Examination cheating attitudes and intentions of students in a Ghanaian polytechnic

Mensah, Christopher; Azila-Gbettor, Edem M.; Appietu, Melody Enyonam

doi:10.1080/15313220.2015.1110072

Cited by 13 publications

(15 citation statements)

References 67 publications

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“…This conveys a clear message that academic institutions has revisit their academic integrity policies and take necessary measures to deter academic cheating as its impact goes beyond the individual impact of crossing a moral or ethical boundary. Chace (2012) and Mensah et al (2016) underlined that it reduces the perceived academic integrity of the institution, devaluing degrees earned from that institution. Similalry, Wollack and Cizek (2017) added that academic cheating threatens the validity of those credentials.…”

Section: Discussionmentioning

confidence: 99%

Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience

Chala

2021

Int J Educ Integr

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The study was conducted to examine perceived seriousness of academic cheating behaviors among undergraduate students in an Ethiopian University. A total of 245 (146 males and 99 females) regular undergraduate students were randomly selected from three colleges: business and economics, natural and computational science, and social science found in a university. Data were collected using a survey. The results indicated that majority of the respondents rated most cheating behaviors as “serious” The study found that although students perceived the seriousness of most cheating behaviors, they continued to actively engage in cheating. Furthermore, significant differences were found in the perception of the seriousness of academic cheating behaviors amongst students according to field of study and gender. Therefore, as today’s undergraduate students are the employees of tomorrow and that the ethics they adopt and adhere to shape their behavior in the future, it is suggested that there is a need to make known to students the reality of academic integrity and to expose them to the consequences of violating students’ academic code of ethics.

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Section: Discussionmentioning

confidence: 99%

Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience

Chala

2021

Int J Educ Integr

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“…Sin embargo, en el análisis por grupos específicos, se encontró que los hombres presentan actitudes más deshonestas dependiendo de la carrera que cursan al solicitar ayuda para la resolución de la prueba, mientras que las mujeres optan por simplemente ignorar la actitud indecente. Estos resultados parecen estar de acuerdo con estudios que demuestran que las mujeres están menos dispuestas a tolerar comportamientos poco éticos que los hombres (Athanasou y Olasehinde, 2002;Kobayashi y Fukushima, 2012;Mensah et al, 2016;Sulphey y Jnaneswar, 2013) y que la profesión o el área de interés en el que el estudiante se desenvuelve también incide en la aparición de conductas deshonestas (Josien et al, 2015). Los hallazgos del estudio ofrecen varias implicancias, sobre todo para instituciones universitarias y entes reguladores de aspectos relacionados con la educación.…”

Section: Resultsunclassified

“…Nonis y Swift (2001) en su teoría de la socialización diferencial de los géneros, señalan que existen métodos diferenciados de enseñanza asociados al género de las personas y que, a partir de esta teoría, surge la posibilidad de encontrar diferencias entre actitudes, porque mientras que la educación de las niñas es conservadora, la de los niños tiene una apertura a realizar más cosas indebidas que las mujeres. Diversos estudios apoyan esta idea, señalando que las mujeres son menos propensas a caer en conductas de deshonestidad académica en comparación con las actitudes de los hombres ante estos escenarios (Kobayashi y Fukushima, 2012;Mensah et al, 2016). Por otro lado, Campos y Solano (2012) encontraron que, en mayor porcentaje, las mujeres han sido deshonestas, pero de manera ponderada deberían gestarse los datos por la superioridad que tienen en número con relación a los hombres en carreras de corte administrativo.…”

Section: Introductionunclassified

Diferencias en las Actitudes Frente a la Deshonestidad Académica entre Estudiantes de Pregrado de Administración y de Economía en la provincia del Guayas, Ecuador

