Abstract:

This report investigates the current state of cheating by students. Based on the information from 100 students from colleges and universites, the discussion focuses on three main parts: how do students cheat, why do they cheat and solutions . The first part examines the variety of creative tactics that students use to cheat during in class examinations. Findings indicate that students manipulate variables divided into “qualifying” the teachers/ professors, collaborative cheating, solitary cheating. In the second part, it analyzes internal and external factors that influence students’ behaviors. It is also suggested some solutions by both students surveyed and the reporter.

I. Introduction:

Cheating is present in our society. We see cheating in the games we play, in the lives we lead and in our classrooms.

The literature on academic dishonesty provides a structural framework for understanding exactly what constitutes cheating. It also documents the social and personal characteristics of cheaters, their motives, where they are most likely to cheat, and when they are most likely to cheat; but where the literature is less thorough is when it comes to documenting what the students do to cheat-that is, how they cheat and why they do that. This gap in the literature exists because the techniques and tactics that students use to cheat have been largely presupposed rather than thoroughly examined and the reasons also diversify along with the time and social environment.

This paper examines the varieties of creative tactics that students use to cheat during in-class examinations as well as analysizes the most recent and important reasons causing this tension.

Based upon this study, specific techniques for enforcing academic integrity during in-class examinations will be suggested along with speculations as to the emotional and moral attractions of academic dishonesty.