CHAPTER I

BACKGROUND OF THE STUDY

Introduction

Parents know on an intellectual level that their

children’s grades matter. They appreciate their significance

specifically to merit awards during recognition day. They

became proud of the academic accomplishment their children

have as a payback of their hard work in sending them to

school. As their children gone through college application,

they are aware that good grades served as the basis for

admission and this may help them access to scholarships, more

appreciation and awards. They believe that academic

excellence is a much better investment.

School guidance coordinators or Counselors also provide

information on academic achievement opportunities that come

with good grades. Better test scores will mean that a student

is ahead of others in the class and everybody will look into

with respect and appreciation of their teachers and peers.

This instance also opens the door for future opportunities-

Good career, high income and the respect of the society.

 With all the cited good reasons, hence, pressure by

parents and schools to achieve top scores has created stress

levels among students.

Denise Clark Pope (2005), on her study, found out that

students spend most of their time “finagling the system” in

pursuit of high grades. “In every Class where a test was

administered, there was cheating,” she added.

Knowing that cheating is wrong, as most of the students

aware of, they still do it and pretending that they did not

commit any form of dishonesty. What is important to them is

to get good grades regardless of any harm they could get

specifically on student integrity and morality.

Cheating in school is called academic dishonesty. They

come in many forms - some are obvious, while some are less

obvious. This includes cheating, bribery, misrepresentation,

conspiracy, fabrication, duplicate submission, academic

misconduct, improper computer/calculator use, improper

online, disruptive behavior, and last, but certainly not

least, plagiarism.

According to Sarah Sparks, in her article "Studies Find

Cheaters Overinflate Academic Ability,” students who cheat

deceive themselves into thinking that what they got is a

result of their own capabilities and abilities, setting

themselves for delusions of success.

Prof. Stephens of the University of Connecticut said,

“Kids start to disengage [from] responsibility habitually;

cheating in high school does lead to dishonesty in the

workplace as an adult.”

With these concerns, it is important to know the

perception of students on cheating because it greatly affects

their character, their decisions, and ultimately, their

future. To prevent those consequences of cheating, it is

necessary to dig into the problem and the root cause of it.

It is at this instance that the researcher is encouraged

to study on this and have the necessary information on the

very alarming hidden consequences the students may face after

they graduated and grow into adulthood and still thinking

that cheating will bring no harm to them.

Statement of the problem

The study was conducted to determine the different

perceptions of the Junior High School Students of Pili

Capital College, Inc. on academic dishonesty.

 Specifically this sought to address and answer the

following queries:

1. What are the expectations of parents in sending

their children to school by which they need to cope up?

2. What are the different perceptions of students on

academic dishonesty?

3. What types of academic dishonesty do they engage

in?

4. How frequent do they engaged in such action?

5. What are their reasons for doing such action?

6. What interventions students need to correct

unacceptable acts of dishonesty in school?

Objectives of the Study

The study was conducted to determine the perception of

the Junior High School Students on cheating.

Specifically, this aimed to:

1. Identify the different expectations of parents in

sending their children to school by which they need to

follow.

2. Identify the different perception of students on

academic dishonesty.
 3. Enumerate the types of dishonesty students

engaged in.

4. Determine the frequency of occurrences of

academic dishonesty in the school.

5. Identify reasons for engaging in different

academic dishonesty.

6. Identify interventions to correct the

unacceptable academic dishonesty practices in school.

Significance of the Study

The fundamental purpose of this study was to determine

the perception of Junior High School Students of Pili Capital

College, Inc. on academic dishonesty and to identify the

reasons and ways of doing so. Thus, results will be of help

to the following individual and institutions to be aware and

make the necessary assistance and support.

Students. They will be aware that their simple act of

dishonesty will result to moral accountability to themselves,

and it will affect their future undertaking in life and will

contribute to moral degradation. This will also help them to

make necessary adjustment and have a critical thinking by

avoiding the commitment of such acts and to avoid possible

regrets.
 Parents. They will also benefit from the result of this

study by having a firsthand information on the activity of

their students in school and the pressure they give to their

children in getting higher grades and the danger of resulting

to dishonesty to cope up with their expectations. This will

be an eye opener to them to look into the values they want to

instill to their children.

Teachers will also be aware of the academic dishonesty

done in the classroom. This will help them minimize, if not

to control, academic dishonesty and have precautionary

measures to completely avoid cheating in the classroom. They

have to create an environment where students will learn more

instead of focusing on attaining acceptable achievement for

the society by having high grades and academic honors.

The faculty will also be aware on the increasing number

of student engaging themselves in academic dishonesty. This

will also help them determine and realize if they are really

doing a fair and accurate evaluation of their students.

