CRIMINOLOGY INTERNSHIP PROGRAM OF THE

UNIVERSITY OF THE CORDILLERAS

Academic Dishonesty During Online Classes in

The Criminology Department: A Case Study

A Case Study

Presented to the Faculty of the

College of Criminal Justice Education

University of The Cordilleras

In Partial Fulfillment

of the Requirements for the Subject

Practicum 1 and 2

By

Kim Jan Casio Basinga

April 2021
 Chapter I

Introduction

Are you a student during this pandemic or a teacher? If

yes, then you need to know this. We will learn from students

about Academic Dishonesty and to find a way to stop or

minimize these activities by also asking the students their

opinion on how to stop these activities.

Statement of the Problem

Academic dishonesty is always of concern in any

educational setting. Even with the efforts of the

educational institutions to adapt and change their ways to

deliver quality education. The students today rely on

Academic Dishonesty to pass but learn so little. This

research seeks to determine IF Academic dishonesty is

happening in the institution:

1.Do students practice academic dishonesty during

online classes?

2.How do these students cheat or ways they cheat?

Significance of the study

This research seeks to determine if Academic dishonesty

is being practiced in the institution and to find out how to

stop academic dishonesty of students this pandemic and

uplift the quality and integrity of online learning

Benefiting the study are the various sectors:

To be more aware about the problem and for them not to

be part of the problem. This research will also motivate the

students to do their best and to avoid academic dishonesty.

Learning Institutions

Learning institutions will know more about the problem

and can adjust deliver more effective learning experience

for the students

Future Researcher

The result of these study could serve as basis for

further study on the subject matter.

Theoretical Framework

The following are discussions on concepts, theories

and strategies about Cheating Behaviors on Online Learning.

These will help us understand the situation of the students

and their opinions on how to stop these behaviors from those

who have practiced the behavior.

One Theory behind cheating is the fraud triangle, this

theory is based on three elements that, if present can

result in cheating (Bailie & Jortberg, 2009). These three

elements are incentive/pressure, opportunity, and

rationalization/attitude. (King, Guyette, & Piotrowski,2009,

p.3). Today Students are under pressure to earn good grades.

If an opportunity presents itself to dishonestly improve a

grade in some way, many students may take the advantage

because they have the ability. Thoughts such as “everyone is

students rationalize their behavior. Some may have the

perception that everyone else is cheating so they are at a

disadvantage if they do not. Many students focus solely on

the grade earned in a class, not what they actually learn.

As a participant in Cole and Swartz’s (2013) study stated,

“I think that’s what we students truly care about anymore…

getting a good grade is more important than learning

anything anymore…because when you get to the work part, they

teach you what you want to know, your diploma is just your

foot in the door for the most part” (p. 738). The reliance

on technology can also lead to the fact that many students

do not see the need to learn and memorize basic information.

“Why, from a student’s perspective, should they have to

memorize basic stratigraphic principles when their phone can

produce a list of them in a matter of seconds?”

(Hippensteel, 2016, p. 22).

Bruner’s theory of learning. Insights into how students

learn were provided by Bruner (1960), who argued that

learning occurs when learners are motivated and information

is presented to them in a structured fashion. When students

are presented with new information, Bruner said that they

will grasp this information best when they spend enough time

to absorb it. If students are not excited about the

materials they learn, they will lack excitement and they

will be more likely to forget it quickly. Students are

generally tested on what Bruner felt to be trivial facts

which are only remembered through rote memorization. The

intrinsic motivation to learn is thus displaced by the 25

students to engage in dishonest behaviors. Kohlberg’s theory

of motivation for cheating. Educators are responsible for

teaching their subject matter, but arguably also for

teaching morals and values to their students. Kohlberg

(1981b) claimed that part of an educator’s duty is to

enforce classroom rules, and overlooking those would result

in the decline of moral behavior among students. According

to Kohlberg (1981a), people’s motivation to cheat often

relates to the norms of the group they are part of. This

group determines a “moral atmosphere,” which lays the

foundation of how the group members will behave. As a

result, Kohlberg concluded that it is not just the

individual that should be addressed when it comes to moral

decisions. Instead, he proposed that attempts should be made

to raise the moral level of the entire group.

A research conducted by Mayhew, Hubbard, Finelli,

Harding, and Carpenter (2009) pointed out that cheating in

high school could be an indicator that the student will

cheat in college.

