Influencing Factors and Current Approaches to Academic Dishonesty in the Philippines during COVID-19 Pandemic: an Overview

Abstract

Study purpose. As the Philippines welcomes its new school year, academic dishonesty remains a prevalent concern in the academe. To provide an overview of the situation, this review paper was developed with the goal of presenting current information about academic dishonesty through 1) identification of influencing factors and 2) application of current approaches to academic dishonesty. Materials and methods. Utilizing review of existing literature, this study described possible internal (laziness or procrastination, lack of proper time management, fear of failure, poor learning capability, motivation, state of mental health, self-attitude, capability, and intention) and external influencing factors (peer involvement, overwhelming academic workload, difficulty of subject/course, limited assistance of teachers, parental expectations, and use of digital technology) and current approaches to academic dishonesty (deterrence theory, rational choice theory, neutralization theory, planned behavior theory, as ignorance or confusion on teacher’s expectations, as learned behavior, and as coping strategy to stressful environment) that will serve as a reference point for researchers in investigating the extent of academic dishonesty in the country. Results and conclusions. Similarly, findings revealed here can assist teachers, school administrators, and policymakers in crafting more effective solutions to limit or eliminate any forms of academic dishonesty within educational institutions.

Delving Into the Lived Experiences of Teachers in Dealing With Plagiarism Issues Among Elementary Students: A Phenomenology

“…This has posed a challenge for teachers who have experience with plagiarism among learners. This was supported by Beruin (2022) who claimed that students commit plagiarism due to various possible external (peer involvement, overwhelming academic workload, difficulty of subject/course, limited teacher assistance, parental expectations, and use of digital technology) and internal (laziness or procrastination, lack of proper time management, fear of failure, poor learning capability, motivation, state of mental health, selfattitude, capability, and intention) influencing factors.…”

“…It is blamed on the teacher's incompetence, peer consent, a rigid curriculum, and a lack of strict school policy that students can copy and paste answers from the internet. With this, sometimes, the academic performance of the students, most particularly in written work is not measured objectively (Beruin, 2022). In the Division of Davao del Norte, particularly in Sto.…”