THE IMPACT OF ACADEMIC DISHONESTY AMONG STUDENTS OF THE

CHILDREN OF LOURDES ACADEMY SY 2018- 2019

1.1 Introduction

Academic dishonesty is a growing concern amongst students for better

grades (Bushweller, 1999). It occurs in elementary school, middle school, high school, college,

and even in master's level programs. With technology evolving making it easier to have access

to different tools, adolescents are faced with a decision to choose academic integrity or

academic dishonesty. 5 Adolescents are at a time in their life where peer influence and peer

pressure are high (Rettinger & Kramer, 2007). Adolescents are influenced by what their peers

do and they form their peer groups around similar interests. Peer influence is at its highest at

this point in their lives. If an "unpopular" student is approached by a group of "popular" peers

who want an assignment or a past exam, and they say that the "unpopular" student can join

their group of friends if they give them what they want, chances are the "unpopular" student

will give them what they want. Peers can also be influenced by what their peer group is doing.

If peers in their peer group are choosing academic dishonesty, then they are more likely to do

the same (McCabe, 1999).

According to Aviles-Herrera (2014), Academic dishonesty or academic misconduct is

any type of cheating that occurs in relation to a formal academic exercise. It can include,

Plagiarism: The adoption or reproduction of ideas or words or statements of another person without

due acknowledgment. Fabrication: The falsification of data, information, or citations in any formal

academic exercise. Deception: Providing false information to an instructor concerning a formal

academic exercise giving a false excuse for missing a deadline or falsely claiming to have

submitted work. Cheating: Any attempt to give or obtain assistance in a formal academic exercise

(like an examination) without due acknowledgment. Sabotage: Acting to prevent others from

completing their work. This includes cutting pages out of library books or willfully disrupting the

experiments of others. Academic dishonesty has been documented in most every type of

educational setting, from elementary school to graduate school, and has been met with varying

degrees of approbation throughout history. Today, educated society tends to take a very negative

view of academic dishonesty.

Student Conduct, Discipline, and Due Process Rights. The purpose of this procedure

is to provide a prompt and equitable means to address violations of the Code of Student Conduct,

which ensures to the student or students involved the due process rights guaranteed them by state

and federal constitutional protections

Academic dishonesty is defined as cheating or plagiarism that gives a student an

illegitimate advantage during an assignment or assessment (Bleeker, 2008). Cheating can be

further defined as independent planned, social active, and social passive. Independent-planned

cheating is the student using personally produced resources during an exam, such as notes. Social-

active cheating is copying the answer of another student without that student’s knowledge. Social-

passive cheating is one student allowing another student to copy an answer without objection

(Garavalia, Olson, Russell, & Christensen, 2007). Plagiarism is commonly defined as using

another person’s work and claiming it as one’s own (Smith, 2012). How academic dishonesty

manifests itself within education depends a great deal on the context. Gender also plays a role in

academic dishonesty. Men tend to have higher rates of plagiarism than women (Hensley, 2013).

Another study found that older students in general are less likely to cheat, and will not be used to
punish expression that is protected. In addition to major and gender, age and academic performance

are other factors that affect academic dishonesty. High school students are more accepting of

academic dishonesty than high school students (Munoz-Garcia & Aviles-Herrera, 2014).

There had been various researches which tackle the different factors that affect

academic dishonesty among students. Some conducted studies to know the other factors that affect

academic dishonesty among students, which are carried out specially. But not enough studies had

been conducted to know all of the factors about the academic dishonesty among students.

Thus, further study is to be conducted to identify the other factors that affect

academic dishonesty among students.

Hence, this study aims to understand what it means to work with Academic

Integrity. Develop skill and understanding of the rules and customs that form the basis of

academic work. Avoid cheating, plagiarism and other dishonest activities that can lead to

failure or expulsion from the institute. Become familiar with TOP’s Student Academic

Integrity.