Chase’s (2010) study of academic dishonesty with 2,302

students enrolled at a university in South Florida revealed

that student connectedness played a significant role in

their engagement with dishonest behavior. Chase concluded

that the more connected students were, the less likely they

were to cheat. Chase also found a positive correlation

between the number of classes; a student is enrolled in and

their likelihood to cheat. Findings showed that the more

classes the student was enrolled in, the more likely they
were to cheat in their online classes. Students in Chase’s

(2010) study reported that they 19 were less likely to cheat

if their instructor showed engagement within the course and

care for the students.

Operational Definition of Terms

Cheating. For the purposes of this study, cheating is

defined as “academic dishonesty” (Watson & Sottile,

Abstract, para. 1) including, but not limited to “cheating

and receiving assistance during tests and quizzes” (Watson &

Sottile, Discussion section, para. 4).

Plagiarism. For the purposes of this study, plagiarism is

defined as “the intent to claim as one’s someone else’s

words or ideas” or using someone else’s work without giving

credits to them (Copyleaks.com,2017)

Background Realities

In today’s world, student cheating is viewed as a

significant factor in the college classroom (Michaels &

Miethe, 1989; Whitley, 1998).  Cheating has been considered

a serious problem on college campuses for over 100 years

(Anderson, 1998), and now, with the advance of Technology

and the Internet, cheating has entered the digital age. 

Students today are now part of the “copy and paste”

away.

In Manila because of the pandemic some students pay

other students to answer or make their classwork. Because of

the pandemic to also support their own schooling other

students make their classmate’s classwork for commissions.

Other students made a business by offering online posting on

social media about commissioned academic works. (Magsambol,

2021).

CHAPTER II

METHODOLOGY AND DATA COLLECTION PROCEDURES

tools that were used in the study: research design and

methodology, data gathering procedures, data gathering

tools, and the analysis of the gathered data.

Research Design and Methodology

This study used qualitative method using case study.

Case study is an extensive study about a person, a group of

people, or a unit in which the researcher examines in-depth

data relating to several variables (Dr. Roberta Heale). It

is used to gain better understanding of underlying reasons,

experiences, and feelings. It provides insights into the

problem and helps and develops ideas or hypotheses for

potential quantitative research. Qualitative research is

used to uncover trends thoughts feelings and opinions and

dive deeper into the problem.

Data Sources

Narrative interview was used as the primary source of

information to categorize and answer the statement of

problem with help from a self-structured interview guide

from the study’s SOP. Documentation of the interview such as

taking down notes were also used for researchers to remember

the information gathered from the participant.

Secondary sources are Reading articles, browsing the

internet searching libraries, for information were also used

to supplement and support the information gathered.

Triangulation

incentive/pressure
opportunity
Academic Dishonesty
Data Collection Method

the researcher sought permissions to the participants

to conduct interview using online platforms and gave forms

and established rapport to the participants (key informants)

for better communication and to make the participants open

and speak to the researchers without any restrictions, for

ethical purposes and for the participants to understand

their roles and importance in the study. The identity of the

participants is also not disclosed and will be kept as

confidential.

CHAPTER III
FINDINGS AND ANALYSES

Discussion of the Findings

have cheated before in the past.

Students who have more resources like gadgets and money

have more tendency to commit acts of Academic Dishonesty

Students who have more subject loads and less free have

the tendency to commit academic dishonesty

Students whose teachers do not interact more with their

students are more likely to commit academic dishonesty.

Analysis
Implications to the Organization/Bureau
Tactical/Operational
Strategic/Managerial

CHAPTER IV
CONCLUSION AND RECOMMENDATION/S

Conclusion
 While there is little evidence that academic

dishonesty is more prevalent in online classes, Academic

Dishonesty is still a problem that hinders the complete

acceptance and success of online education. The mere fact

that online education does not have the same rigor in the

area of academic integrity can create lower levels of

acceptance of those who have passed online than those who

finished their degree on a face-to-face class. While some

may say that cheating is inevitable and we should just

accept it, there are clear-cut reasons that this is not a

reasonable practice. As students and educators, it is our

duty to help each other learn more about honesty. With both

helping each other our goal of uplifting the integrity and

the quality of education will reached.

Recommendation/s

1.Add a 30 minute or 1-hour daily devotion or values

formation for the students of the institution to attend it

will help them build their character.

2.More interactions between students and teachers is

encouraged (recitations) for students to read and understand

the lessons.

3.Exams should be conducted via Zoom to remove the

temptations from students to perform academic dishonesty.

4.Limit the subjects that a student may take.

5. Educators should require signed dishonesty

statements from students Focus group members discussed that

this feature is currently available at their institution.

separately may perhaps reduce cheating.

6.Educators should also warn about academic dishonesty

of students and that they know about it to scare the

students from committing such acts.