Comparing the Amount and Type of Cheating in Online and Face-to-face Exams

Yazdi, Asma; Hatami, Javad

doi:10.22034/iepa.2023.410690.1437

Document Type : Original Article

Authors

Asma Yazdi ¹
Javad Hatami ²

¹ Ph.D. Candidate, Department of Educational Technology, Tarbiat Modares University, Tehran, Iran

² Professor, Department of Education, Tarbiat Modares University, Tehran, Iran

https://doi.org/10.22034/iepa.2023.410690.1437

Abstract

During the Coronavirus pandemic, online classes and exams became popular to protect people's health. Despite the benefits, there were security issues and exam cheating. This research was conducted with the aim of comparing the amount and type of cheating in online and face-to-face exams using a qualitative method. The statistical population was all male and female students of the sixth grade of Pirbakran city in the academic year 2021-2022. In this research, a mixed rural school was selected using available sampling method and a structured face-to-face interview was conducted with all 14 sixth-grade students of the school. The interview questions were written and checked in MAXQDA software version 2020. From the analysis of the interviews, it was concluded that the rate of student cheating in online tests is much higher than that in face-to-face tests. The most common methods of cheating in online tests are the use of textbooks, the help of classmates, and the use of the Internet. Also, the most common method of cheating in face-to-face exams was the help of a classmate, and they considered the objective questions in the exams to be one of the important reasons for the ease of cheating. According to the findings of the research, the exams should be held in person as much as possible. In order to reduce cheating in the design of face-to-face and online tests, it is better to use more conceptual, in-depth and descriptive questions not published on the Internet browser; design different questions for students and explain the importance of studying and the negative points of cheating for students; replace four-choice questions with explanatory questions; increase the distance between the students in the face-to-face exam and control to prevent the presence of embedded fraud; not to answer the questions by the invigilators, and check students' pockets and hands in order to prevent cheating and avoid providing them with multiple draft sheets.

Keywords

Main Subjects

School Psychology

References

Anderman, E. M., & Danner, F. (2008). Achievement goals and academic cheating‏. Int. Rev. Soc. Psychol.‏, 21, 155–180. https://www.cairn.info/revue-internationale-de-psychologie-sociale-2008-1-page-155.htm

Arnold, I. J. M. (2016). Cheating at online formative tests: Does it pay off? The Internet and Higher Education, 29, 98–106. https://doi.org/10.1016/J.IHEDUC.2016.02.001

Becker, D., Connolly, J., Lentz, P., & Morrison, J. (2006). Using the business fraud triangle to predict academic dishonesty among business students. Academy of Educational Leadership Journal, 10(1), 37–54. https://www.scopus.com/record/display.uri?eid=2-s2.0-66549097970&origin=inward&txGid=ac39715f3c75f61a5dcbc55dca3acd55&featureToggles=FEATURE_NEW_DOC_DETAILS_EXPORT:1

Charlesworth, P., Charlesworth, D. D., & Vician, C. (2006). Students’ perspectives of the influence of web-enhanced coursework on incidences of cheating. Journal of Chemical Education, 83(9), 1368–1375. https://doi.org/10.1021/ED083P1368

Dendir, S., & Maxwell, R. S. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behaviour Reports, 2, 100033. https://doi.org/10.1016/J.CHBR.2020.100033

Fask, A., Englander, F., & Wang, Z. (2014). Do online exams facilitate cheating? An experiment designed to separate possible cheating from the effect of the online test taking environment. Journal of Academic Ethics, 12(2), 101–112. https://doi.org/10.1007/S10805-014-9207-1

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/J.COSE.2021.102544

Grijalva, T. C., Kerkvliet, J., & Nowell, C. (2006). Academic honesty and online courses. College Student Journal, 40(1).

Harmon, O. R., & Lambrinos, J. (2008). Are online exams an invitation to cheat? Journal of Economic Education, 39(2), 116–125. https://doi.org/10.3200/JECE.39.2.116-125

Hearn Moore, P., Head, J. D., & Griffin, R. B. (2017). Impeding students’ efforts to cheat in online classes. Journal of Learning in Higher Education, 13(1), 9–23. https://eric.ed.gov/?id=EJ1139692

Humbert, M., Lambin, X., & Villard, E. (2022). The role of prior warnings when cheating is easy and punishment is credible. Information Economics and Policy, 58. https://doi.org/10.1016/j.infoecopol.2021.100959

Jian, H., Li, G., & Wang, W. (2020). Perceptions, contexts, attitudes, and academic dishonesty in Chinese senior college students: A qualitative content-based analysis. Ethics & Behaviour, 30(7), 543–555. https://doi.org/10.1080/10508422.2020.1711758

