i

CAUSES OF CHEATING AMONG STEM SENIOR HIGH

SCHOOL STUDENTS

A Thesis

Presented to Panabo National High School

Mervin L. Mamza

March 2017
 ii

CAUSES OF CHEATING AMONG STEM SENIOR HIGH SCHOOL STUDENTS

A Thesis

Presented to Panabo National High School

In Partial Fulfillment

Of the Requirements in Practical Research I

Mervin L. Mamza

March 2017
 iii

Approval Sheet

This thesis entitled Causes of Cheating Among STEM Senior High

School Students prepared and submitted by Mervin L. Mamza in partial

fulfillment of the requirements in Practical Research I has been examined and is

recommended for oral examination, acceptance, and approval.

REX F. CAETE, MAEd-TGS, Cand.

ADVISER

_____________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of

LEA N. MENDONES, MAEM, MED-LT

Chairperson

REX F. CAETE, MAEd-TGS, CAND.

Member

Accepted and approved on partial fulfillment of the requirements in

Practical Research I.

MEMIA B. INFIESTO

Principal IV, PNHS

Oral Examination :

Date of Oral Examination :

 iv

ACKNOWLEDGEMENT

I would like to acknowledge and express my heartfelt gratitude to the

following persons which made this paper possible by sharing their knowledge,

opinions and views towards this study.

A heartwarming thanks to Mr. Rex F. Caete for giving me the opportunity

to conduct a certain study and further explore my prior knowledge in research

and collecting data addressing particular issues in the society. Additionally, I

would like to enunciate my sincere gratitude to Mrs. Lea N. Mendones for being

my panel chairperson.

I also want to send thanks to my institution and to Mrs. Renette C.

Martinez and Mr. Excel Solilapsi for sparing some time validating my research

instrument.

I would like to acknowledge and express my gratefulness to my friend Vil

Ryan P. Tiempo for helping me in conducting my survey and also to the student

and teacher respondents who voluntarily participate in my research and

contribute their genuine thoughts.

I am grateful to my friends in supporting my study morally and to my family

for financial support. Without them, this study will become insufficient and

incomplete. My deepest thanks to God for giving me good health, courage,

confidence and resources for this study becomes possible.

Thank you and God bless us all!

Mervin L. Mamza
 v

Declaration of Original Work

I declare that this thesis represents my own work. All materials

incorporated in this paper, unless cited and acknowledged as the work of others,

are the product of my research. Rules in proper citation have been strictly

followed; ethical guidelines have been observed and implemented technical

aspects have been adhered to, and rules of grammar that have been employed.

Further, I also declare that the thesis has not been previously submitted to the

school for any or any other institutions as academic requirement for the subject.

Mervin L. Mamza
Author

March 2017

Witnessed by:

Memia B. Infiesto
Principal IV, PNHS

Rex F. Caete, MAEd-TGS, Cand.

Adviser

Renette C. Martinez, MA-LE

Reader
 vi

ABSTRACT

Education is a vital component of life and it is the primary goal of every

student attending school. On the other hand, learning without assessment is a

questionable knowledge. According to Nyamwange (2013) that school

examinations are a tool for measuring learners mastery of content and that

includes essay, multiple-choice, oral, and computational exam.

However, academic dishonesty is a continually recurring problem in higher

education (Davis et al., 1992). Academic dishonesty is commonly known as

cheating. McCabe (2006) identified cheating as seeking help from peers during a

test, copying other students assignment, plagiarism, collaborating with others on

individual assignments and using unauthorized material during examination.

The purpose of this study is to establish credible evidences that will

support the observable unethical behavioral acts within the scope of STEM-A

SHS students. Huton (1993) stated that cheating in schools is epidemic. With

this, the researcher wants to indicate whether the statement is applicable locally.

Base on the results the researcher concluded that STEM students do

academic dishonesty and heavy workload, having no enough time to study and

too much topic coverage are the main points stated by students which influences

them to cheat.