1.2 Conceptual Framework

This study focuses on determining the attitudes of an individual towards Academic

Dishonesty among students by espousing the idea that attitudes may differ on how they view

students within the Academic Dishonesty among students. Also students have attitudes to meet

their basic goals in life. In that case students could analyze their own attitudes based on how they

interact, view, the Academic Dishonesty.

1.2.1 Research Paradigm

The figure on the next page is the nature of the study under investigation.

The main concern of the study is the relationship of Academic Dishonesty Among Students

(independent variable) and the academic performance (dependent variables).

ANTICEDENT INDEPENDENT DEPENDENT

Profile of the Student Academic Dishonesty

Among Students Academic
1. Gender Performance
2. Age 1. Cheating
2. Plagiarism
3. Unauthorized
Collaboration
4. Fabrication or
Falsification

1.3 Statement of the Problem

The study aims to determine, The Impact of Academic Dishonesty Among

Students in the Children of Lourdes Academy Cauayan Inc.

Specially, this study aims to answer the following question:

1. Determine the personal profile of the respondents.

1.1 Age

1.2 Gender

2. Determine the general academic performance of the respondents.

 3. Is there a significant relationship between the academic performance and academic

dishonesty?

4. Is there a significant relationship between the students’ profile and academic dishonesty?

1.3.1 Purpose of the Study

The purpose of the study is to know the impact of academic dishonesty

among students of Children of Lourdes Academy Incorporated. The goal of this study is

to:

1. To determine the personal profile of the respondents.

2. To examine the general academic performance of the respondents.

3. To determine/examine the relationship between academic performance and dishonesty.

4. To examine the factors affecting student’s on Academic dishonesty.

1.4 Significance of the Study

This study about the impact of Academic dishonesty among students of Children

of Lourdes Academy Cauayan Inc.

The researcher believes that the findings of this study will benefit the student

teachers themselves, the cooperating teachers, schools, students and parents. They highly

anticipate that this study will provide a guide towards the impact of Academic Dishonesty Among

Students in the Children of Lourdes Academy Cauayan Inc.

Furthermore, this study may be beneficial to the following:

Student. To avoid cheating, plagiarism and other dishonest activities that can lead them to the

failure.
Teachers. They will be aware on what extent they would lend to the student, and what the

strategies they do to help the students on their dishonest activities.

School. Knowing how the school about the impact of Academic dishonesty among students of

Children of Lourdes Academy Cauayan Inc. may give them ideas to improve the students on their

dishonest activities.

Parent. They will be aware of the extent of support they can provide to the student.

Future Researchers. They might be able to use the results of the study in further research similar

to what the study is and identify what is the impact of Academic dishonesty among students of

Children of Lourdes Academy Cauayan Inc.

1.5 Scope and Delimitation of the Study

The respondents will only be limited to Garde 9 students of Children of Lourdes Academy

Cauayan Incorporated School Year 2018-2019. Further, the respondents of the study were those

recorded officially enrolled Grade 9 students.

Delimitations are used in research to focus more directly on the intent of the research study

(Creswell, 2003). Hence, the study is delimited to grades 7, 8, and 10 students of Children of

Lourdes Academy Cauayan Incorporated School Year 2018-2019.

1.6 Definition of Terms

For more understanding, the following terms were defined technically as being used

in the study.
Academic Dishonesty. In this study, it is a prevalent problem among students all over the

country. This defined as a student’s using or attempting to use, any kind of unauthorized means of

gaining an unfair advantage on quizzes, tests or assignments. Using someone else’s words, work,

and ideas and claiming them as their own. It is also referred to as cheating throughout this

literature review. Academic integrity: abiding by the rules established in the school and not

engaging dishonestly academically. It also includes reporting when knowing of other peers

engaging in academic dishonesty.

Academic Integrity. In this study, to abiding by the rules established in the school and not

engaging dishonestly academically. It also includes reporting when knowing of other peers

engaging in academic dishonesty.

