Abstract

The purpose of this action research was to reduce academic dishonesty as results of

exam cheating in Matiao National High School. Therefore, this action research attempted to

assess factors that influence students to cheat during classroom written examinations and

recommend possible strategies to diminish it in Matiao National High School. For this

research, data was collected through questionaries’ from 35 students by using randomly

sample techniques by using purposive sample techniques. The results suggested that,

cheating exam was solved by Providing Clear orientation, Preparing Coded Exam Type,

Arranging sitting of students, Punishment for Cheating, Supervision, Establishing exam

committee, removing or collecting written materials during exam, preventing using mobile

with an exam. Further, the interviews data revealed that the present participants

acknowledged that cheating have negative effects on learning outcomes.

Keywords: cheating exam, academic dishonesty, action research, strategy

 CHAPTER I

INTRODUCTION

Context and Rationale

Anderman (2014) states that academic cheating is any type of cheating that occurs in

relation to a formal academic exercise. It comes in many shapes and forms, but generally it

is when a student uses another person's work and passes it off as his own. It is academic

cheating when a student copies answers from another student's test paper, copies another

student's homework, uses cell phones, or some other method to secretly look at information

to answer test questions, uses a cell phone or other device to take pictures of tests and

exams and sends them to another student, or text messages questions and answers to

another student, and pays another student to do his homework.

Academic cheating is an epidemic in schools. In one of the survey conducted in San

Jose National High School, it was revealed that 51% of high school students admitted they

had cheated on a test during the past year. In another 2015 research study, 75 percent of

students admitted to cheating in school; 90 percent admitted to copying another student's

test paper or homework; 35 percent of them used cell phones to cheat while 52

percent used the internet to cheat. All this data suggest that cheating too often is the rule,

not the exception.

The issue of academic cheating is fundamentally one of character. Character is most

readily molded during times of transition, and adolescence is prime among them. High

school and college are, therefore, particularly important places for students to learn that

when they cheat in their academic work, they are not only cheating fellow students and their

institution; they are cheating themselves. Therefore, students should display honesty in all

the things they do.

 Cheating at school happens often and at practically all grade levels. It is a growing

problem that pressures both parents and teachers and schools need to address, hence, this

study.

Research Questions

This action research will examine the frequency of engagement in academic cheating

among students of Matiao National High School for School Year 2022-2023.

Specifically, this study will seek answers to the following questions:

1. What factors that influences students to cheat during classroom written

examinations?

2. What action should be undertaken to address the problem of academic cheating in

school?

Innovation / Intervention / Strategy

To address the problem of academic cheating in schools, the following strategies

should be applied:

1. The guidance center should strengthen their guidance program in promoting the

value of honesty among the students;

2. Policy dealing on academic cheating will be introduced to discipline students who are

caught cheating during examinations;

3. Values education should be integrated in teaching all subjects;

4. Conference with students who are caught cheating together with their parents;

5. Imposition of penalties or disciplinary actions to students who are caught cheating.

 CHAPTER II

METHOD

Participants and/or other Sources of Data and Information

The target participants of the study will be 35 randomly selected students of Matiao

National High School who are officially enrolled during the school year 2022-2023. This

represents 100% of the total population of the students in the said school.

Research Method

This study will make use of descriptive method of research to delineate the frequency

of engagement in academic cheating among students. This descriptive study uses survey

method to obtain the needed data and to determine the perception of students regarding

with cheating problem. This is to figure out what is/are the reason/s of the students on why

they are cheating during examinations and quizzes, how often they do the said act and,

distinguish whether it is a positive or negative doing of the students. Students were asked to

fill in a survey questionnaire in order to determine the factors and their reason behind why

cheating is done whether it is a product of laziness and/or some other circumstances.

This method was employed to investigate and ascertain facts pertaining to the

common problem academic cheating and the strategies/interventions used by their teachers

to address the problem.

Instrument

The researcher made use of a survey-questionnaire-checklist which was constructed

based on readings from other articles as well as internet materials.

The instrument has three parts. Part I deals with the demographic profile of the

respondents. Part II deals with the checklist of cheating behavior committed by students
where the respondents will identify the examination cheating problems that are committed

by the students based on their observation. Part III deals with the checklist of

strategies/interventions used by teachers to address disruption problem.