Key points: Cheating, academic dishonesty, examination, student, education

 vii

TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Declaration of Original Work v

Abstract vi

Table of Contents vii

List of Figure ix

CHAPTER

1 Introduction 1-2

Purpose of the Study 2-4

Research Objectives 4

Review of related literature 5-7

Theoretical Lens 7-8

Analytical Framework 9

2 Methods

Philosophical Assumptions 10

Research Designs and Procedures 11

Participants and Sampling 12

 viii

Ethical Consideration 13

Role of the Researcher 13-14

Data Collection 14

Data Analysis 15

Rigour 15-16

3 Results and Discussion 17-25

4 Conclusions, Implications and Recommendations 26-29

References 30-31

Appendices

Appendix A Letter of Consent 32

Appendix B Request Letter for Tool Validation 33

Appendix C Questionnaire 34-38

Appendix D Research Validation Sheet 39-40

Appendix E Questionnaires with Responses 41-56

Curriculum Vitae 57
 ix

List of Figure

Figure Title Page

1 Analytical Framework 6
 1

Chapter 1

INTRODUCTION

Education is a vital component of life and it is the primary goal of every

student attending school. On the other hand, learning without assessment is a

questionable knowledge. According to Nyamwange (2013) that school

examinations are a tool for measuring learners mastery of content and that

includes essay, multiple-choice, oral, and computational exam.

However, academic dishonesty is a continually recurring problem in higher

education (Davis et al., 1992). Academic dishonesty is commonly known as

cheating. McCabe (2006) identified cheating as seeking help from peers during a

test, copying other students assignment, plagiarism, collaborating with others on

individual assignments and using unauthorized material during examination.

Cheating, as a research subject, has gained much deliberation since the

early part of the twentieth century begun (Hulsart & McCarthy, 2009). Currently,

studies have shown an alarming elevation among students in their cheating

behavior (Niels 2002). Moreover, researches have drawn possible reasons which

cause these acts among learners.

Keller (1976) in his study recorded 69% of his students cited pressure for

gaining good grades as a significant reason for cheating. This clearly reflects that
 2

students are focusing on the quality of their grades rather than the knowledge

itself. Mabey et al. (2011) speculated that the environment in the place of work

influences the ethics of students in which unethical behavior can result to

cheating and plagiarism.

There are a large number of causes why students cheat. This study aims

to determine whether cheating is occurring in STEM Senior High School (SHS)

Students of Panabo National High School (PNHS) and identify specific reasons

why the phenomenon is unceasing.

Purpose of the Study

The purpose of this study is to establish credible evidences that will

support the observable unethical behavioral acts within the scope of STEM-A

SHS students. Huton (1993) stated that cheating in schools is epidemic. With

this, the researcher wants to indicate whether the statement is applicable locally.

McCabe (2010) in his survey 24,000 students reported 64% of them were

involved cheating on a test, 58% committed plagiarism and 95% said they have

done either of the two.

 3

In the Philippines, studies found that more than half of elementary and

secondary students are involved in academic misconduct primarily in cheating on

assignments and examinations (Mocorro, 2008; Baillo, 2000; Reyes, 1998; Koo,

1990; Binuya, 1988; Abrantes, 1984; Bautista, 1980).

As cheating persist to become greater, the academic integrity of every

individual involved are degrading. Since cheating is a worldwide problem,

Filipinos are not exempted in doing such unethical acts. Furthermore, in the local

outlook, the researcher rooted into writing this research paper due to the

perceived and witnessed cases of dishonesty within the site in which the

researcher belongs.

Deterrents have been applied to alter cheating. Davis et al. (1992)

suggests informing the students not to cheat, one seat-apart arrangement, and

constantly watching them while taking an exam are the preferred deterrents.

Punishment such as failing them when they are caught can also be an effective

alteration. However, students' perception that "everyone cheats" (Houston, 1976)

or that cheating is becoming a norm of life (Baird, 1980) and lack of punishment

and deterrent encourage them.

Recognizing the causes of cheating and its techniques could help prevent

this recurring phenomenon. Faculties will benefit and can formulate probable

techniques as well as to avert students from committing academic misconduct.

Cheating is believed to be beneficial to individuals who are performing it. In

 4

contrast, preventing this benefits the students as a whole in a way that learning

becomes a serious aspect and that they will work independently for their own.

Nevertheless, the advantages of altering such activities may not be felt in

a short span of time but it has lasting effects for the future generations creating

professionals having a higher academic integrity. Kohn (2007)

affirmed that since everyone agrees cheating is unfavorable, then we must pay

attention to prevent it.

Research Questions/Objectives

The researcher dealt with the following questions listed below guiding its

goal to address issues in the research theme:

1. What factors influence academic dishonesty among STEM students?

2. What methods are employed by students to cheat?

3. How do STEM Senior High School Students view cheating and how does

it affect their behavior?