This will also serve as basis for future plans of the

school administrators for appropriate actions to be done in

order to diminish the act of cheating and help their students

achieve academic integrity. This will also help them have

clear academic integrity statements, policies, and

procedures.
 The department involve in educating the people, the

Department of Education or DepEd, with the result of this

study, will be more vigilant. This will help them promulgate

policies, programs and interventions to address the problem

on cheating specifically in the public schools. This will

help them have insights about the nature of the problem to

respond for a remedy. The success in implementing the solution

would be a great help to bring the institution’s standing in

the higher level.

Future researchers will be guided with the result of

this study for their parallel researches to arrive into better

solutions to address the problem.

Scope and Limitations of the Study

This research was conducted to all Junior High School

Students officially enrolled at Pili Capital College, Inc.

school year 2016-2017. The respondents were the Grade 7 to

Grade 10 students of Pili Capital College, Inc. as the main

source of information needed to get the desired output; they

answered questions through the questionnaire given.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes varied definitions of cheating or

academic dishonesty from different authors. The reasons and

the factors why students choose academic dishonesty over

academic integrity will be included. It will also enumerate

some ways on how students cheat academically.

Educational Institutions aim to provide competent

graduates with the 21st century skills through offering and

providing quality education. The learning and needs of the

students can be addressed and are determined through

assessment. “Cheating undermines the use of assessment data

as both indicators of student learning and as a sources of

feedback to teachers for instructional planning” (Eric M.

Anderman and Tamera B. Murdock, 2007). When students focused

too much on acing the exam, or at least passing the test,

learning the context of the subject matter is taken for

granted. Cheating has been an inevitable and common practice

among schools and universities. According to research and

surveys conducted by Dr. Donald McCabe and the International

Center for Academic Integrity, the number of university

students who admit to cheating in some form is truly eye-

opening. The International Center for Academic Integrity

states that “McCabe's surveys of over 70,000 high school

students at over 24 high schools in the United States

demonstrated that 64 percent of students admitted to cheating

on a test, 58 percent admitted to plagiarism and 95 percent

said they participated in some form of cheating, whether it

was on a test, plagiarism or copying homework.”

(http://www.academicintegrity.org/) Symaco and Marcelo

(2003) pointed out that “academic dishonesty is a perennial

problem that successfully eludes solutions.”

Jensen et al., (2002) said that “Cheating behaviors may

be considered a form of academic dishonesty: it is a way to

present others’ academic work as ones’ own interfering with

the learning and the evaluation process, a fraudulent means

of achieving grades, being accompanied by the risk of

detection and punishment.” Cizek, G. J. (2003)even defined

cheating as “giving, taking, or receiving information, and or

using any prohibited materials, and or capitalizing on the

weakness of persons, procedures or processes to gain an

advantage.” Anderman and Murdock (2007) also added that

“cheating is a strategy that serves as a cognitive shortcut.

Whereas effective learning often involves the use of complex

self-regulatory and cognitive strategies, cheating preludes

the need to use such strategies.”

 Jensen, et.al. (2002) opined that “Academic dishonesty

includes behaviors such as cheating on exams, copying other

students’ homework and assignments, and plagiarism.” One of

the most common form of academic dishonesty is plagiarism.

Kisamore, Stone & Jawahar (2007) also talked on Plagiarism as

an offense that strikes at two important educational values

– the value of individual work and respect for others’

intellectual property. When a person fails to give credit to

a source, thereby giving the impression that what is actually

a borrowed idea or way of saying things is their own, they

commit plagiarism.”

Influences/Reasons/Factors on Academic Dishonesty

School environment. Students usually cheat because of

concern about their performance. The pressure to be

successful in school and in academic life greatly contributes

to academic dishonesty. Success in examinations opens the

doors to higher education and professional training (Max A.

Eckstein, 2003). Some students are very much eager to ace the

class or at least pass the subject. Their “desire to succeed”

and the “need to excel at any cost” greatly affects their

behaviors. If ‘‘winning is everything,’’ then cheating simply

becomes a tool to use in pursuit of this higher goal (Simkin

& McLeod, 2009).

Schools play an important role in academic dishonesty

and academic integrity with students. Many schools are

inconsistent in defining proper behavior. They lack rules to

maintain and enforce it. There are deficiencies in the

mechanisms for detecting and dealing with the infractions.

Students who are practicing academic dishonesty are rare

detected or punished (Eckstein, 2003). A growing number of

universities known to Simkin & McLeod (2009), for example,

now insist that faculty at most assign a grade of ‘‘zero’’

for the assignment or test on which students cheated – and

this only if an instructor both catches, and is able to prove,

that a student cheated. The belief that the penalized and

resentful students who remain in classes after such incidents

‘‘poison’’ the class environment and negatively affect

subsequent student evaluations of the class and the professor

adds to this reluctance – thereby leading to a more forgiving,

and perhaps permissive, environment for such behavior (Riera

& Di Prisco, 2002).