Academic Misconduct. In this study, is about the behavior and/or action by a student that has the

effect of interfering with the education, pursuit of knowledge, or fair evaluation of a student’s

performance or work. As a result, Academic Misconduct is prohibited at Boise State University.

Academic Misconduct can be intentional or unintentional and includes but is not limited to

cheating, plagiarism, fabrication or falsification of information, inappropriate or unauthorized

collaboration, and research misconduct. Students who engage or attempt to engage in any of the

below identified behaviors and/or actions may be found in violation of the Student Code of

Conduct.

Cheating. In this study, cheating involves the unauthorized possession, use, or attempt to possess

or use information, materials, notes, study aids, or other devices in any academic exercise

(including but not limited to an assignment or examination), or any unauthorized communication

with another person during such an academic exercise, that would result in an unfair advantage

over fellow students.

Plagiarism. In this study, Plagiarism is the unacknowledged use or incorporation, without specific

or proper acknowledgment or citation, of ideas, data, or language of another person’s work in.

Unauthorized Collaboration. In this study, Students should complete all academic coursework

and assignments on their own, unless otherwise instructed or granted permission by the Faculty

member. Working with others on an assignment unless it has been explicitly permitted by the

Faculty member is not allowed.

Fabrication or Falsification. In this study, Fabrication or falsification includes but is not limited

to reporting experiments or measurements or statistical analyses never performed; manipulating

or altering data or other manifestations of research to achieve a desired result.

Research Misconduct. In this study, Research misconduct includes, but is not limited to, sabotage

of another’s experiment, research and/or fabrication, falsification or misrepresentation of research

and/or data, plagiarism in proposing, performing, or reviewing research, or in reporting research

results.

Academic Performance. In this study, it’s about the extent to which a student, teacher, or

institution has achieved their short or long term educational goals.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

In order accomplish the research purpose, we decided to investigate the officially

enrolled Grade 9 students of Children of Lourdes Academy Cauayan Inc. S.Y 2018-2019. To this

we searched for scientific journals, reports, and doctorate papers related to the topic of our study.

Related information that we gather from the research conducted the findings is presented below.

International

2.1The Impact of Academic Dishonesty Among Students

According to Weaver, Davis, Look, Buzzangga, and Neal (1991, p.302) defined

academic dishonesty as “a violation of an institution’s policy on honesty”. William defined

academic dishonesty as “ forms of cheating and plagiarism that involve students giving or

receiving unauthorized assistance in an academic exercise or receiving credit for work that is

not their own”.

Murdock and Stephens (2007), one who copies tend to consider their behaviour

acceptable is when they see others copy and cheat regularly and does not take an action

seriously. Von Dran, Callahan, & Taylor (2001) wrote that academic dishonesty “is defined in
 the literature as intentionally unethical behaviour”. Regardless of the fact it is unethical, more

and more students still engage themselves in academic dishonesty.

2.2 Influences on Academic Dishonesty School environment

The school environment may facilitate academic dishonesty. Teachers and

other staff can either reinforce or disapprove academic dishonesty. It is the responsibility of the

staff and the school district to establish clear rules and policies about academic dishonesty. Many

schools may have this in their student handbooks already, but sometimes students feel that printing

it in the handbook and going over it on the first day of school does not have a big impact on their

decision when choosing academic dishonesty over academic integrity (McCabe, 1999). The

atmosphere of the school can attribute to the rise of academic dishonesty. If students know of

others who have cheated and gotten away with it, then they are more likely to engage in the same

behavior (Kleiner and Lord, 1999). Schools can play an important role in academic dishonesty and

academic integrity with students. Today, schools can be competitive in nature and students feel

the burden and pressure to be the best. School and societal norms playa role in academic dishonesty

as well (McCabe, 1999). In the beginning of the school year when schools are going over their

handbooks, if academic dishonesty is not talked about, then students are not aware of the

consequences for their actions. Academic dishonesty is on the rise, but it is talked about less and

less in schools (Bushweller, 1999). 11 Classroom teachers, counselors, and administration can

either facilitate or prevent academic dishonesty. When a teacher catches a student cheating and

does not do anything about it, students might see this as an easy way to do the same thing and not

receive a consequence. Simply stated, when teachers or administration do not care, it gives students

the gateway they are sometimes looking for to cheat on assignments or tests (Riera & Di Prisco,