 5

Review of Related Literature

Defining cheating as academic misconduct. Academic misconduct is any

action or attempted action that may result in creating an

unfair academic advantage for oneself for an unfair academic advantage or

disadvantage for any other member or members of the academic community.

There is a wide range of academic misconduct but this study will focus only on

cheating. Jones (2011) defined cheating as a deceitful attempt to elude rules,

standards, practices, customs, more, and norms gaining an unfair advantage for

the benefit of oneself.

Forms. Cheating includes behaviors such as copying on exams,

duplicating other students assignments, and plagiarism (Jensen et al., 2001).

Cheating comes in different techniques. Davis et al. (1992) recorded the

following results in their survey: (a) working out on a system of hand and feet

position, (b) assigning specific letter for each corner of the desk and simply touch

it during examination, (c) having a copy of the test, answering it ahead of time,

and memorize, (d) trading or comparing answers during the test, (e) opening a

book and looked up for the answers. It is important to determine the students

modus operandi to easily catch them in doing so.

Causes. Balbuena & Lamela (2015) suspected two different factors

affecting students to cheat rooted on social acceptance desirable values and

high academic achievement. Unpreparedness, incapability, pressure, ignorance

 6

of the ethics and academic race has also become the driving force of students to

cheat considering it as an alternative way to overcome examination difficulties.

The prevalence of cheating has been observed in the Philippines.

However, the efficiency of the policies concerning this is inconvincibly effective

(Mocorro, 2008). This case is a very common condition in schools influencing the

students confidence of not being caught or punished when doing scholastic

dishonesty.

Peers engagement in academics and perception on cheating including its

frequency can be a factor (Teodorescu and Andrei, 2009). In a survey conducted

by Davis et al. (1992), the most common reason why student let other students

cheat is because he/she was a friend. Meanwhile, Mocorro (2008) in his study in

the Philippines identified students cheating through allowing others to copy their

answers create a more driven relationship with their peers. Bowers (1964) stated

that social pressure can also be a driving force for students to cheat.

In addition, students are having a difficulty revealing their friends who

does so because of having confusions balancing the importance of friendship

and faithfulness to integrity (Drinan, 1999). This reflects that friendship affects

why students cheat because they can have someone to seek help to whenever

they needed. This can sometimes be the effect of dependency among peers to a

particular person within the group.

 7

Students view towards cheating. Cheating is intentional and a calculated

decision done by the students making them to get ahead. Some sees it as the

easiest way to succeed in a particular test (Loschiavo, 2015). Students arguably

see cheating as part of their lives (Rehman & Waheed, 2014) and 85% of the

learners agree that cheating is a normal part of life (Baired, 1980). It seems like

the views with regards to academic dishonesty has changed over the course of

time.

Harding (2001), in his study, recorded 95% of students believe that their

frequency of cheating is less than what their peers are doing it.

While most students perceive cheating as an unethical behavior

considering it as wrong, some envision it as an advantage in schooling. The

thought suggesting that cheating cannot be prevented also add to the students

dependence to such activity (Balbuena & Lamela, 2015).

Theoretical Lens

The Theory of Motivated Cheating. The theory suggests that the observer

(the student who cheats) cheat when unsure of an answer (Link & Day, 1993). It

can be inferred that the happening is driven by the uncertainty of the one who
 8

does it and that the uncertainty becomes the students motivation to perform

academic dishonesty.

Huntingtons Political Institutionalization Theory. Huntingtons (1968)

theory anticipates an end product of a change process: institutionalization. A

fourfold analysis emphasizing the criteria of adaptability, autonomy, complexity,

and coherence has been employed to ensure that the change will remain.

With regards to cheating, academic integrity must first be internalized and

adapted rather than seen as an external command or control behavior making it

into the norms and values of individuals and the organization. Institutions must

be able to deal with different challenges in advancing the concept and retain

coherence giving an emphasis for academic dishonesty. Thus, ethics must be

observed and enforced by the institutions. The school should also obtain honor

and public trust (Niels, 1996).

Coherence as a criterion leads a particular organization to manifest

academic integrity standards and that it could respond to the complexity of forms

acted by academic dishonesty to alter the situation. Policies must also be

employed by the establishment and be able to control it within the circle.