Teacher’s credibility also plays a factor in academic

dishonesty. Anderman, Cupp and Lane (2010) found that there

is a link between the perceived credibility of the teacher

and the student's motivation and learning. Students were less

likely to cheat in the classroom if they perceive their

teachers as credible. Murdock, Hale, and Weber (2001) found

a similar relationship; students reported that academic

dishonesty was less likely to occur when they found their

teachers to be respected by the students and when the teachers

were committed to their jobs. According to Murdock et al.

(2008), “teachers’ policies and practices are among the most

frequently used justification of dishonest behavior.”

Students will justify cheating based on the teacher’s

pedagogy or classroom practices. If the teacher has poor

pedagogical skills, –students, both high school and college–

will rate cheating as more justifiable than if the teacher

has good pedagogical skills.

The Murdock et al. (2007) study with 224 college

undergraduate and 195 graduate students not only examined the

classroom goal structure and its effect on cheating, but also

how teacher’s pedagogy, good versus poor, affected student

cheating and their justification of it. As in their 2004 study

with high school students, the college students in this study

were given hypothetical vignettes portraying teachers with

both good and poor pedagogical skills. They hypothesized that

students would assign more blame for cheating to the teacher

rather than to themselves when the teachers’ pedagogy was

poor. They also hypothesized that the likelihood and

acceptability of cheating would increase with poor pedagogy.

Parents. Academic dishonesty is more likely to occur

with parental pressure to get good grades (Taylor et aI.

2002). For some adolescents, parental pressure is high at

this age in regards to academics (Strom & Strom, 2007).

Adolescents sometimes take risks to please their parents or

perform higher than their siblings or peers. Academic

cheating is the result because adolescents believe that if

they cheat then they are going to get the grade that they

desire or that their parents desire. Some students feel

pressure to get better grades and some students struggle

academically and feel that cheating is their only path to any

kind of success. With tremendous pressure and competition for

grades, some students will cheat or plagiarize to maintain a

high GPA, which can please parent, result in selection to

school leadership roles, and impress corporate recruiters

(Moeck,2002).

Peers. Peer influence can be the major driving force

behind adolescents' behaviors. Peers can play a large role in

academic dishonesty during adolescence. Adolescents are at a

time in their life where peer influence and peer pressure are
high (Rettinger &Kramer, 2009). Adolescents are influenced by

what their peers do and they form their peer groups around

similar interests. Peer influence is at its highest at this

point in their lives. If an "unpopular" student is approached

by a group of "popular" peers who want an assignment or a

past exam, and they say that the "unpopular" student can join

their group of friends if they give them what they want,

chances are the "unpopular" student will give them what they

want (Sarita, Rajni Dahiya, 2015).

A longitudinal study of students at U.S. military

academies found that having peers who cheated in the past

increased the likelihood that students would cheat in the

future (Carrell, West, & Malmstrom, 2005). Bandura’s (1986)

theory states that people learn behaviors through observing

others and then externalizing that behavior. If a student

sees a peer engaging in cheating behavior and benefiting from

it, he or she may be motivated to model that behavior and

cheat, despite moral standards, and he or she may in fact

alter moral standards to incorporate this behavior that

provides valuable benefits.

 How Students Cheat Academically

These are some of the ways that students cheat, whether

done intentionally or not. This applies to college students

as well as high school students, including applying for

college. (http://www.bestcollegereviews.org/cheating/)

1. Having parents do work for them, instead of just

helping. (This can be the fault of parents as
much as students.) This includes filling out a
college application essay.

2. Faking test scores and recommendation letters

(for college applications).

3. Downloading papers from the Web.

4. Plagiarizing large or entire portions of text

from various sources.

5. Copying multiple choice take-home test answers.

6. Copying homework/ essays.

7. Working in a group but each submitting the same

answers/ essays.

8. Using phones to texting answers to each other

during a test.

9. Saving notes on a smartphone, for viewing during

a test.

10. Using phones to browse the Internet during a

test.

11. Replacing a drink bottle’s label with crib

notes. There are videos on YouTube showing
students how to cheat, including information on
 where to get printer-ready labels, and tips on
how to apply the glue.

12. Taking photos of tests (during the test) and

posting them online, usually to a social network
such as Facebook.

13. Using phones to check Facebook for a friend’s

answers.

14. Using earbuds hidden in long hair and/or

clothing, and listening to prerecorded notes.

