Faculty perception on student academic honesty

College Student Journal, Sept, 2003 by Lorraine Pe Symaco, Editha Marcelo

This study intends to investigate possible differences in student and faculty perception on student academic honesty and also proposes to detect possible differences in student variables such as year level and gender in view of the issue, and faculty gender difference in prospect of the same concern. Results indicate that faculty members tend to perceive students in a negative manner concerning the matter of academic honesty. Significant differences were also found in student gender, while no significant differences were found regarding faculty gender. Differences in faculty and student perspectives may be attributed to the negative experiences of the faculty members to student performance.

Introduction

Cheating is a violation of rules and regulations, a phenomenon most people abhor yet profess to have committed at one time or another under adverse conditions. In the area of education, academic dishonesty is a perennial problem that successfully eludes solutions. Thus, there is increasing interest to comprehend this academic dilemma that affects every institution. In terms of teacher-student relationship, perception of one group toward the other group with regard to cheating defines thought patterns between these two groups. Perception is deemed significant in any relationship as this affects interaction. How an individual or group would relate to another is often predisposed to by the preconceived notion of the other individual or group. Naturally, a pleasing preconception of a certain entity would result to a harmonious relationship. A contrite one would result otherwise. The area of morality centres as one of the fields that contribute to group interaction. Further, social comparison speaks of how one would view the actions of others to compare one's own view of deciding if one's perception of societal reality is correct. It is of this concern that a study to the different perceptions on student academic dishonesty between faculty and students is found relevant. Other variables that contribute to significant differences in perception shall also be considered.

A number of researches have been geared towards this issue. A study done by Ballew and Roig (1992) showed students' perception of professors' attitudes were very similar to the actual attitudes held by the professors. However, professors believed that students were more tolerant of cheating than students reported themselves to be. Greene and Saxe (1992) investigated the role of perceptions of normative behavior concerning academic cheating on self-reported cheating behaviors. The research showed that students viewed cheating as a normal occurrence and nothing out of the usual. Further, situational factors were considered pertinent to the act. Classroom environment was also viewed as a significant situational variable in academic dishonesty, with both attitudes and behavior being related to perceptions of classroom environment (Pulvers and Diekhoff 1999).

The research by R. Nolan, J. Smith and Y Dai (1998) focused on the faculty perception on student academic honesty. In view of the increasing importance of human interaction to society, a research similar in content and methodology is hereby presented in a different cultural setting. It is the purpose of this research to find out how the outcome of the said study (Dai, Nolan, and Smith 1998) relates to the change in the sample; it also intends to find out if the result of the previous study is culture bound.

This study would aspire to uncover (a) faculty perception on student academic honesty, (b) student variables such as gender and year level, affecting academic honesty and, (c) faculty variable that affects faculty perception on student academic honesty.

Method

Forty eight faculty members and 180 undergraduate students majoring in Engineering and the Sciences at the University of the Philippines, Diliman were surveyed to uncover the different perceptions, if any, held by each group regarding academic dishonesty. Students were asked to answer a moral situations questionnaire with two options, the one option being more moral than the other. Student data collection was done using cluster random sampling. The faculty members were given similar questionnaires and they were asked to answer based on how they believe the majority of the university's students would react. Faculty data collection was done using convenience sampling. Data analyses were done using the chi-square method (cross tabulation). The same moral situations questionnaire was used in the survey, with an added item (no.5) that focuses on peer influence. Items 1, 3, 6, 9 were adapted to transpire in a non-academic setting while the rest (items 2, 4, 5, 7, 8, 10) in academic settings.

Results and Discussion

Significant differences on faculty and student perceptions were made apparent in items 2 ,4, 7, 8, 9 and 10. In the situation where the student attempts to look at the other student's answer sheet (item no.2), majority of the faculty members tend to think that the students would do so (62%) as opposed to the students' replies that they would not attempt to look at other student's answer sheet (67%). Apparently, faculty and students' perceptions with regard to the issue at hand are at odds. Teachers, over the years have observed that males tended to flex their heads more when doing seatwork or answering exercises than females. Looking then at somebody else's work has become a habit, in fact, a natural thing to do. A significant difference is also found in year levels in this item. More senior students would tend to look at the other student's answer sheet (57%) as compared to the other year levels. This could probably be explained with the fact that senior students have had more exposure to opportunities to cheat, as proportional to their stay in the university, thus making them more prone to commit the act.