 9

Analytical Framework

Methods
employed by
students

Factors Views

Cheating

Figure 1
 CHAPTER 2

METHODS

This chapter shows the researchers methods and procedures towards

gathering information on the causes of cheating in STEM Senior High School

Students in Panabo National High School (PNHS). This contains philosophical

assumptions, research design and procedure, participants and sampling, ethical

consideration, role of the researcher, data collection, data analysis and rigour.

Philosophical Assumptions

The researcher deals with the ontological type of philosophical

assumptions which encompasses the nature of reality accepting multiple realities

by exploring proofs from different individuals. The following are the assumed

results of the researcher:

1. Students cheat on a test due to the uncertainty of their answer.

2. Students cheat because of lack of competency.

3. Students cheat because of the environment or peer influences.

 11

Research Design and Procedure

This inquiry employs a qualitative, descriptive, and a phenomenological

type of research.

This study primarily explores an understanding of certain and existing

issues in the society specifically in the school. It is qualitative since it does not

deal with figures and numbers.

Data included in this study is in descriptive form which explains the cause

of underlying matter describing information from the participants into an

understandable statement. The focus of this paper is to answer the question

what and;

A phenomenological method of qualitative research is used which

identifies the essence of human experiences about a phenomenon where the

event is constantly occurring.

 12

Participants and Sampling

Participants are chosen as per random selection. They are being asked

whether they could participate in the study after introducing the title of the

research. If they opt to say yes, then, they are assumed that they do academic

dishonesty.

Four students from STEM A are chosen to become respondents of the

study as per the researchers choice. Additionally, two SHS subject teachers of

STEM A are also randomly chosen to answer a written survey questionnaire

answerable in 15-20 minutes.

The survey comprised of five categories namely: prevalence, causes,

methods/techniques, views and deterrence. This ensures that the data are well

segregated for the description is at ease.

Ethical Consideration

Asking for permission. Since the research theme is somewhat

controversial, ethical measures have been applied to avoid the students

reputation be in vain. The researcher first introduce the research topic and
 13

verbally asked the students approval of becoming a participant. The respondents

will then be prompted to sign an agreement giving them the assurance and the

rights to remain anonymous.

Survey proper. A written survey questionnaire, answerable within 15-20

minutes, are given to the participants.

Token of appreciation. A token of appreciation are also given to the

respondents after the questionnaire has been accomplished.

Role of the Researcher

The researcher portrays two roles in the process; the observer and the

researcher.

This study was inspired by what the researcher has been observed in the

school environment. As the one who observed the happenings, the researcher

sees this as a problem and a threat to building academic integrity. The primary

goal of this paper is to have the observations supported by evidences to properly

explain why the event continuously persists.

The researcher, as the name suggests, will be the one to conduct a

survey to support the research theme following the ethics of research, gather
 14

information from related studies to further understand how cases of cheating

differ from other race or place, and describe the acquired data enabling other

people apprehend the situation.

Data Collection

Instruments were given to four students and two subject teachers of

STEM-A in Panabo National High School, on February 13, 2017, since it was the

within the researchers scope of observation. Answering of survey questionnaires

given to students and teachers occurred in the classroom and the faculty office,

respectively, as it is their preferred place to give their responses.

Instrument used is in demonstrative form concerning the contributors

comfort in giving their experiences or thoughts towards cheating. However, the

results of this study will be limited considering that the survey does not cover the

totality of the issue; instead, this will focus on the causes of cheating as what the

title suggests.
 15

Data Analysis

The researcher will use the description method in analyzing the data.

Since some of the participants responses is subject to their own experiences

related to the theme of this study.

Description process occurs when the information is spoken or written

represented by the person on the account of respondent. Given that the data are

opinionated, except for the questions having fixed option, readers can

interchangeably interpret the answers. With this, describing the context will

ensure proper understanding of the responses gathered.

Rigour

Student and teacher contributors participating in the study are examined

with the researchers prior knowledge observing them as potential operant of the

topic. Ensuring the studys credibility falls into the following categories:

Credibility. This criterion includes establishing of believable results with

the perspective of the contributor; they are the ones who can judge whether the
 16

information described relates to reality (William, 2006). The researcher must note

that the results must be factual abiding proper description of the data.

Transferability. This process deals with the transmission of exploratory

results into reality (Andale, 2016). This aims to establish information transferrable

to other context and can be used in other areas of related studies.

Dependability. Checking the dependability of a qualitative study, it must be

noted that the researcher does not violate any rule in research ethics or made a

mistake in conceptualizing the research topic (Williams, 2011). The study should

be reliable and cites valid information among its sources.