2002). This may create an environment in a school system that is surrounded by negativity. Instead
of acting on an opportunity to teach students about integrity, the school is reinforcing academic

dishonesty. In essence, the school may be cheating the student in the end by failing to capitalize

on a moment to teach the value of integrity (Riera & Di Prisco, 2002). Classroom sizes can also

impact academic dishonesty (McCabe, 1999). Overpopulated and crowded classrooms facilitate

academic dishonesty. It is nearly impossible for teachers to keep their eyes on the whole class and

pay attention to what each student is doing. Where there is a will, there is a way for students; when

they want to do something badly enough, they will find a way to succeed. Their eyes may wander

or they may have codes to communicate with each other. For the teachers in crowded classrooms,

it is not always possible to pick up on student codes or other cheating behaviors. When teachers

have over populated classrooms, it means they have more assignments and tests to correct. Outside

of the school atmosphere, teachers also need to maintain a healthy lifestyle to avoid burnout. If

they do not have a lot oftime outside of school or have lunchroom duty or some other school-based

duty on their prep period, they may not change their assignments or exams from semester to

semester or year to year (Kleiner & Lord, 1999). When 12 students know this, they may retrieve a

copy of the old assignment or exam from one of their peers. This creates a culture for cheating

amongst students (Rettinger & Kramer, 2009). When students know of teachers using the same

assignments or exams, they may start to save all of their work from the class and distribute it to

their peers who have the same class, or try to sell it. Teachers have the ability to create and start a

positive classroom atmosphere from the beginning of the year. They can have a strong influence

on their student's attitudes regarding school. When they are passionate and excited about teaching,

their students are likely to take on that same trait. When adolescents and all students alike care

about learning and want to learn, they are less likely to cheat on assignments and exams (Kleiner

& Lord, 1999). Teacher credibility also plays a factor in academic dishonesty. Anderman, Cupp
and Lane (2010) found that there is a link between the perceived credibility of the teacher and the

student's motivation and learning. Students were less likely to cheat in the classroom if they

perceive their teachers as credible. Murdock, Hale, and Weber (2001) found a similar relationship;

students reported that academic dishonesty was less likely to occur when they found their teachers

to be respected by the students and when the teachers were committed to their jobs. Depending on

the subject area, how teachers relate to the students can become increasingly important (Anderman

et al., 2010). Students need to feel a connection to their teachers and know that the teachers are on

the same page as them and understand them. Adolescence is a time that students want to be

accepted. Undoubtedly, teachers create a learning environment for their students. Teacher

instruction and how they deliver classroom content is also important. They can have a competitive

environment focused on grades, or they can have an environment focused on learning and the

importance of learning (Alderman & Murdock, 2007). Academic dishonesty is 13 more likely to

occur in classroom environments that are competitive and place more importance on extrinsic

factors such as grades (Anderman & Midgley, 2004). Receiving more attention in studies is the

role of classroom goal structure (Murdock et aI., 2001). Achievement goal theory examines the

role of the classroom in aiding or ending academic dishonesty (Anderman & Midgley, 2004).

There have been two types of academic goal structures defined in the literature thus far: mastery

goal structures and performance goal structures (Anderman et aI., 2010). Mastery goals structures

are classroom environments where students perceive there is an emphasis on improvement,

development of skill, effort, and selfcomparisons (Anderman et aI., 2010). The student is interested

in learning as a whole and understanding all of the material in mastery goal structures (Anderman