Data Gathering Procedure

The researcher sought the permission of the school principal to personally

administer the survey-questionnaire to the respondents.

After the approval, the researcher proceeded to the target respondents

in the school and personally distributed the survey-questionnaire to the

respondents in coordination to the school head. A total of one week was

spent in the distribution and retrieval of the survey form.

 CHAPTER III

DISCUSSION OF RESULTS AND REFLECTION

Graph 1. Distribution of Respondents According to Age

The respondents were students studying at Matiao National High School. There were

35 respondents, 10 (29%) of the respondents were 17 years old, 21 (60 %) of the

respondents were 18 years old, and 4 (11%) of the respondents were 19 years old.

Graph 2. Distribution of Respondents According to Gender

Among 35 respondents, there were 6 (37%) males and 29 (63%) females.

Graph 3. Distribution Frequent Time Study of Respondents

The graph above shows the frequency of study time of respondents and that 13
(37%) answered sometimes, 12 (34%) answered very often, 10 (29%) answered often
and none (0%) answered always and never.

Graph 4. Distribution of Frequent Time the Respondents Cheat

1 48%
8
1
6
1
4
1
2
1 25%
0
8 20%
6
4
6
2 %
0
Alwa Very Often Someti Never
ys Often mes
 The graph shows that there were 17 (48%) respondents who sometimes cheat, 9
(26%) respondents who cheat often, 7 (20%) respondents who cheat very often, 2 (6%)
of them cheat always, and none (0%) who never cheats.

Graph 5. Distribution of the Feeling of Respondents When Cheating

Graph 5 shows the feeling of the respondents when cheating. There were 17
(49%) who felt guilty in doing cheating, 11 (31%) who felt happy, 9 (14%) felt upset and
2 (5%) felt bad for doing so. This just shows that guilt is ruling over the conscience of
the respondents

Graph 6. Distribution of Respondents Caught in Action of Cheating

 Among 35 respondents, there were 25 (71%) who proudly said that they were
not caught by their instructors and there were 10 (29%) who admits that they have
been caught in action of cheating.
Graph 7. Distribution of Respondents Who Gets Answers from Students

Based on the answers of the 35 respondents, 27 (77%) said yes that they
had gotten answers from students who have already taken the exam while 8 (23%)
said no.

Graph 8. Distribution of Respondents Who Claims or Submits Academic Works of

There were 4 (11%) respondents who claimed or submitted academic works

of others while there were 31 (89%) who do not among 35 respondents.
Graph 9. Distribution of Respondents Who Pays Someone for Paper Works/

Assignments

The respondents were asked if they have ever paid someone to answer their
assignment or paper works. 34 (97%) said no and 1 (3%) said yes.

Graph 10. Distribution of Respondents Who Use Cheat Sheets

The pie graph below illustrates how many among 35 respondents had used cheat

sheets.18 (51%) answered yes they had used it and 17 (49%) answered no they have not.
Graph 11. Distribution of Respondents Who Allow Others to Cheat

Among 35 respondents, all 35 (100%) said yes they allow others to cheat and
no one (0%) said no.

Graph 12. The Positivity and Negativity of Cheating

The graph below shows the perception of the 35 respondents on cheating

whether it is positive or negative. There were 27 (77%) who believed that cheating is
negative because it is a form of stealing—a crime, it is against the law, a sin committed,
students became dependent to others eventually being a ‘parasite’ , the loss of a need
 in working by own and most likely, if caught, it will destroy you while there were 8 (23%)
who believed that cheating is a positive act because it leads to cooperation and
teamwork, a tool in order to pass, no sweat in studying the lessons, and a stress-free
job.