Confirmability. This refers to the degree in which others could affirm that

the outcome of the study (William, 2006). It is of the researchers responsibility to

describe responses in a matter of reality.

 CHAPTER 3

RESULTS AND DISCUSSIONS

The student survey questionnaire is divided into five categories since they

are the main subject of this research. This will ensure that the information are

sequenced and possess proper organization of contents. On the other hand,

teacher instrument deals with their views, observed cases and measures done to

inhibit cheating.

The following statements will discuss the prevalence, causes, methods,

views and the deterrence applied with the initiative of the institution or of the

teacher.

A. Prevalence

All the student respondents admittedly answered yes when asked if they

experienced cheating in their SHS life. In addition, the frequency of their cheating

experience differs from one student who answered always while the other 3

answered more than once.

All of them have also witnessed other students cheating not only once.

Additionally, one student perceived the frequency of academic dishonesty as

 18

always. Meaning, whenever there are quizzes, exams or tests, the event is

observable. Davis et al. (1992) in his survey of 6000 students recorded a mean

percentage of 76% of students who cheated in either high or college.

In addition, mathematics, math related subjects, science and science

related subjects are also the two major topics identified as the most difficult that a

student will likely to cheat.

On the teachers perception, cases of cheating in their course are not new

for one of them observed the happening oftentimes while the other is seldom

only. The fact that the event occurs remain.

B. Causes

Students cited (a) heavy workload, (b) having no enough time to study and

(c) too much topic coverage on a test as the following underlying causes

influencing them to cheat.

Too much topic coverage can be under the category of heavy workload.

Too much topic coverage can result to having no enough time to study the whole

coverage. Baird (1980) indicate heavy workload as the third

most cited reasons of high school students and having insufficient time to study

finished placed second in the survey.

Other secondary reasons of STEM students were; teacher discusses the

lesson too fast or just a few parts of it and pressure for good grades.
 19

Getting high grades and passing the school tests being highly prized have

become part of the Filipino society today. With the aim of living up with the

societal norms, despite the incapability, this often result to finding the easiest way

due that learners are being pressured with the parent or peers expectations.

Moreover, ineffective teaching strategies have also contributed to the students

poor learning and comprehension of the topic and somewhat cause them to

misbehave (Balbuena & Lamela, 2015).

Every student participant allows others copy their answers during a test or

making an assignment. This serves as another contributing factor for the

presence of the case in STEM SHS class.

Another specified reason which motivates the student to cheat is written

below (as written by one respondent);

I tend to cheat because the coverage of the examination given was not included to the
topics that I have studied/reviewed.

It seems like some learners of Grade 11-STEM is in the stage of adjusting

from the college-like teaching strategy of the curriculum where students are

prompt not only to depend on the information given by the teachers, instead, they

must do further research regarding the subject matter.

 20

C. Methods/Techniques

The contributors of the study were being asked of the techniques they

have used in cheating or what techniques they have already witnessed in doing

such activity. The answers are as follows:

I have witnessed some techniques in cheating like the other person passed his/her
paper to the other person and then the person who received it quickly copied the answers
written on the paper.

By using kodigo and sign language (but not of what the deaf people are using).

The most used or witnessed form of cheating in the normal process which is discussion.
Simply discusses the answer matter with peers to know any additional info by quick,
secretive convos.

Copying someones answer during passing of papers, using kodigo, sign

language/gestures and secretive discussion of answers are the commonly

employed method by the students in STEM. These methods were under McCabe

& Trevinos (1996) parameters as to what behaviors account as cheating. Cohen

& Felson (1979) explained that using of crib notes, also called as kodigos, is the

most common tactic that students use to cheat but how students were able to

generate this technique during exams has yet been addressed.

 21

Nevertheless, these techniques may be the most common but other

manner of cheating, which may be more efficient for them, are not revealed. This

may be their self defense enabling them to use the other technique again.

That is how students actually cheat and the different method employed

has been overlooked which is the common gap in existing literatures (Shon,

2006).

Student respondents share their most memorable cheating experience but

only one of them shared an experience during his/her Senior High School life.

My most memorable cheating experience happened when we were taking our Genaral Biology
examination. At that time, our teacher sitting right beside me and I cant find any other way to copy,
so I bring out my kodigo and its quite challenging for me because at any time, our teacher can
caught me from cheating.

