CHEATING: THE ROLE OF SOCIAL INFLUENCE AMONG SENIOR HIGH SCHOOL

STUDENTS OF NOTRE DAME OF DADIANGAS UNIVERSITY

A Research Paper Presented to

The Faculty of the
Senior High School Department
Notre Dame of Dadiangas University

In Partial Fulfilment of the Requirements

For the Practical Research 1

Albaracin, Jenn Nichole

Alinsub, Catherine Joy
Awang, Mohammad Omar
Basio, Daphne
Cadivida, Simfelmar
Otilla, Daree Shane
Pelias, John Lloyd
Valerio, Hannah Marie

March 2018
 Table of Contents

Chapter

1 THE PROBLEM AND ITS SETTING

Introduction 1

Statement of the Problem 3

Scope and Delimitation 4

Significance of the study 5

Definition of Terms 5

2 REVIEW OF RELATED LITERATURE

Conceptual Framework 6

Related Studies 14

3 METHODOLOGY

Respondents of the Study 16

Research Design 17

Locale of the Study 18

Data Gathering 18

Research Instrument 19

Statistical Tool 19

Bibliography 20
 Chapter 1

THE PROBLEM AND ITS SETTING

Cheating is known as an immoral activity in the academic environment to learn

and Academic cheating is an almost new subject in the field of education and its

consequences are not visible (McCabe and Derinan, 1999). Cheating habits among

students develop prior to arriving at schools, more than 2/3 of students’ report in

engaging in some form of cheating. Cheating is rampant in professional schools, a

major shift has occurred in cheating related attitudes, individual and contextual factors

influence academic cheating and integrity including peer behavior and ethical

environments, and a deeply embedded honors code can play a key role in creating an

ethical environment (Mccabe et al., 2012). Also, in a 2009 study by Donna Stuber-

Mcewen, Philip Wisely and Susan Hoggat of Friends University states that “cheating

and other form of academic dishonesty occur at high frequency. Students might be in

competition with other students for their grades. Students are more likely to cheat or

plagiarize if the assessment is very high-stakes or if they have low expectations of

success due to perceived lack of ability or test anxiety.

According to Anderman, Griesinger, and Westerfield (1997) it is claimed that the

schools’ obsession with performance measures spurs cheating. It is suggested that

classrooms that emphasize high grades and test scores may lead to students to cheat.

It is important to know the perception of each student because most of them are

cheating. Students know that cheating is not good, yet, they are doing it. This occurs

when students give more emphasis on earning good grades instead of learning. It is
 2

desired that the bottom line of this study would contribute to the understanding of the

students’ behaviour towards studying.

Cheating in examination in higher education institutions should be scrutinized in

order to help educators and administrators understand academic dishonesty. A number

of studies have examined public apprehensions of academic dishonesty. It has been

found that school administrators and professors distinguish that cheating in examination

or academic dishonesty is a serious offense (Leonard and LeBrasseur, 2008). Coalter

et al. (2009) found that academic violence an important issue that needs to be

addressed. However, Zauwiyah, Maimun and Junaini (2008) discovered that business

students in a Malaysian university perceived that some level of academic dishonesty is

acceptable in some academic setting. Students who are more likely to view cheating as

common at their institution are those who are younger, who have chosen rather lenient

teaching stuff, who see themselves as good students, and who do not take seriously the

university’s reputation for excellence.

Based on all of our related literatures most of the reason why the students cheat

during examination are all about the competition of grades because they are afraid of

being outrank by others, they are afraid that they will fail their subjects or they are not

confident enough to pass. Also one of the most common explanation of the students to

cheat is the peer pressure that they are experiencing at home. Thus, As an individual

our personal morals and values reflect our character and credibility.

If this study will not be conducted, students will not be awakened that cheating is

really a serious matter because, they might not know that cheating is like a monster who

will eat their character eventually. Also, students will just rely to someone else’s output,
 3

they will not exert efforts to learning which will lead them not to study hard, and in the

end, they will not learn at all.

Those who will benefit from this study are the students of Notre of Dadiangas

University because we want them to be aware and be enlightened that cheating is a bad

habit. Also to Teachers, this study will be a barometer for them to find ways to resolve

the vicious act of cheating done by students as it gives awareness on the multiplying

population of students engaging in academic dishonesty.

