ACADEMIC DISHONESTY: REVEALING ITS CAUSES AND CONSEQUENCES IN EDUCATION

Amongst the education sector, schools and universities have their conventions while they conduct their education. Almost all education sectors prohibit cheating during the exam, yet many students still tend to do it anyway. Students are expected to understand the education conventions and standards in the form of the prohibition of academic dishonesty. Academic dishonesty refers to the behavior of violating the terms of no collaboration, retrieving information from unauthorized sources, and cheating in doing the task or exam (Faucher & Caves, 2009). This behavior may hurt the education itself since it will be considered to violate the originality of the study required to be done by the students. The educated society also considers academic dishonesty a violation of educational morals (Heriyati & Ekasari, 2020). Although it is considered immoral, many students engage in academic dishonesty due to various factors. Understanding the prevalence of academic dishonesty and its underlying causes is vital in addressing this issue effectively within the education sector. Therefore, teachers and institutions must create plans to address academic dishonesty and improve student achievement by learning more about the scope of the problem and the variables that contribute to it. This essay will investigate the effects of academic dishonesty on students' classroom performance and the underlying causes of such unethical behavior among students.

Students who strive for academic achievement frequently feel tremendous pressure to get flawless results. These pressures can take many forms, such as expectations placed on oneself, societal expectations, and competitive settings (Lamb et al., 2013). To satisfy these demands, students may participate in unethical behaviors, such as sharing answers with friends or stealing work from others. Pursuing perfection may birth to mental habits that encourage dishonest behavior and the adoption of shortcuts. In addition to causing worry and tension, the quest for perfection can hinder a student's learning capacity. Pupils who experience pressure to perform well could be more inclined to act unethically to cope with stress and worry (Whitley, 1995).

Peer pressure significantly impacts how students behave and think in educational settings. A culture of academic dishonesty that encourages other students to follow suit can be established when students participate in unethical behaviors, such as cheating or exchanging answers (Mccabe et al., 2001). Students could think that even if anything they do is dishonest, it's okay if it stays a secret. Peer groups can normalize unethical activity, which might make it harder for students to resist the urge to cheat. Peer pressure can exert a powerful influence in a competitive academic setting. They might be more inclined to act unethically to benefit themselves if they feel pressured to perform well to keep their place in the group.

The culture of instant gratification and easy access to answers has been fostered by the rapid advancement of technology and the wide availability of information on the Internet (Helal et al., 2018). Students who rely too much on technology may take a passive approach to learning, depending more on outside resources than on deep understanding and critical thinking (Mccabe et al., 2012). As a result, students may be less willing to put in the time and effort required to develop their understanding when they can quickly get solutions to their questions online. Additionally, students who use technology excessively may have more difficulty thinking critically and overcoming challenges. Students who rely too heavily on technology for instant solutions also risk not learning how to evaluate data, find reliable sources, and conclude. Thus, students' capacity to learn successfully and apply their information in a practical environment may need to be improved by excessive reliance on technology.

Academic dishonesty affects the integrity of the educational system and students' learning experiences, making it a severe problem in the classroom. Peer pressure, the desire for fast information through technology, and the drive to reach perfection all play a part in students' unethical behavior, including cheating. These behaviors impair the educational process and the growth of critical thinking and autonomous learning abilities. Therefore, in addition to putting strict anti-cheating mechanisms into place, educators and institutions must proactively build supportive learning environments that value moral behavior and efforts. We can endeavor to maintain the genuine essence of academic integrity by fostering a culture of academic integrity and giving students the resources they need to manage academic stress. 

REFERENCES

Faucher, D., & Caves, S. (2009). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Teaching and Learning in Nursing, 4, 37–41. https://doi.org/10.1016/j.teln.2008.09.003 

Helal, G., Ozuem, W., & Lancaster, G. (2018). Social media brand perceptions of millennials. International Journal of Retail & Distribution Management, 46. https://doi.org/10.1108/IJRDM-03-2018-0066

Heriyati, D., & Ekasari, W. (2020). A Study on Academic Dishonesty and Moral Reasoning. International Journal of Education, 12, 56–62. https://doi.org/10.17509/ije.v12i2.18653

Lamb, M., Hershkowitz, I., & Lyon, T. (2013). Interviewing victims and suspected victims who are reluctant to talk. APSAC Advisor, 25, 16–19.

Mccabe, D., Butterfield, K., & Treviño, L. K. (2012). Cheating in college: Why students do it and what educators can do about it. Cheating in College: Why Students Do It and What Educators Can Do About It, 1–225.

Mccabe, D., Trevino, L., & Butterfield, K. (2001). Cheating in Academic Institutions: A Decade of Research. Ethics & Behavior - ETHICS BEHAV, 11. https://doi.org/10.1207/S15327019EB1103_2

Whitley, R. (1995). Academic Knowledge and Work Jurisdiction in Management. Organization Studies, 16(1), 81–105. https://doi.org/10.1177/017084069501600105

 

Cause and Effect Essay:

Written By:

1. Khoir Ibnu Akhsan (2120302057)
2. Kun Fafida (2120302068)
3. Dian Prastiwi (2120302071)
4. Anunk Dayajati (2120302072)
5. Isabella Anovdy Laksita Maheswari (2120302103)