D. Views

The respondents beliefs towards cheating affect their ethical perspective.

All students agreed with the statement everyone cheats and it is a normal part of

life. Moreover, three students consider cheating as an alternative method to

overcome examination difficulties and gain passing grades.

The following statements are the views of students towards cheating:

For me, I honestly think cheating is a negative deed. But it serves as PLAN B or the emergency
button for me whenever things go out of place or I frankly need someones help. (C1)
 22

Well for me, I dont consider cheating as bad at all the time as long as the person who cheats
knows when is the right time to do it. If he/she cheats all the time, I dont consider it good
anymore.(C2)

Cheating, for me, is normal part of life. Everyone cheats and it only differs on how they are going
to manage it.(C3)

During our DRRR (Disaster Risk Reduction and Management examination, I find it very difficult to
copy answers because the nearest person to me is too far and I wasnt able to study due to
personal problems. So, I was the very first person who finished the test and got the lowest score.
From that experience I realized that it is better to be honest so that I can motivate myself to study
and strive harder.(C4)

From the above responses, views differ from each student. (C1) signifies

that cheating may be considered as unethical yet it can also be the only way

when there seems to be no other way to answer in an exam. While (C2) and (C3)

reflect that cheating becomes a norm in our society. Baird et al. (1980) held a

belief of students regardless of differences in intellectual capacity, age and

background that cheating has become part of life considering it as normal.

(C4) indicates a realization that cheating may not be the best choice at all

times. Honesty still weighs heavier than gaining good grades without less effort.

C4 also coincides with the response of one teacher whose deterring

measure is arranging chairs one-seat apart during quizzes and exams. This

method of prevention is quite effective in particular situation.

Cheating can be viewed as a feasible scheme to achieve external or

performance goals. However, if students primarily engaged to such dishonesty,

 23

improvements on directed goals might be hindered and will not be efficient as

expected (Murdock & Anderman, 2006).

In contrast, on the teacher perspective, they perceive cheating as the

following:

Cheating is an act of deceiving/deception.

Students who cheat are wasting their time in school. It lowers ones self-respect and confidence,
and if others see you cheating, you will lose their respect and trust. I view it as a desperate move to
cover up their irresponsibilities.

Comparing their past experiences, teacher respondents were ask whether

cheating becomes worst in the present generation.

It is already a system or a vice that is hard to alter or it has a great struggle before this will be
overcomed.

I think no. cheating in tests has been present since time immemorial. Its like a gene/trait that is
passed on from generation to generation. Its the teachers job to suppress that gene. Its really up
to the teacher, his/her tolerance to cheating.

E. Deterrence

Since both the teacher participants observed academic dishonesty

occurring in STEM in their course, they were asked with the preventing measures
 24

they have done to prevent cheating which they think they did it effectively. All the

choices given were done by both respondents are as follows; (a) constantly

watching them during tests, (b) walking around the classroom during

examinations, (c) mentioning the name of the student attempting to cheat, (d)

rechecking all the students works and (e) making an essay exam.

Arranging chairs one-seat apart during quizzes and exams and calling the

attention of the concerned person in private were also employed by the teachers.

Giving more emphasis to outcomes over learning competencies, it is being

argued that cheating will likely to continue to occur (Callahan, 2004).

Majority of the students cited the following situations as the hardest time to

cheat; (a) when the teacher is constantly watching, (b) when the teacher

constantly walks on every corner of the classroom and (c) when the teacher

mentions the name of the student attempting to cheat.

One student also answered that reminding everyone using a bible verse

on or before the exam keeps him/her from doing academic dishonesty.

Even how strict the institution and person is in observing this act (cheating), as far as this
unbecoming act arises, still this will be used no matter if it is immoral. It is in the person/individuals
willingness ad preparedness not to engage with cheating.

Students must bear in mind that cheating can have widespread repercussions, they may not
realize it at the moment, but their bad actions will come back to them in the future.
 25

Practice makes permanent, this has been the new term referring to the

frequency of cheating. Eventually, the entire countrys plight will be affected due

to lack of morality, as ethics critically diminished in the society (Rubin, 2012).

 CHAPTER 4

CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

This chapter addresses the underlying conclusions supported by

evidences. Describing the gathered data, this includes implications of the

responses given by the respondents. Seeing the research theme as a problem,

the researcher gives recommendations with regards to cheating.