Statement of the Problem

This study will analyze the reasons of the students why they cheat. Specifically, it

will answer the following questions:

1. What are the main reasons of cheating to students, in terms of:

1.1 Academic Excellence/ Pressure

1.2 Peer Pressure

1.3 Family Pressure

2. What is the most common cheating behaviour students do?

 4

Scope and Delimitation

This study is entitled Cheating: The Role of Social Influences Among Senior High

School Students of Notre Dame of Dadiangas University.

The study will focus on the reasons of cheating among the Grade 11 and

12 students, and how will affect them.

The study will be conducted in Notre Dame of Dadiangas University located at

Marist Avenue, General Santos City.

Significance of the study

The study Cheating: The Role of Social Influences Among Senior High School

Students of Notre Dame of Dadiangas University will be significant to the following:

To the students, this study will be a good material to students who will undergo

the same study or will take a study related to this.

To the parents, this study will help them know the struggles faced by their

children.

To the teachers, this study may be useful as a teaching material. This can be

used as a subject matter for class discussion about cheating. It may also serve as a

additional material to have a further information and knowledge about cheating.

To the researchers, this study will give some learning and will broaden their

knowledge about cheating.

 5

Definition of Terms

For better understanding of this study, the following terms will be defined

operationally:

Academic pressure, the pressure on students to have and maintain a good

grade.

Operationally, it refers to the pressure on getting good grades.

Behaviour, actions and mannerism of individuals.

Operationally, it refers to the actions of students when it comes to cheating

Cheating, act dishonestly or unfairly in order to gain an advantage.

Operationally, it refers to the deceitful doing of a student.

Dishonesty, refers to the lack of honesty and not being truthful.

Operationally, it refers to the untruthfulness of the students towards cheating.

Family pressure, the pressure put by any of the family member on the student.

Operationally, it refers to the pressure that is giving by any of the family to the

children that may lead to cheating.

Peer pressure, the influence of people around you in making any decision.

Operationally, it refers to the pressure by the peers towards the

Pressure, forcing someone to do something.

Operationally, it refers to the burden that is given to students that may lead to

cheating.

Struggle, exertion in the aspect of difficulties.

Operationally it refers to the problems face by the students.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter will consist of related literature and studies that will help and provide

some information about the said existing problem. Furthermore, the conceptual

paradigm of the study is shown in Figure 1.

Conceptual Framework

Figure 1 will show the representation of conceptual framework, on how variables

are related to each other. The reasons of cheating is the dependent on the Grade 11

and 12 Senior High School students.

Grade 11 and 12
Senior High School Reasons of Cheating
students

Figure 1. Conceptual Framework

 7

Cheating

Cheating is a violation of rules and regulations, a phenomenon most people

dislike yet acknowledge to have committed at one time or another under adverse

conditions (Pe Symaco & Marcelo, 2003). Cheating is an epidemic that infects schools

and colleges across the county. Academic integrity is, of course, a core value in every

educational institution. Without it, learning can never be assured (Fu & Ehrlich, 2013).

Cheating means copying on someone during exams or assessments. According

to Sargunjot (2013), it has become the method of survival, the only way to reach and

maintain the top for many. Students also cheat because of the pressure to succeed

without knowing that it is wrong. Moreover, cheating is doubtless forever and a truth of

life. Recently, technology was provided new ways in which to cheat. However,

advanced natural philosophy cannot be erased for our increasing disposition to tolerate

it.

Other students centred on external factors that may build their peers feel

pressured to cheat. For instance, Michima (Massachussets) wrote, ‘’Peer pressure

makes students cheat. Typically, they need a reasons to cheat, like they have to be the

neatest child in school.’’ Kayla (Massachussets) in agreement, nothing ‘’Some folks

cheat as a result of they require to appear cooler than their friends or attempt to impress

their friends. Students cheat as a result of they suppose if they cheat all the time, they

are about to get smarter. In addition, the pressure from peers, students spoke regarding

pressure from adults, pressure associated with standardized testing, and therefore, the

demands of competing responsibilities.

