Krienert, J. L., Walsh, J. A., & Cannon, K. D. (2021). Changes in the Tradecraft of Cheating: Technological Advances in Academic Dishonesty. College Teaching, 1-10.
Lim, V. K., & See, S. K. (2001). Attitudes toward, and intentions to report, academic cheating among students in Singapore. Ethics & Behavior, 11(3), 261-274.
Milone, A. S., Cortese, A. M., Balestrieri, R. L., & Pittenger, A. L. (2017). The impact of proctored online exams on the educational experience. Currents in Pharmacy Teaching and Learning, 9(1), 108-114.
Mohayidin, M. G., Azirawani, N., Kamaruddin, M. N., & Idawati, M. (2007). The application of knowledge management in enhancing the performance of Malaysian universities. Electronic Journal of Knowledge Management, 5(3), 301–312.
Nguyen, J. G., Keuseman, K. J., & Humston, J. J. (2020). Minimize online cheating for online assessments during COVID-19 pandemic. Journal of Chemical Education, 97(9), 3429-3435.
O'Neill, H. M., & Pfeiffer, C. A. (2012). The impact of honour codes and perceptions of cheating on academic cheating behaviours, especially for MBA bound undergraduates. Accounting Education, 21 (3), 231-245.
Perera-Diltz, D. M., & Moe, J. L. (2014). Formative and summative assessment in online education. Journal of research in innovative teaching, 7(1).
Peytcheva-Forsyth, R., Aleksieva, L, & Yovkova, B. (2018). The impact of technology on
cheating and plagiarism in the assessment – The teachers’ and students’ perspectives. AIP Conference Proceedings 2048, 020037.
Rana, R., & Ajmal, W. (2013). Ethical perception of uni- versity students: Study of academic dishonesty in Pakistan. Middle-East Journal of Scientific Research, 13(1), 55–63.
Reedy, A., Pfitzner, D., Rook, L., & Ellis, L. (2021). Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities. International Journal for Educational Integrity, 17(1), 1-32.
Robles, M., & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal, 44(1), 39-49.
Rogers, C. F. (2006). Faculty perceptions about e-cheating during online testing. Journal of Computing Sciences in Colleges, 22(2), 206-212.
Sando, K., Medina, M. S., & Whalen, K. (2021). The Need for New Guidelines and Training for Remote/Online Testing and Proctoring Due to COVID-19. American Journal of Pharmaceutical Education.
Schraw, G., Olafson, L., Kuch, F., Lehman, T., Lehman, S., & McCrudden, M. T. (2007). Interest and academic cheating. In Psychology of academic cheating (pp. 59-77). Academic Press.
Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. MERLOT journal of online learning and teaching, 6(1), 297-305.
Shariffuddin, S.A. & Holmes, R. (2009). Cheating in examinations: a study of academic dishonesty in a Malaysian college. Asian Journal of University Education, 5 (2), 99-124.
Zhao, L., Zheng, Y., Mao, H., Zheng, J., Compton, B. J., Fu, G., & Lee, K. (2021). Using environmental nudges to reduce academic cheating in young children. Developmental science, 24(5), e13108.
Published
2022-08-01
How to Cite
S.A., Shariffuddin, et al.
Academic Dishonesty in Online Assessment from Tertiary Students’ Perspective.
International Journal of Advanced Research in Education and Society, [S.l.], v. 4, n. 2, p. 75-84, aug. 2022.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/18973>. Date accessed: 02 dec. 2023.
Section
Articles