Kennedy, K., Nowak, S., Raghuraman, R., Thomas, J., & Davis, S. F. (2000). Academic dishonesty and distance learning: student and faculty views. College Student Journal, 34(2), 309–315. https://web.p.ebscohost.com/ehost/detail/detail?vid=0&sid=5f8741ae-bb29-4134-a83c

Kerkvliet, J., & Sigmund, C. L. (1999). Can we control cheating in the classroom? Journal of Economic Education, 30(4), 331–343. https://doi.org/10.1080/00220489909596090

Kraglund-Gauthier, W. L., & Young, D. C. (2012). Will the real John Doe stand up? Verifying the identity of online students. Cutting-Edge Technologies in Higher Education, 5, 355–377. https://doi.org/10.1108/S2044-9968(2012)0000005019

Lanier, M. M. (2007). Academic integrity and distance learning. Journal of Criminal Justice Education, 17(2), 244–261. https://doi.org/10.1080/10511250600866166

McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2017). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management Learning & Education, 5(3), 294–305. https://doi.org/10.5465/AMLE.2006.22697018

McGee, P., & McGee, P. (2022). Supporting academic honesty in online courses. Journal of Educators Online, 10(1), 1–31.

Miller, A., & Young-Jones, A. D. (2012). Academic integrity: Online classes compared to face-to-face classes‏. Journal of Instructional Psychology‏, 39(3). http://people.missouristate.edu/ardenmiller/swpa12.pdf

Momeni rad, A. (2013). Qualitative content analysis in research tradition: nature, stages and validity of the results. Quarterly of Educational Measurement, 4(14), 187–222. https://jem.atu.ac.ir/article_92_en.html

Nowell, C., & Laufer, D. (1997). Undergraduate student cheating in the fields of business and economics. Journal of Economic Education, 28(1), 3–12. https://doi.org/10.1080/00220489709595901

Oleck, J. (2008). Most high-school students admit to cheating. School Library Journal. https://scholar.google.com/scholar?q=Oleck,J.:+Most+high+school+students+admit+to+cheating.+Sch.+Libr.+J.+(2008).&hl=fa&as_sdt=0,5

Passow, H. J., Mayhew, M. J., Finelli, C. J., Harding, T. S., & Carpenter, D. D. (2006). Factors influencing engineering students’ decisions to cheat by type of assessment. Research in Higher Education, 47(6), 643–684. https://doi.org/10.1007/S11162-006-9010-Y

Pulfrey, C. J., Vansteenkiste, M., & Michou, A. (2019). Under pressure to achieve? The impact of type and style of task instructions on student cheating. Frontiers in Psychology, 10(1624), 1–18. https://doi.org/10.3389/FPSYG.2019.01624/BIBTEX

Şendaǧ, S., Duran, M., & Robert Fraser, M. (2012). Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: One university’s experience. Computers in Human Behaviour, 28(3), 849–860. https://doi.org/10.1016/J.CHB.2011.12.004

Smith, K. J., Emerson, D. J., & Mauldin, S. (2021). Online cheating at the intersection of the dark triad and fraud diamond. Journal of Accounting Education, 57, 100753. https://doi.org/10.1016/J.JACCEDU.2021.100753

van Ommering, C. J., de Klerk, S., & Veldkamp, B. P. (2019). Getting to grips with exam fraud: A qualitative study towards developing an evidence based educational data forensics protocol. Communications in Computer and Information Science, 1014, 199–218. https://doi.org/10.1007/978-3-030-25264-9_13/TABLES/9

Van Yperen, N. W., Hamstra, M. R. W., & van der Klauw, M. (2011). To win, or not to lose, at any cost: The impact of achievement goals on cheating. British Journal of Management, 22(SUPPL. 1), S5–S15. https://doi.org/10.1111/J.1467-8551.2010.00702.X

Witherspoon, M., Maldonado, N., & Lacey, C. H. (2012). Undergraduates and academic dishonesty‏. International Journal of Business and Social Science, 3(1). https://search.proquest.com/openview/2ca3ba4c3c43276d3913a67c907815e5/1.pdf?pq-origsite=gscholar&cbl=646295

Yee, K., Pedagogy, P. M., & Policing, N. (2010). Detecting and preventing cheating during exams‏. Center for Academic Integrity, Rutland Institute for Ethics, Clemson University‏. https://www.academia.edu/download/7558730/aibook.pdf#page=155

Iranian Journal of Learning and Memory

Comparing the Amount and Type of Cheating in Online and Face-to-face Exams

References

References

Volume 6, Issue 22
August 2023
Pages 17-27

Comparing the Amount and Type of Cheating in Online and Face-to-face Exams

References

References

Volume 6, Issue 22August 2023Pages 17-27

Volume 6, Issue 22
August 2023
Pages 17-27