Conclusions

It can be concluded that STEM students do academic dishonest and

heavy workload, having no enough time to study and too much topic coverage

are the main points stated by students which influences them to cheat. STEM

strand is highly academic and advance course compared to other courses

offered by K to 12 curriculums. Subjects under this course requires more work

and that some students cannot cope up with the requirements resulting into
 27

having insufficient time to study on particular lessons on the upcoming quizzes or

test. Putting too many lessons in a single test also became a factor for cheating.

It is important to identify the techniques of students in doing academic

dishonesty to formulate actions to alter their unethical behavior in school. It must

be noted that trading of papers, using kodigo, gestures/sign language and

secretive discussions are the following methods employed by STEM students in

cheating. Thus, these actions must be given much attention by teachers during

exams in their course.

However, views towards cheating affect the students frequency in doing

such activity. In the case of STEM students, cheating is being perceived as a

normal part of life. This perception encourages the young minds that the act is

neither ethical nor unrighteous. The act becomes subjective to students and that

it encourages them to do so.

Implications

Given that all student participants in the survey have experienced cheating

more than once and observed the event in the same frequency, it implies that

cheating is prevalent in STEM SHS students with their willingness in doing it. The

fact that teachers pay attention in this dominating case of academic dishonesty in
 28

school, tactics being used are still effective to the extent that cheating still occurs

even when the teachers become vigilant in preventing cheating employing

preventive measures which they think was effective.

Academic requirements in STEM strand must be very high or it requires

more work compared to other courses offered in the K to 12 program. Having no

enough time to study can also be the result of procrastination among students.

Perceiving cheating as a norm in attaining good scores, in certain circumstances,

also contributes to the behavior of the students towards cheating since the

willingness is present. Causes cited by the operant which influences them to

cheat should also be addressed to stop majority, if not all, of the cases observed.

Differences between the teachers and the students perception of cheating

forms a gap which can result into differences to interpreting the activity as well

and its severity. Teachers described cheating as a severe and have a long-term

effect to the student alone when they engage to such. Nonetheless, students

consider it wrong to engage in academic dishonesty but they do it when needed.

It only implies that cheating will likely to continue to occur but will evolve in

different aspect as another generation arises.

 29

Recommendations

The researcher, after analyzing the data has come up to a number of

recommendations in addressing the phenomenon:

Establishing examination taking system. Heavy workload must be the

result of simultaneous examination or having too many tests on the same day.

Making a system will promote limited tests in one day and the other set of tests

on the other day to avoid carrying multiple studying pressure.

Understanding initiatives. In a broader sense, deterring such phenomenon

is of the teachers initiative. Vigilance is needed and this must be taken much

attention. Simply reminding the students not to cheat is the simplest method a

teacher could contribute to lessen the frequency of academic dishonesty.

Indicating preventive measures. Results in chapter 3 (deterrence

category) can be used to inhibit cheating cases among learners. Implementing

those techniques will also counteract the recurring phenomenon.

Internalizing cheatings objectivity. Considering cheating as unethical must

first be internalized into the minds of every student. With this, students will take

honesty as a moral requirement rather than an external command.

 Appendix C 34

Questionnaire for Students

Instruction: Answer each question properly and honestly. Check the box that
corresponds to your chosen answer or write your answers on the space
provided.

A. Prevalence

1. Have you experienced cheating in your Senior High School life?

Yes No, I dont cheat

2. If yes, How often? Once More than once

Always

If no, please share to us your reasons for not cheating:

________________________________________________________________
________________________________________________________________
__________________________________________________________

3. Have you witnessed other students cheating during a test or making an

assignment?

Yes No

4. If yes, How often? Once More than once Always

5. On what particular subject do you find the most difficult that you have cheated
or more likely to cheat? (Check all that apply)

Mathematics and Mathematics related subjects

English and English related subjects

Filipino

Science and Science related subjects

Others (please specify):

________________________________________________________________
____________________________________________________________

5. Do you let other students copy your assignment or during a test?

Yes No
 Appendix C 35

B. Causes

1. What factors listed below influences or causes you to cheat? (Check all that
apply)

Pressure for good grades

Pressure from parents or peers expectations

Other students cheating put me at disadvantage

Heavy workload

Having no enough time to study/dont want to study

I cheat because everyone does it

No one has ever get punished because of cheating

I cheat because our teacher dont really care about cheating that much

Too much topic coverage on a test

Teachers discusses the lesson too fast or just a few part of it

Too many tests on the same day

Others (Please specify):