Graph 13. Distribution of the Reasons of the Respondents on Why They Cheat

The graph below answers the question why they cheat. There were 15 (43%)
respondents who cheat because they are eager to pass or prevent from failing, 8 (23%)
respondents cheat because there is uncertainty of their answers, 12 (6%) respondents
tends to cheat because of laziness towards studying , 3 (9%) aims to get good grades, 2
(6%) respondents cheat because of peer pressure, 2 (6%) respondents to be part of the
trend or just simply loving doing so and 1(3%) said that it is easier to cheat.
Graph 14. Distribution of the Respondents’ Perception When They See Someone

Cheating

Among 35 respondents, there were 7 (20%) respondents answered everybody

does it, 4 (11%) answered it is dangerous to cheat, 3 (9%) answered a crime, 3 (9%)
answered feel bad about it, 3 (9%) answered hopeful for them not to be caught, 2 (6%)
answered no effort in studying, 2 (6%) answered unfair, 2 (6%) answered call him/her
‘dawlimps”, 2 (6%) answered guilty, 2 (6%) answered “dawat2x lang”/ good for him/her,
2(6%) answered natural/part of students’ life, 2 (^%) answered nothing, and 1 (3%)
answered proud to be a student when they were asked what comes in to their mind
when they see someone cheating.
 CHAPTER IV

ACTION PLAN

Action Research Work Plan and Timelines

The following timelines will be observed in the conduct of this study:

Research Activity Duration

1. Preparation of research proposal 2 weeks

2. Development of research instrument 1 week

3. Data collection activities 1 month

4. Data analysis and interpretation 1 week

5. Preparation of final report 1 week

 References (7th Edition APA Format)

Anderman, E.M. & Midgley, C.(2014). Changes in self-reported academic cheating across the

transition from middle school to high school. Contemporary Education Psychology, 29,

499-517.

Johnson, S. & Martin, M. (2012). Academic dishonesty: A new twist to an old problem. Athletic

Therapy Today, 10 (4), 48-50.

Mc Cabe, D. L., Terivino, L. K. & Butterfield, K. D. (2011). Cheating in academic institutions: A

decade of research. Ethics and Behavior, 11(3), 219-232.

Petress, K. C. (2013). Academic dishonesty: A plague on our profession. Education, 123 (3),

624.

Roberts, E. (2012). Strategies for promoting academic integrity in CS Courses. Annual Frontiers

in Education, 3.

Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating. International

Journal of Teaching and Learning in Higher Education, 20 (2), 98-105.

 ANNEXES

Time Table/Gantt Chart

Cost Estimates / Financial Report

In conducting this study, the following expenses will be incurred:

Research Activity Quantity Items Cost

1. Reproduction of Research 1 reams Bookpaper (short) 200
Instruments Computer Ink 500
2. Expenses for data analysis and 2 Bookpaper (short) 400
finalization of output reams Computer Ink 500
3. Encoding, printing, and Snacks 500
photocopying during the Printing 500
research process Photocopying 500
4. Expenses for Snacks 1,000
dissemination/advocacy Rent (Venue) 1,000
Certificates and Token 1,000
6. Reproduction of final research 1 ream Bookpaper (short) 200
Report Computer Ink 500
Binding 900
TOTAL COST Php7,700.00

Plans for Dissemination and Advocacy

The possible findings of this study will be used by teachers as bases of their

classroom management strategies.

Likewise, the findings of this study will be utilized in formulating policies and

interventions to address the problem of academic cheating in schools.

Finally, the findings of this study will be presented or disseminated to other

educators and researchers during the annual research forum of the Department of

Education, Division of Mati.

Raw Data
 APPENDIX A
SURVEY QUESTIONNAIRE

Name (Optional):
Age:
Gender:

Instruction: Please answer the questions below with all honesty. Rest assured of your
identity’s confidentiality.

1. How frequent do you study your lesson?

_ Always _ Very Often _ Often _ Sometimes _ Never
2. How frequent do you cheat?
_ Always _ Very Often _ Often _ Sometimes _ Never
3. How do you feel when you cheat?
_ Happy _ Bad _ Upset _ Guilty
4. Have you ever been caught by your instructor/teacher while cheating?
_ Yes _ No
5. Have you get questions/answers from the students who have already taken the exam
or quiz you are about to take to?
_ Yes _ No
6. Have you claim or submit academic work of another as your own?
_ Yes _ No
7. Have you paid someone to answer your assignment or paper work?
_ Yes _ No
8. Have you taken a cheat sheet into a test?
_ Yes _ No
9. Have you ever allowed someone to cheat on your exam paper?
_ Yes _ No
10. Why do you cheat?
________________________________________________________

11. If you see another student cheating, what comes in your mind?
_______________________________________________________
12. As a student, how do you find cheating?
Is it positive? Why?
Is it negative? Why?

THANK YOU!