The study's primary goal was to examine how students felt about academic dishonesty.

It
examined how often students cheated, how they cheated, and why they cheated in Academics,
Academic dishonesty is a widespread problem Between Junior High and Senior High School.
Still, there is no single explanation for why it occurs, according to researchers at the University
of Michigan. They suggest that outside factors or pressures may serve as "neutralizers,"
allowing students to suppress their guilt and justify their dishonest acts to themselves. Most
students have engaged in plagiarism to a limited degree, and plagiarism activities are
associated with academically weaker, male students who have a negative attitude to their
studies. The factors contributing to plagiarism include lack of awareness, understanding, lack of
competence, and personal attitudes. Chapman and Lupton (2004) compared United States of
America and Hong Kong university business students to establish cheating behavior. The study
established that more than half of the US students and approximately a third of the Hong Kong
students reported cheating at some point during their university studies.

Background: The Philippine school system has faced significant changes and difficulties in the
years 2019, 2020, 2021, and 2022. Despite the development of technology that made distance
learning possible, many drawbacks were also mentioned, such as the validity of exam results.
Test results have also been questioned because evaluations were entirely completed at home
without the teacher's physical presence. Memes on social media raised concerns about the
validity of the test scores that pupils had given their teachers. If students could sometimes cheat
in front of their teachers during face-to-face classes, how honestly will they answer their tests
and assessments when they are not present? In actuality

Academic dishonesty has become a stumbling block in a genuine research project,

crippling talent and the potential of students. The advent of the internet has made it
easier for students to indulge in dishonest practices. Academic dishonesty is an area of
concern worldwide that needs urgent attention. Loyola Marymount University (2012)
Academic dishonesty is the practice of cheating, plagiarism, falsification of data, unauthorized
access to computers or privileged information, and improper use of internet sites and resources.
It is important to understand the complexity and difficulty of the issue in order to find effective
ways to resolve or minimize it. Academic dishonesty is the deliberate attempt to falsify, fabricate
or otherwise tamper with data, information, records, or any other material that is relevant to the
student's participation in any course, laboratory, or other academic exercise or function' (Delta
College, 1999). Academic dishonesty is what often becomes a problem for young people, it's
just like cheating in class, there are many ways to cheat, the first is to write a code on your
hand, and when you check the paper, your wrong answer will be replaced with the correct
answer, and Collusion Two or more students helping each other on an examination or
assignment, unless specifically permitted by the instructor unauthorized use during an
examination of any electronic devices such as cell phones, palm pilots, computers, or other
technologies to retrieve or send information. Academic dishonesty is a growing problem in
college and there are many ways to fix it. Grand View University students are asked to sign a
code of integrity before the academic school year. Students should use plagiarism detection
software more often and increase students knowledge of honor codes.
Dishonesty is a word which, in common usage, may be defined as the act or to act without
honesty. It is used to describe a lack of probity (virtue), cheating, lying, or being deliberately
deceptive (misleading), or a lack of integrity (truth). Dishonesty is the fundamental component of
a majority of offenses (violation of the law) relating to acquisition (achievement).

Academic dishonesty or academic misconduct is any type of cheating that occurs in relation to a
formal academic exercise. Academic dishonesty has been documented in almost every type of
educational setting, from elementary school to graduate school, and has been met with
changeable degrees of respect throughout history. Today, an educated society tends to take a
very negative view of academic dishonesty.

The University of Newcastle defines academic dishonesty as comprising two major categories
academic, fraud and plagiarism. Academic fraud is making a false representation to gain an
unjust advantage. The presentation of the thoughts or works of another as one's own is
plagiarism. Some definitions include the objective of the person engaging in dishonest behavior
[Tibbetts (1998), (1999)].

Academic dishonesty “is defined as an intentionally unethical behavior.” Studies defined

academic dishonesty based upon a particular violation behavior, such as cheating on a test or
plagiarism [McCabe and Bowers (1994)].

Academic/Student dishonesty, a prevalent and permanent phenomenon, has been an issue of

considerable interest among researchers in ethics, psychology, sociology, and higher education.
Many in the educational system are concerned with the problem of academic dishonesty and
the rate at which it is increasing [Ameen, et al. (1996)].