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Autor a quien se debe ser dirigida la correspondencia. ResumenEl presente artículo examina algunas diferencias de actitudes frente a las conductas deshonestas en estudiantes universitarios de las carreras de Administración y de Economía. El estudio es de alcance descriptivo, de corte transversal y de enfoque cuantitativo. Se administró un cuestionario a una muestra aleatoria de 275 estudiantes de la provincia del Guayas, Ecuador, durante el primer semestre del año 2017, donde se identificaron las actitudes deshonestas relacionadas con seis enunciados sobre el engaño en exámenes o evaluaciones escritas y las situaciones contextuales en que éstas surgen, agrupando los datos por carrera, género y el lugar de procedencia de los participantes. Se verificaron diferencias significativas entre grupos de variables mediante el análisis de tablas de contingencia empleando el estadístico chicuadrado. En el análisis entre grupos específicos, los hombres de la carrera de administración prefieren adoptar más actitudes deshonestas en comparación con estudiantes de economía. Los resultados entregan nuevos aportes a la literatura sobre la deshonestidad académica en el contexto latinoamericano. Palabras AbstractThis article examines some differences in attitudes towards dishonest behavior of economics and business undergraduate students. The study is of the cross-section type, with a descriptive scope and quantitative approach. A questionnaire was administered to a random sample of 275 students of the province of Guayas, Ecuador, during the first semester of 2017, where dishonest attitudes through six statements related to written test cheating were identified and the contextual situations in which they arise, grouping the data by career, gender and place of origin of the participants. Significant differences between groups of variables were verified through the analysis of contingency tables using the chi-square statistic. In the analysis between specific groups, male business students prefer to adopt more dishonest attitudes in comparison with students of economics. The results provide new contributions to the literature on academic dishonesty in the Latin American context.

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“…Ahmadi (2012) reports that the most common methods of cheating among 132 Iranian university students were “copying from others’ test papers (51.5 per cent)”, “talking to adjacent candidates (48.8 per cent)” and “using gestures to get answers from others” (40.9 per cent). In a study conducted among hospitality and engineering students in a polytechnic in Ghana, Mensah et al (2016) found that the most frequent occurring examination cheating methods were “permitting another student to copy one’s answers”, “copying from another student” and “passing answers to another student during exams”. In ascending order, students least reported, “visiting a lecturer to influence a grade”, “taking unpermitted notes into exams rooms” and “inappropriately obtaining questions before exam”.…”

Section: Literature Reviewmentioning

confidence: 99%

Religiosity and students’ examination cheating: evidence from Ghana

Mensah

Azila-Gbettor

2018

IJEM

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Purpose Academic misconduct has become an albatross on the management of higher education institutions with long-term ramification on developmental agenda of countries. The purpose of this paper is to examine the association between religiousness of students and examination cheating tendencies. Further, this paper explored the cheating methods, reasons for cheating and the relationship between perception of peer cheating and examination cheating propensity among students in Ghana. Design/methodology/approach A cross-sectional research design was adopted for the study using questionnaires to collect data from 355 students in a three-year higher national diploma awarding technical university in Ghana. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were the main data analytical tools. Findings Results of the study revealed that “fear of failure” was the leading reason driving students’ examination cheating behaviours. Perception of peer cheating was related to levels of self-reported cheating whereas religious inclination of students was uncorrelated with the self-reported cheating behaviour of students. Practical implications The findings of the study provide implication for management of higher education institutions. The academic counselling unit of higher education institutions should work to dispel students’ overly sensitivity to end-of-semester examinations. Teachings of religious groups should highlight examination cheating as constituting violations of religious values and norms. Originality/value This paper is one of the pioneers of examination cheating and religiosity relationship in Ghana’s higher education settings. This study makes an additional contribution to the literature on the religiosity examination cheating nexus.

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Examination cheating attitudes and intentions of students in a Ghanaian polytechnic

Cited by 13 publications

References 67 publications

Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience

Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience

Diferencias en las Actitudes Frente a la Deshonestidad Académica entre Estudiantes de Pregrado de Administración y de Economía en la provincia del Guayas, Ecuador

Religiosity and students’ examination cheating: evidence from Ghana

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