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Backbone Proposal

This study investigates teachers' perceptions of academic integrity in relation to student assessment, highlighting the challenges posed by technology and online learning. It identifies a gap in research regarding teachers' experiences with academic dishonesty, particularly in the context of task submissions. The research will employ a phenomenological qualitative design, utilizing interviews and focus group discussions with faculty members to explore their insights and experiences related to academic integrity.

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Ericka Bermudo
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9 views3 pages

Backbone Proposal

This study investigates teachers' perceptions of academic integrity in relation to student assessment, highlighting the challenges posed by technology and online learning. It identifies a gap in research regarding teachers' experiences with academic dishonesty, particularly in the context of task submissions. The research will employ a phenomenological qualitative design, utilizing interviews and focus group discussions with faculty members to explore their insights and experiences related to academic integrity.

Uploaded by

Ericka Bermudo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ROWENA C.

MADSA
PhD ELE – LQ 4

Introduction

Working Teachers’ Perception on Academic Integrity


Title
Keywords Qualitative, Phenomenology, Academic Integrity, Academic Dishonesty,
(5) Assessment
Main Institutions are responsible not only for feeding the learners with quality and
Arguments sufficient amount of information but also modeling and upholding values and
integrity among the learners. However, today, due to the proliferation of technology
and applications available online which started during pandemic, exemplifying
these virtues and values are challenged. This study will try to illuminate the
perception of teachers on academic integrity specifically on the area of
assessment.
Research In the study of Alhamudden et. Al (2022), it was noted that 83 % of the learners
Gaps committed academic fraud. They also determined that copying and pasting was
the most common academic fraud that students commit. Their study was
descriptive quantitative in nature, and it gathered only the pulse of the students.

Similary, Chankoya (2020) admitted that plagiarism was very rampant in the field of
education mostly in the higher institution. His research also used students as
respondents and delved into what students think on academic integrity. The study
revealed that students have little knowledge on the use of ICT and viewed
plagiarism as a common practice and nonchalant about its ethical consideration.

Interestingly, Alessio and Messinger (2021) studied the perceptions of both faculty
and students. However, the context of the study was done during pandemic when
online classes were a necessity.

In summary, there is no data available on teachers experiences in academic


integrity as to students’ task submission. Hence, this calls for a need to understand
what teachers can do to remedy the on-going increase of cases that challenge
academic integrity. Specifically, this will shed light on how teachers should assess
learners output considering that students are believed-to-be practicing acts that
breach academic integrity.
Theoretical
Framework
This research is anchored on the social learning theory of Albert Bandura which
argues that learners learn through the influence of others. In this regard, the
behavior of the students will be understood based on the responses of the
teachers in relation to the practices that challenge academic integrity. This will try
to explain the norm that is prevalent in educational setting. This will also reveal If
students breach academic integrity base on what they observe in their social
context.

Main and The following questions guided this study:


Specific (1) How do teachers describe the learner’s academic integrity as to learning
Questions task submission?
(2) What learning practices can challenge the academic integrity of students?
(3) What academic integrity scheme may be developed?
Research This research will employ phenomenological qualitative research design.
Design Phenomenology explores the subjective experiences of the participants and
determines the meaning of these experiences. This answers the question “what”
and shed light to understanding of a certain event by way of understanding the
experiences of people.

Procedure • Participants
The participants will be faculty members of San Pedro National High School, Sto.
Tomas, Batangas. The following criteria of selecting the participants are as follows:
1. Any subject teachers who have caught their students practicing academic
dishonesty in the classroom;
2. Any subject teachers whose age range from 20-40;

• Data Collection Tools


The researcher will use interview and focus group discussion to gather authentic
responses from the participants. This is composed of ten to twenty open-ended
questions, seeking their perceptions of academic integrity and dishonesty,
instances of such they have observed, and the ways they dealt with academic
dishonesty and promoted academic integrity.

• Data Collection Procedure


The participants will be asked about their class schedule. In their availability, they
will be asked to participate in one-on-one interview and sit around in the focus
group discussion afterwards. The interview time frame will also be told to the
participants upon agreement.

Research The participants will be provided with details such as the purpose of the study, the
Ethics valuable contributions they will make to the study, and how the information will be
shared and utilized.

Data Data from the interview which are open-ended questions will be analyzed
Analysis according to the phases of thematic analysis by Braun and Clarke (2006) which are
the following:
1. Familiarizing the data.
2. Generating initial codes.
3. Searching for themes.
4. Reviewing for themes.
5. Defining and naming themes.
6. Producing the report.

Alhamuddin, A., Inten, D. N., Adwiyah, R., Murniati, A., & Fanani, A. (2022). Academic fraud during the
covid-19 pandemic for high school students. Indonesian Journal of Islamic Education Studies
(IJIES), 5(2), 233-251.

Chankova, M. (2020). Teaching academic integrity: The missing link. Journal of Academic Ethics, 18(2),
155-173.

Alessio, H. M., & Messinger, J. D. (2021, April). Faculty and student perceptions of academic integrity in
technology-assisted learning and testing. In Frontiers in Education (Vol. 6, p. 629220). Frontiers Media
SA.

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