& Midgley, 2004). Mastery goal structures foster student involvement and achievement and take

on the approach of a learning community. In mastery goal structures, academic dishonesty is less
likely to occur (Anderman & Midgley, 2004). Performance goal structures place a strong emphasis

on competition and grades within the classroom (Anderman et aI., 2010). Performance goals are

based on grades, competition, and are more based on the individual for what the individual can get

out of it (Anderman & Midgley, 2004). Another way that the school environment can contribute

to academic dishonesty is through inner house politics. Parental political power can playa role in

covering up academic dishonesty (Riera & Di Prisco, 2002). An example of this would be a school

board member's child. Iftheir child participates in academic dishonesty, the school may feel

pressured or threatened by the parent to forget about the problem. Riera and Di Prisco (2002)

reported an incident where students cheated on a project and the teacher assigned them a zero for

the project. Parents complained to the superintendent, and the superintendent directed the teacher

to only 14 take off 600 points from the project so they would still perform well the project and in

the class. In the end, the teacher ended up resigning. In this scenario, the teacher was sticking to

the handbook and the guidelines for academic dishonesty and plagiarism. She was trying to stay

firm and teach those kids as well as the whole class how important academic integrity is. She was

trying to teach an important lesson; a lesson that those kids would not forget for the rest of their

lives. This case proves how much political power parents can have in a school district and how

much pressure they can place on the superintendent to change things immediately (Riera & Di

Prisco, 2002). Worry amongst educators when pursuing adolescents who engage in academic

dishonesty is the legal aspect or lawsuit that can result (Kleiner & Lord, 1999). Teachers may face

a lawsuit and risk their jobs in the end of an academic dishonesty case. In one study, 70% of

educators agree that they were concerned about the reaction from parents when identifying and

punishing those engaging in academic dishonesty (Strom & Strom, 2007). Teachers have to worry

about the actions they take and what kids they take actions against for academic dishonesty in
schools. Some adolescents come from families that have a little more pull in school districts, and

the power of politics can playa huge role in who will get reprimanded and who will not for

academic dishonesty. Some parents will try everything in their power to guard or protect their child

when they misbehave in school. Teachers and administrators in the school environment can also

be the ones responsible for academic dishonesty and pass the same idea down to the student body

(Kleiner & Lord, 1999). Standardized exams and No Child Left Behind (NCLB) have placed

pressure on teachers to help their students excel and succeed. Their job security and salary can be

directly affected by the performance of their students (Kleiner & Lord, 1999).

2.3 Family factors and academic dishonesty

There may be many reasons why adolescents choose to cheat. Adolescents can

feel an immense pressure from their peers or their parents to perform up to a standard that they

feel they cannot reach themselves (Kleiner & Lord, 1999). They may turn to cheating to help

alleviate some of that stress (Strom & Strom, 2007). Other adolescents may act on their impulsivity

(Anderman et al., 2010). Adolescents may also have academic and social motivations behind their

academic dishonesty (Murdock et al., 2001). Parents place an immense pressure on their children

to be at the top. Some parents reward their children with cash. For every A they receive on their

report card, they may be rewarded $100. This can cause their child to become very competitive

with other students, and they may cheat on assignments and tests to achieve a high score on those

and their report card. Parental pressure on students can have a positive and negative effect. Pressure

can cause students to want to achieve to their highest capability. Yet, when the pressure builds up

and it gets to be too much, they may break. Cracking under pressure and feeling overwhelmed may

also contribute to why students choose to cheat (Kleiner & Lord, 1999; Riera & Di Prisco, 2002).

Pressure can also add up when parents compare their children to one another. Sibling rivalry or
competition amongst siblings can be strong at times. According to a recent survey that was sent

out to a national sample of parents who have students in high school or middle school regarding

11 values relating to

character development, the value that was ranked the highest at 91 % was "to be honest and

truthful" (Strom & Strom, 2007, 104). Parents want their children to be honest and truthful in all

aspects oflife. This is a value of character development that parents want their children to learn

and abide by. In a survey given to students who were chosen for scholastic recognition, 80%

acknowledged to cheating and of those, 95% said that they considered themselves to be morally

responsible individuals 16 (Strom & Strom, 2007). So even though students are engaging in

academic dishonesty, they do not see anything wrong with it. These students who were chosen for

scholastic recognition were getting rewarded and not punished for engaging in this behavior.