________________________________________________________________
________________________________________________________________
__________________________________________________________

C. Methods/Techniques

1. What techniques did you use to cheat or what techniques have you witnessed
in cheating? (You can answer on your preferred dialect)

________________________________________________________________
________________________________________________________________
__________________________________________________________

2. What was your most memorable cheating experience? (You can answer on your
preferred dialect)

________________________________________________________________
________________________________________________________________
 36
Appendix C

________________________________________________________________
________________________________________________________________

D. Students View towards Cheating

1. Do you consider unpermitted copying of answers from your classmate with

his/her consent a cheating? Yes No

2. If no, then how do you define it? (Define in one word) _________________

3. Do you believe in the statement everyone cheats and it is a normal part of

life? Yes No

4. Do you consider cheating as an alternative method to overcome examination

difficulties and gain passing grades?

Yes No

5. Share to us your personal views towards cheating. (You can answer on your
preferred dialect)

________________________________________________________________
________________________________________________________________
________________________________________________________________

E. Deterrence

1. What situations you find the hardest time to cheat in an exam? (Check all that
apply)

When the teacher is constantly watching

When the teacher constantly walks on every corner of the classroom

One seat apart

Having an essay test

Test choices are scrambled and not the same with the nearest person you
can probably seek help

When the teacher mentions the name of the student attempting to cheat

Others (Please specify):

________________________________________________________________
________________________________________________________________
 37
Appendix C

Questionnaire for Teachers

Instruction: Answer each question properly and honestly. Check the box that
corresponds to your chosen answer or write your answers on the space
provided.

1. Are your students in STEM do academic dishonesty such as cheating and

plagiarism? Yes No
2. If yes, how often?
Seldom Often times Always
3. What have you done to alter cheating in your course? (Check all that
apply)
Constantly watching them during tests
Walking around the classroom during examinations
Mentioning the name of the student attempting to cheat
Rechecking all their works
Making an essay exam
I dont mind, they will be the one to suffer anyway
Others (Please specify):
_____________________________________________________
_____________________________________________________
4. Were your preventing measures effective?
Yes No
5. Do you punish your students caught doing academic dishonesty?
Yes No
6. If yes, in what way?
___________________________________________________________
___________________________________________________________
__________________________________________________________

7. When a student copied an answer on his/her classmate with his/her

permission, do you still consider it as cheating? Why?
___________________________________________________________
___________________________________________________________
__________________________________________________________

8. As a teacher, how do you view cheating?

___________________________________________________________
___________________________________________________________
__________________________________________________________
 Appendix C 38

9. From your past experiences, does cheating becoming worst in the present
generation? Why?
___________________________________________________________
__________________________________________________________

10. If you have important thoughts, concerns, suggestions, recommendations

and any method that you think will help prevent cheating in your school
which are not stated in this questionnaire, please share it to us. Your
thoughts count!
___________________________________________________________
___________________________________________________________
__________________________________________________________
 Appendix B 33

Request Letter for Tool Validation

February 13, 2017

___________________
___________________

Madam,

Greetings!

I am currently working on my research entitled: Causes of Cheating among

STEM Senior High School Students. A written test questionnaire as
instrument will be used in the said research.

Knowing your expertise in the field of research and education, I would like to ask
for your help in validating the said instrument before giving it to the respondents
of this research.

I have attached here the validation sheet and the questionnaire of the study. I will
be glad to hear your suggestions and comments for the improvement of the said
instrument.

Your positive response is highly appreciated.

Thank You and God Bless!

Truly yours,

MERVIN L. MAMZA
Researcher
 57

CURRICULUM VITAE

Name: Mervin L. Mamza

Home Address: Lot 2, Block 5, GMR Village, Barangay Gredu, Panabo City

Contact Number: 09102620946

Civil Status: Complicated

EDUCTIONAL BACKGROUND:

2016-Present Senior High School

Panabo National High School, Gredu, Panabo
City

2012-2016 Junior High School

Panabo National High School, Gredu, Panabo
City (2015-2016)

Trento National High School, Poblacion Trento,

Agusan Del Sur (2012-2015)

2007-2012 Elementary Education

Trento Central Elementary School (2010-2012)

Bunawan Central Elementary School, San

Teodoro Bunawan, Agusan Del Sur (2007-
2010)
 30

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