Researchers have performed studies to find the motivations behind cheating and have pointed
out factors that influence this dishonest behavior. Works by all of these scholars have led to a
similar conclusion: that cheating is widespread on college campuses. Academic dishonesty, a
serious concern on most college campuses, cuts to the heart of the purpose of higher
education. The finished products of the university, its students, may not possess the
fundamental information and skills implied by the transcript. Academic dishonesty is an injury to
academically honest students as well as most college professors whose purpose is to teach
[Newstead, et al. (1996); Graham, et al. (1994)]. Student academic dishonesty includes, but is
not limited to, lying, cheating on exams, copying or using other people’s work without
permission, shifting or forging documents, buying papers, plagiarism, purposely not following
the rules, shifting research results, providing false excuses for missed tests and assignments,
making up sources, and so on [Arent (1991); Pratt and McLaughlin (1989)]. Alienation
(unfriendliness and separation) may cause students to engage in academic dishonesty [Eve
and Bromley (1981)]. Similarly, a small but statistically significant association between anomie
(i.e., lack of being tied to society and rules) and cheating was observed among business majors
at an Australian university [Caruana, et al. (2000)]. Cheating may also occur because of low
levels of commitment to the ideals of higher education and learning orientations (i.e., wanting to
learn versus earning a grade/degree) [Haines, et al. (1986); Whitley (1998)]. Finally, past
behavior tends to be the best predictor of future behavior, and this appears to be true for
academic dishonesty. It was observed that those who cheated in high school are more likely to
cheat at the college or university level [Whitley (1998)]. Additionally, cheating was sometimes
argued to be justified because the course is too hard or the instructor is unfair [Diekhoff, et al.
(1996)]. While there has been significant research on the subject of academic dishonesty, why
students cheat and what types of cheating they typically engage in and has not been fully
answered. “Little research appears to have been done to try and identify variables that have an
effect on academic dishonesty” [Caruana, et al. (2000)]. In order to effectively combat cheating,
it is necessary to understand how it is done, who does it, its forms, and why it is done. Factors
of Academic Dishonesty:

1. Plagiarism: The adoption or reproduction of original creations of another author (person,

collective, organization, community, or other types of author, including anonymous authors)
without due acknowledgment.
2. Fabrication: The falsification of data, information, or citations in any formal academic
exercise. Muafia, Ahmad and Shahzadi

3. Deception: Providing false information to an instructor concerning a formal academic

exercise—e.g., giving a false excuse for missing a deadline or falsely claiming to have
submitted work.

4. Cheating: Any attempt to give or obtain assistance in a formal academic exercise (like an
examination) without due acknowledgment.

5. Sabotage: Acting to prevent others from completing their work. This includes cutting pages
out of library books or willfully disrupting the experiments of others.

6. Outside Help: use the other resources to complete assignments or notes.

7. Electronic Cheating: using the cellphones for getting help during a test or quiz.

8. Unethical Behavior: When want a get a high grade?

9. Free-Rider: free-riders were, in effect, cheating their group members when they failed to
contribute their fair share of work toward the project.

Today, an educated society tends to take a very negative view of academic dishonesty. It has
been reported that academic dishonesty is a prevalent problem that crosses all disciplines at the
university level. But, how prevalent is it at the University of Gujrat?

As academic dishonesty is a multidimensional construct, so the results of this study will be

beneficial to explore which factor is more serious than another i.e.; cheating is more serious
than plagiarism. In this paper, the main objective is to classify the cases into three groups of
free-riders (never, sometimes, always) on the basis of different factors of academic dishonesty
by using discriminant analysis. This study will be helpful for policymakers to develop character
development programs. As dishonest behavior is not good in professional life so to this study
students' “character building” can be done towards honest behavior by the prevalence of the
particular factor of dishonesty.

Academic dishonesty is prevalent in classrooms across the country. A plethora of evidence from
the literature exists to substantiate this bold claim. The explosion of online programs on college
campuses over the past decade without specific academic dishonesty prevention techniques
provides fertile ground to exacerbate the prevalence of academic dishonesty. In addition, the
availability of textbook solutions manuals and test banks available for purchase via the internet
further intensifies the academic integrity issue. Most recently, it was reported that students are
cheating with tiny listening devices that link to MP3 players or telephones (Moore 2017). Now is
the time, for all faculty members, administrators, and governing bodies to take the steps
necessary to preserve the academy by attacking academic dishonesty and producing graduates
with integrity. The purpose of this paper is to draw on the literature to provide a comprehensive
view of academic dishonesty within a framework in which to build an attack on academic
dishonesty and encourage dialogue about an epidemic that affects nearly all higher education
programs. Prior to the framework, a case for a frame

The purpose of this paper is to draw on the literature to provide a comprehensive view of
academic dishonesty within a framework in which to build an attack on academic dishonesty
and encourage dialogue about an epidemic that affects nearly all higher education programs.
Prior to the framework, a case for a framework and dialogue among academicians is made
 This study examined a wide range of academic dishonesty behaviors (Lambert et al,
2003).

This study will analyze the causes of academic dishonesty in the high school setting and
proactive strategies that can help teachers reduce cheating (Satterlee, 2002).

Furthermore, Meade (1992) found that 87 percent of undergraduates at the best

colleges in the United States are unethical. On the other hand, Diekhoff et al. (1999) discovered
that 55 percent of Japanese students engaged in various forms of academic dishonesty. Also,
Lupton and Chapman (2000, 2002) revealed a 64% dishonesty rate in Russia. Academic
dishonesty is a problem that affects practically all educational institutions across the world, not
just in the mentioned nations above. The Indian government approved an Act in 1992 outlining
harsh penalties, including imprisonment, for academic dishonesty (The Economist, 1994).
Despite the importance of the issue, thorough literature searches turned up no organized
studies of academic dishonesty in India.

The percentage of students who self-report regular or frequent cheating has significantly
increased in the past 50 years, particularly in relation to test-related cheating (Bertram Gallant
2020; McCabe et al. 2012; Parnther 2020).