2.4 Affective Biological/ Attitudinal Variable

Nadelson (2007) carried out a study on academic misconduct by university students,

faculty perceptions’ and responses and academic misbehavior faculty member’s suspect

occur in their classrooms, methods they use to prevent such misconduct, and the factors

that influence instructor’s decisions to act on suspected inappropriate behavior. Data were

collected using survey from faculty members at a public university; a seven point likert

scale questionnaire is used. Information was collected about 300 full-time graduate and

undergraduate faculty members. For relationship between variables correlation analysis is

performed and t-test analysis is performed for mean comparison. Faculty members

indicate that they use a variety of measures to improve students’ behavior. However some

teachers did not act on suspected academic dishonesty due in part to their anxiety about

the process.
 Eastman, et al. (2008) measured the reason of unethical behavior. Data were collected

from 421 students by using convenience sampling from state universities in the southern

region. Five point likert scale questionnaire was used as survey tool. There was

significant evidence links between those students who feel they had stronger reasons for

committing unethical academic behaviors. Reporting that they are more involve in

academic dishonesty in the area of cheating, seeking outside help, plagiarism and

electronic cheating than those students with weaker reasons for unethical behaviors

through a series of t-test.

Lim and See (2001) examined in his study students attitudes toward cheating and

whether they would report instances of cheating they witnessed. Data were collected

from 518 students, in three educational institutions in Singapore. Findings suggested that

students perceived cheating behaviors involving exam-related situations to be serious,

whereas plagiarism was rated as less serious. Majority of the students admitted having

engaged in such behavior. As finding about the prevalence of academic dishonesty they

found that students were morally hesitating about academic cheating and tolerant among

their peers and the majority of students ignore the problem rather than to tell other peer

groups or teachers.

National

2.4 Peer Influences And Academic Misconduct

Several studies have focused on identifying the situational factors that are likely to

influence cheating. One block among these researches singles out the impact of peers on this

dishonest behavior. For instance, found that students are more likely to cheat when friends are

involved (Chapman, Davis, Toy & Wright, 2004; Teodorescu & Andrei, 2009). Baron and Crooks
(2005), on the other hand, cited Roach (2001) who opined that “the prolific cheating in online

environments is partly based on the conventional wisdom” that “when students are unknown face-

to-face, they are believed more likely to have others sit in for them during exams and instructions

and are also more likely to resort to plagiarism.” In the Philippines, conventional level of moral

reasoning appears to be common when students cheat by giving out answers (Mocorro, 2008).

This means that students are more driven by their relationships with others when they share

answers during examinations. In this study, peer influences include peer’s engagement in

academics from the study of Teodorescu and Andrei (2009); and peers’ attitude towards academic

dishonesty and frequency of committing academic misconduct.

Sedigo Obando (2012) The Philippines, like other countries, is not spared from cases of academic

honesty. Students in school and even professionals would often opt to cheat to maintain grades or

status in the community. With the influx of technology, plagiarism became even more convenient,

especially with the copy-and-paste application. Nowadays, we hear stories of students copying

notes from informative websites such as wikipedia.org without even citing their sources. Likewise,

there are tales of students who would copy home works of fellow classmates before classes start,

or even cheat during quizzes.

There are a lot of techniques people are using to cheat. Some of them include peeling the labels

off water bottles and writing data at the back of the table, then pasting the label back into the bottle.

Or more commonly, notes are written in progressively smaller font sizes or written in different

parts of the body like his/her shoulders or sleeves.

Local

2.5 Implementation Academic Dishonesty

Thomas and Sassi (2011) asserted that “an open, in-depth discussion about academic

dishonesty may help students (and teachers) develop ethical approaches to scholarship.”