 8

Statistics show that cheating among high school students has risen dramatically

during the past 50 years. 73% of all test takers, including prospective graduate students

and teachers agree that most students do cheat at some point. 86% of high school

students agreed. Many students feel that their individual honesty in academic

endeavours will not affect anyone else. While about 20% of college students admitted to

cheating in high school during the 1940's, today between 75 and 98 percent of college

students surveyed each year report having cheated in high school (Jaffe, 2017.)

According to the Open Education Database 60.8% of polled college students

admitted to cheating. An admittedly informal 2007 poll conducted by the popular website

CollegeHumor revealed that 60.8% of 30,000 respondents — most of them within its

core demographic — confessed to cheating on their assignments and tests. This lines

up closely with a questionnaire sent out to Rutgers students as well, to which 68% of

students confessed that they had broken the university’s explicit anti-cheating rules.

And the number only seems to swell as the years progress, with freshmen the most

likely to fudge their way through class.

According to 51% of high school students admitted they had cheated on a test

during the past year, according to a survey of 23,000 high school students in public and

private schools (Fu & Ehrlich, 2013).

According to the survey of The Josephson Institute Center for Youth Ethics

surveyed 43,000 high school students in public and private schools and found that 59%

of high school students admitted cheating on a test during the last year. 34% self-

reported doing it more than two times. One out of three high school students admitted

that they used the Internet to plagiarize an assignment (Karlsson, 2017).

 9

According to McCabe (2006) in a survey of 24,000 students at 70 high schools,

he found that 64 percent of students admitted to cheating on a test, 58 percent admitted

to plagiarism and 95 percent said they participated in some form of cheating, whether it

was on a test, plagiarism or copying homework.

Academic Excellence

No doubt school is really tough. No matter what our goals are we all struggle

with tremendous amount of stress and pressure (Sargunjot, 2013). Academic

competition, sports or a tough class load (Sargunjot, 2013).

According to Sargunjot (2013) academic pressure doesn’t begin in college. The

nervous breakdowns ,panic attacks and depression are also visible in younger students.

The expectations of doing well in school and getting good grades is an immense stress

that is put on cheating is an illegal change of a grade, using materials without

permission and representing someone’s else works as their own. At school there is a

range of academic pressure we feel that is derived from the need for perfection, worry

over grades, students at a very young age (Hau, 2011).

Educational anxiety is the combination of anxiety and academic anxiety.

Students have many anxieties related to education like pressure by parents and schools

to achieve top scores has created stress levels among students. A students always

wants to stand first for that they use unfair means. The students know cheating is wrong

but they feel like the most important thing they do is get the grades, by hook or by crook.
 10

Most , prominently, variables significantly related to cheating include test anxiety,

impulsivity, intelligence, self-esteem, locus of control, social desirability and guilt

(Alarape & Anakoya, 2003).

According to Lin and Qinghai (1995), the nature of the pressure for high

academic achievement is exerted within a cultural and social context and the

competition for admission into higher education has always been fierce. Moreover,

because we live in a competitive world, no wonder why many students want to keep up

and maintain having good grades by doing such acts like cheating. Because of the

competition that build up anxiety and stress is form and present to the students.

Pressure by parents and schools to achieve top scores has created stress levels

among students—beginning as early as elementary school—that are so high that some

educators regard it as a health epidemic (Palmer, 2005).

Childhood stress

Stress is a function of the demands placed on us and our ability to meet them.

These demands often come from outside sources, such as family, jobs, friends, or

school (Dowshen, 2015)

There are signs of anxiety because of too much pressure to succeed at school.

It includes Sleep deprivation, eating disorder, depression, excessive worrying, and

burnouts and Losing of interest in activities enjoyed or withdrawing from friends and

family may occur (Sharf, 2016).

 11

According also to (Dowshen, 2015) that it may not easy to recognize when kids

are stressed out, short-term behavioral changes — such as mood swings, acting out,

changes in sleep patterns, or bedwetting — can be indications.

Peer Pressure

The relationship between students’ beliefs about the attitudes of their peers

towards cheating and the likeness of involving in dishonest behaviours was finally

explored by Anderman and Murdock (2007). They found that students with a belief that

peers condemned cheating, were less to cheat. This result came to a conclusion that

‘’Peer disapproval is the most important determinant of changes in cheating behaviour.’’

