Academic Integrity: Effects of Demographic Variables on Students' Conduct (original) (raw)
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Assessing the Academic integrity among University Students in Pakistan
Journal of Business and Social Review in Emerging Economies
The principal objective of this research was to assess the academic integrity among Pakistani university students. Qualitative data were obtained from 3 Focus Group Discussions (FGDs) with students from different universities. Mixed Methods Research was applied at the individual and group level and data were analyzed with the help of content analysis. The analysis unveiled four key themes including teacher's behavior in the classroom, teacher’s evaluation method in Examinations, the influence of peer pressure, and the popularity of the memorization method among students. Students' level of satisfaction with teachers’ behavior in the classroom and at the time of assessment of examination remained low and they considered it as the main reason behind their low level of academic integrity. Rote learning, inconsistencies in the examination evaluation method, and the effect of peer pressure were also identified as the central reasons behind their academic misconduct behavior. It i...
Factors Contributing To University Students’ Integrity
International journal of academic research in business & social sciences, 2022
Integrity is an essential value that university students should possess to ensure the advancement of organisations, the country and also the welfare of the community. However, the increase in cases of disciplinary misconduct among university students shows that their integrity is compromised and deteriorating. In addition, the views of a handful of students that accepting bribes is not an offense and expressed their willingness to accept bribes, revealed low level understanding on the concept of integrity. The aim of this study is to identify factors that contribute to instilling integrity in university students to develop a corruption-free generation. This study was conducted qualitatively using semi-structured interview to obtain more information and data. A total of 5 integrity specialists from Universiti Kebangsaan Malaysia (UKM), Universiti Malaysia Pahang (UMP) dan Universiti Malaysia Perlis (UniMAP) and 21 students were chosen as informants in this study. All the data and information were analyzed using Atlas.ti software. The study identified 3 main factors, namely religious internalization, the environment and self-identity. Hence, these elements should be included in student development programs, to prevent them from involving in activities that are dishonest and without integrity.
International Journal of Psychology and Counselling, 2011
This study investigated the extent to which male and female students differ in their endorsement of academic integrity across the variables of age, institution type and marital status. One thousand students from ten secondary and tertiary institutions in Kwara state, Nigeria, responded to three hypothetical scenarios created to measure their academic integrity status. Findings of the study indicated that high proportion of participants manifested medium to high levels of academic integrity. Specifically, significantly more male, than female, many younger than older and more secondary than tertiary students endorsed academic integrity; while marital status had no significant influence on their endorsement of academic integrity. These findings underscored the need to mainstream value orientation into the curricular at every level of education in Nigeria.
ANALYZING THE STUDENTS' ACADEMIC INTEGRITY USING QUANTITATIVE METHODS1
The transition period in Romania has generated a series of important changes, including the reforming of the Romanian tertiary education. This process has been accelerated after the signing of the Bologna treaty. Important changes were recorded in many of the quantitative aspects (such as number of student enrolled, pupil-student ratio etc) as well qualitative aspects. The article aims to identify and analyze the main aspects related to the academic fraud in tertiary education, within Bucharest University Center, by using a statistic-survey-based assessment performed in November 2005. The research components rely on the students' and professors' academic behavior analysis, in close accordance with education performance factors.
Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)
Journal of Academic Ethics, 2018
Understanding and measuring levels of academic integrity within higher education institutions across the world is an important area of study in the era of educational internationalization. Developing a cross-cultural measure will undoubtedly assist in creating standardization processes and add to the discourse on cross-cultural understanding on what constitutes honest and dishonest action in the higher education context. This study has used a combination of exploratory and confirmatory factor analytical procedures to validate a previously published questionnaire, namely the cross-cultural academic integrity questionnaire (CCAIQ). Inspection of response distributions was also undertaken. Primary participants in this study were from Iran (n = 216), and secondary reference participants were from New Zealand (n = 366) and Nigeria (n = 330). The findings indicate that a revised questionnaire (CCAIQ-2) better represents the data obtained from all three regions. Three CCAIQ-2 domains are proposed: cheating, collusion and complying. However, the response distributions (skewness and kurtosis) indicated differences among the three groups, further suggesting that the theoretical constructs developed through factors analysis may not represent equivalence in terms of cross-cultural understanding. This research will inevitably create international debate on the measurement of integrity and how this measurement process can be used to establish internationally recognized and accountable educational regulations.
Academic Integrity of Senior High School Students at St. Paul University Surigao
International Journal of Current Science Research and Review
This study examined the academic integrity of the Senior High School Students at St. Paul University Surigao in the new normal. The main instruments used to solicit information were researcher-made questionnaires for the 26 Senior High School teachers and 413 students of St. Paul University Surigao during the school year 2020-2021. Simple random sampling was employed to determine the participants. Data gathered were analyzed using means, standard deviation, t-test, and ANoVa. The teachers perceived that the students under study have high level of academic integrity in the new normal. The students on the other hand perceived that they have very high level of integrity. It was then revealed that there’s a significant difference between the students and teachers’ perceptions on the students’ level of Academic Integrity except for trust behavior. Also, there is a significant degree of variance in the students’ perceptions of their demonstrated respect and responsibility behaviors when c...
Academic Integrity: A Saudi Student Perspective
Practices of academic dishonesty are prevalent on college campuses (Chen, 2009; O’Rourke, Barnes, Deaton, Fulks, Ryan, & Rettinger, 2010; Simkin, 2010). The pressure to excel, peer perception, and the lack of faculty enforcement are among several factors that lead students to cheat. Building on an initial multi campus 673 participant-survey results, circumstances of academic integrity among Saudi students at a Midwestern university are examined through in depth interviews. Findings revealed prevalence of academic misconduct behaviors among study participants. Academic misconduct behaviors ranged from simple utilization of cheating on tests to utilizing internet paper mills. Findings also showed a gap between students’ moral beliefs and their moral actions (Gross, 2011). Most participants, though reporting several academic dishonesty behaviors as accepted practices, denounced cheating as opposed to their own cultural, religious, and ethical beliefs.
2020
The study investigated the impact of individual, cultural & contextual factors on academic integrity, conceptualized in terms of passive and active cheating, among medical students in Jordan. Using data collected from 353 students, it was determined through odds ratio analysis that cultural collectivism and academic integrity culture had no impact on either active or passive cheating. However, traits of both high conscientiousness and high agreeableness substantially reduced one's risk of active cheating. Neither the cultural and personality variables, nor gender were found to increase one's risk of passive cheating. These findings contradict current beliefs that collectivism impacts cheating among Middle East students. Various managerial and theoretical implications are discussed.
Academic dishonesty and perceptions of Pakistani students
Purpose -Academic dishonesty has been a matter of great concern in higher education for last few decades. The dishonest behavior of students at graduate and undergraduate level has become a severe issue for education and business sectors, especially when the students exercise same dishonest practices at their jobs. The present research aims to address this matter by investigating the perceptions of students towards academic dishonesty and exploring the security and penalties for dishonest acts of students. Design/methodology/approach -A well-structured questionnaire was used to collect the data from 958 respondents studying at graduate and undergraduate levels in different Pakistani universities.
STUDENTS’ ACCEPTANCE OF ACADEMIC INTEGRITY
Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self