Meanwhile, Hulsart and McCarthy (2009) suggest the creation of an ethical classroom

environment as compared to an institutional intervention. Boehm, Justice and Weeks (2009)

found four initiatives to be significant in reducing scholastic dishonesty: faculty training,

effective classroom management strategies, and clear definitions and examples of cheating. In

the same study, significant differences were found between private institutions and community

colleges in two initiatives – encouragement of more collaboration on homework and effective

classroom management strategies. Scanlan (2006) posits that a “comprehensive institutional

culture of academic integrity” involving deterring, detecting and imposing “rigorous” sanctions

to errant can promote a climate of academic integrity and minimize plagiarism and cheating.

Sedigo Obando(2012) And one of the most famous cases of intellectual dishonesty happened on

June of 2006. Disclosures of questions for the Philippines’ nursing examinations were leaked to

hundreds of applicants which was confirmed by the Philippine’s Professional Regulation

Commission. The initial charges were from concerned students who claimed that the president of

the Philippine Nurses Association, George Cordero, gave the answers to the exam questions to the

students taking his coaching classes. Cordero denied the charges and resigned.

There are several factors that influence individuals to engage in academic dishonesty. Factors can

range from peer pressures, academic expectations of family and friends, or maybe because
institutions are not strict in implementing proper sanctions. If the measures against cheating or

plagiarism are not to strict, a person will not be afraid to commit academic dishonesty.

When we speak of peer pressure, we take into account the behaviors and attitudes of the individuals

that surround a person. Dishonesty is said to be learned from observing the behavior of peers, and

also because of the peers tolerate the behavior of academic dishonesty. Likewise, expectations of

the family, especially by the parents, can put pressure to the individual. An example would be

expectations of having high grades. When faced with doubt and insecurity with their capabilities,

these individuals feel forced to commit academic dishonesty.

Proper implementation of rules and regulations can sometimes give fear to individuals, enough for

them to avoid committing any crime. Conversely, if the institution is seen to be inactive or not

practicing the proper implementations in giving sanctions, individuals may perceive that it is

alright to commit dishonesty.

Conclusion

Academic dishonesty is a growing concern among students in various academic institutions in the

worldwide. It is a problem that starts in elementary school and goes on through college, master's

and doctorate level programs. The complexity of cheating behaviour requires that multiple

strategies be used to monitor and respond to the threat.

Currently, in Ethiopia, local institutions face an upsurge in cheating possibly because of larger

class sizes, the increased use of technology, the diversity of student populations and the widespread

use of cross-border education through virtual environments. There is a need, then, not only for

appropriate institutional responses but also for explicit quality assurance standards in accreditation
that support and recognize these institutional responses. Quality assurance must acknowledge

institutions that are attempting to deal with the problem of academic cheating by implementing a

variety of strategies to reduce or minimize the impact as it will be difficult to ensure quality of

education with infected assessment system which is porn to cheating and plagiarism.

Some reasons identified for the rise of academic dishonesty include pressure from teachers,

parents, and peers. The classroom environment, self-centered culture, and ever changing

technology also contribute to the rise of academic dishonesty. Students find successful ways to

cheat on assignments, exams, and college entrance exams. In peer groups, they identify codes and

use their specific codes to cheat on exams. A number of researchers have identified effective

prevention and intervention approaches to academic dishonesty. District wide policies are a start

to combat academic dishonesty. In classrooms, teachers establish classroom interventions. For

some students, needing more individualized attention, individual interventions may be helpful.

Above all, as Gallant and Drinan (2006) stated that the student cheating problem is an adaptive

challenge (one that requires learning and hangs in attitudes, behaviors, or values) rather than a

technical problem (one that can be solved in routine ways). Therefore, continuous awareness

raising trainings should be delivered starting from early grades. In addition, parents should also be

taught to shape their children in the area. Similarly, discussions should be arranged among the

students about the wider threat of academic dishonesty. In line with this, the responsibilities should

be shared among the stakeholders such as, teachers, students, parents, department heads, school

principals, and college officials to implement the directions forwarded in different discussions so

as to curb the problem successfully.