Moreover, Jendrek (1992),found out that students are afraid to express their

cheating disapproval, supported by their unwillingness to report the incident to authority

figures or to stop the cheaters. Peer attitudes towards the prominence of academic

dishonesty were dependent upon the recognized peer ‘’culture of academic

dishonesty’’.

Peer pressure causes students to share homework and test questions. The

general idea is that friends should help each other. If a student shares answers from a

test, he is more popular with his peers, being called “open” and “friendly” (Chen, 2015).

There is also a stigma on students who don’t cheat. Students also compares grades at

all time.
 12

Anderson (1957), he discovered that in standard male college students had

much less strict or moralistic attitudes towards cheating than women. DeVries and

Ajzen stated similar outcomes from their survey: ‘’Male students tended to have an

extra positive attitude towards cheating than female students.’’ Rowe (1970) stated that

the enjoyment of a male freshman who doubted that he ought to make it through the

university and maintain his athletic fame and educational standing except he cheated.

Peer groups are an important socialization agent. According to (Castrogiovanni,

2002), a peer group is defined as a small group of similar age, fairly close friends,

sharing the same activities. It is assumed that peer influence can have both positive and

negative effects on an adolescent’s academic performance and socialization. It is also

assumed that peer group may not allow an adolescent to be “themselves” in the truest

sense of the world. Adolescent sometimes need to put an act in order to gain the

acceptance from the specific group with which they would like to be associated.

Furthermore, it is assumed that peers, as well as parents, siblings, and teachers all play

a large role in how adolescent function in everyday living.

Family Pressure

Parents are their children’s most important role models.Parents always wants

the best for their children—many harbor dreams of top colleges, followed by lucrative

careers within a global, competitive economy. In order for kids to meet these

expectations, though, they must perform well during school years. Many parents put

intense pressure on their children to earn perfect grades, no matter the cost

(Budzienski, 2006).
 13

The fact that our families have more influence on us than most of other people is

not all bad of course, considering they do play a big role in our lives. There is a huge

ability of many close family member to pressure us into doing thing we don’t really want

to do and we don’t regard as good for us (Budzienski, 2006).

According to Schifrin (2013) he found out that parental pressure to be

associated with lower levels of perceived competence, autonomy and relatedness

among students. Moreover, according to Rosemond (2012) there is a thin line between

being involved and being over involved. He states that, after a point as parental

involvement increases, students achievement decreases (Nauert, 2013). Parental

pressure has been found correlate negatively with children’s self-esteem, academic

achievement and creativity (Sebastian, 2010).

Cheating Behavior

Educators must consider whether the school curriculum contains characteristics

which promote cheating behavior. Many teacher feel that it is necessary to “cover" all

the important topics in short time, because the students need to cope up with their

different subjects it lead them to cheat (Niels, 1995).

According to (Bushway & Nash, 1977), cheating in the classroom includes many

behaviors: using crib notes on an exam, copying answers from another students paper,

letting others copy a homework paper, plagiarizing, and ghostwriting to name just a few.
 14

According to the study of (Starovoytova & Namango, 2016), 70% use mobile-

phone to Google or to assess notes; 75% giving another-student help, when they ask

for; 77% placing script in a way, that other student can see; 61% arriving early in

exam-room and writing on the desk; storing lecture-notes in washroom to be used

during exams- 48%.

Related Studies

According to (Simpson, 2016), academic dishonesty is a crucial issue for the

administrator in school, teachers and staffs in school. There are different issues and

fuss in terms of academic dishonesty and it gets bigger and bigger. This explores the

different context in gives suggestions for an advance academic morality that informs the

whole campus community.

According to (Cochran, Wood, Sellers, Wilkerson, & Chamlin, 1998) academic

dishonesty is a peculiar type of fraudulent behaviour upon which to test Gottfredson and

Hirschi’s general theory of criminality.

According to (Holleque, 1982), “Cheats on Campuses” was printed by

Newsweek (1949; 74) and McAllister found a marked increase in academic dishonesty.

He also believe that stealing, lying and cheating were greater problems on campus.

According to Essel & Owusu (2017), due to the negative impact of stress on

student’s life, such as ineffective studies, poor academic performance and the general

health status, putting effective measures in place is pertinent to their academic success

and general life.

 15

According to (Abbas & Naeemi, 2011)parental pressure has a significant positive

relationship with the respondent being grade oriented. This means, that when a student

is grade oriented, there would be the existence of parental pressure up to some extent.

There is also high positive correlation of parental pressure with the students’ willingness

to cheat during an exam depending upon its difficulty level. If the exam is difficult and

the student is willing to cheat, then again, there would be parental pressure for scoring

well in tests/exams. There is close to a zero level of relationship between parental

pressure and the students’ urge to cheat.

According to (Sonia, 2015) stress is part of every one’s life. Academic Stress

among students can create havoc in their life. Under Academic stress the performance

gets hindered and students can take wrong decisions under the influence of stress.

Social support is considered as one of the most important way of coping with academic

stress. In order to overcome deviant behaviors the parents play a constructive role in

channelizing energies of the students. Proper care should to be taken in helping to take

the right decisions which may affect their future. Hence, Students need to receive

appropriate direction, nurturing, encouragement and guidance from significant adults for

their successful transition into adult life.

 Chapter III

METHODOLOGY

This chapter will consist of the methods to be used for the duration of the study.

This will include the Research Design, Respondents of the study, Locale of the Study,

Data Gathering Tools, Research Instrument and Statistical Tool.

Research Design

This study is quantitative in nature that will use a stratified sampling technique.

This study will determine the reasons behind the cheating behaviour of students. The

researchers will identify the main reasons why the students cheat and their cheating

behaviors.

The researchers will conduct the study in Notre Dame of Dadiangas University

and will use a survey questionnaire to gather the data from the Senior High School

students . The Figure 2 will show the research design.

Respondents of the Study

The participants of the study are the Senior High School Students of Notre Dame

of Dadiangas University, Academic Year 2018-2019. The researchers will use the

stratified sampling method where all Senior High School students will be given the equal

opportunity to be picked and will be chosen as respondents in the said study.

 17
Cheating: The Role of Social Influence Among Senior High School
Students of Notre Dame of Dadiangas University

Locale of the Study

Variable of the Study

Notre Dame of
Dadiangas
Family Pressure University

Peer Pressure
Respondents

Academic
Pressure Senior High School
students

Quantitative

Data Gathering

Survey Questionnaire

Statistical Tool

ANOVA

Frequency
Distribution

RESONS OF STUDENTS TOWARDS

CHEATING

Figure 2. Research Design

 18

Locale of the Study

The study will be conducted at Notre Dame of Dadiangas University (NDDU) that

is located at Marist Avenue, General Santos City. NDDU is a Catholic Filipino Institution

and established by the Marist Brothers of the school, forming students as competent

professional, community oriented citizen and culture sensitive individuals. The school

offers undergraduate and graduate courses. The school offers three strands in the

Senior High School program: STEM, ABM and HUMSS.

Data Gathering

The researchers will send a letter to the Office of the Registrar for the class list of

the Senior High School Department to identify the respondents and to determine the

population of the Senior High School students. The sampling technique will decide the

number of the respondents. A letter that is noted by the Research adviser will be made

to the Principal to seek permission and approval in conducting the study.

On approval, the study will then be conducted using a survey questionnaire. The

researchers will explain how the questionnaire would be answered.

Subsequently the data will be analysed with the help of the statistician using the

statistical tools if all the data is complete.

 19

Research Instrument

The researchers will use a questionnaire that will be used as an instrument in the

study to gather data. Through these questionnaires, the students that will participate will

be able to answer the questions to utilize the findings of the reasons of cheating of the

students. The questionnaires will be answered by the selected Senior High School

students.

Statistical Tool

The data gathered in the profile of respondents through a questionnaire will be

analysed through ANOVA and Frequency Distribution. ANOVA to interpret the

relationship of data, how academic excellence/pressure, peer pressure and famiy

pressure were related to each other. Frequency counts will be used on the demographic

profile of the respondents, and the data for the cheating behaviour.
 20

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 23

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