15. Hiring someone to take online courses for them.

16. Hiring someone from online sources to complete

assignments or exams.
 ENDNOTES

Anderman, Eric M., and Murdock, Tamera B. (2007), The

Psychology of Academic Cheating

Anderman, E.M., Cupp, P.K., & Lane, D. (2010).

Impulsivity and academic cheating. The Journal of

Experimental Education, 78, 135-150

Bandura, A. (1986). Social foundations of thought and

action: A social cognitive theory. Englewood Cliffs, NJ:

PrenticeHall.

Carrell, S. E., West, J. E., & Malmstrom, F. V. (2005,

November). Peer effects in academic cheating (Working

Paper). Retrieved September 29, 2007

Ciek, G. J. (2003). Detecting aand preventing

classroom cheating: Promoting integrity in assessment.

Thousand Oaks; CA: Corwin Press

Eckstein, Max A., (2003) Combating Academic Fraud

Towards a culture of integrity, International Institute for

Educational Planning

Jensen L., Arnett J., Feldman S., & Cauffman E.

(2002). It’s wrong but everybody does it: Academic

dishonesty among high school and college students.

Contemporary Educational Psychology, 27, 209-228.

Kisamore, Jennifer L. , Stone, Thomas H., Jawahar, I.

M. (2007): Academic Integrity: The Relationship between

Individual and Situational Factors on Misconduct

Contemplations

Moeck PG. (2002) Academic dishonesty: Cheating among

community college students. Community College Journal of

Research and Practice.

Murdock, T.B., Hale, N.M., & Weber, M.J. (2001).

Predictors of cheating among early adolescents: academic

and social motivations. Contemporary Education Psychology,

26,96-115.

Murdock, T., Miller, A., & Goetzinger, A. (2007).

Effects of classroom context on university students'

judgments about cheating: Mediating and moderating

processes. Social Psychology of Education, 10(2), 141-69.

Murdock, T., Beauchamp, A., & Hinton, A. (2008).

Predictors of cheating and cheating attributions: does

classroom context influence cheating and blame for

cheating? European Journal of Psychology of Education,

23(4), 477-492.
 Rettinger DA, Kramer Y. (2009) Situation and personal

causes of student cheating, Research in Higher Education

2009; 50:293-313.

Riera, M., & Di Prisco, J. (2002). Your cheating part:

an opportunity to teach kids about integrity. Our Children:

The National PTA magazine, 28(1),8-9.

Sarita, Rajni Dahiya (2015) Academic cheating among

students: pressure of parents and teachers. International

Journal of Applied Research 2015; 1(10): 793-797

Simkin, Mark G., McLeod, Alexander (2009) Why Do

College Students Cheat? Journal of Business Ethics

Strom P S, Strom R D. Cheating in middle school and

high school. The Educational Forum 2007; 71:104-116.

Symaco, Pe Lorraine & Marcelo, Editha (2003), College

Student Journal

Taylor, L., Pogrebin, M., & Dodge, M. (2002). Advanced

placement-advanced pressures: Academic dishonesty among

elite high school students. Educational Studies, 33(4),

403-421

http://www.academicintegrity.org/icai/integrity-3.php

http://www.bestcollegereviews.org/cheating/
 CHAPTER III

THEORETICAL AND CONCEPTUAL FRAMEWORK

Hypothesis of the Study

The students perceived academic dishonesty will do no

harm to them as long as the motive of doing so is to get good

grades.

Assumptions of the Study

This study was premised on the following assumptions:

1. With the pressure from parents and the school,

students will result to cheating to live up to their

expectations.

2. Students engaging in different forms of

academic dishonesty pretend that they are not doing it.

3. Academic dishonesty practices become the

culture of the students.

Operational Definitions of Terms

In order to have an easy and better understanding for

the readers, the researchers define the following

terminologies according to how it is used in this research:

Academic dishonesty or academic misconduct is any type of

cheating that occurs in relation to a formal academic

exercise. It can include

Plagiarism: The adoption or reproduction of ideas or words or

statements of another person without due acknowledgment.

Fabrication: The falsification of data, information, or

citations in any formal academic exercise.

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.

Cheating: Any attempt to give or obtain assistance in a formal

academic exercise (like an examination) without due

acknowledgment.

Sabotage: Acting to prevent others from completing their

work. This includes cutting pages out of library books or

willfully disrupting the experiments of others

Perception is the belief; awareness; understanding;

consciousness; observation; view of concepts and things.

 Theoretical Framework

Students will likely achieve in school academically if

properly motivated and inspired by the parents, family

members, and teachers and by the people around them. However,

putting much pressure to an individual to achieve more in

life would make them stressful since they are to live up to

the expectation and fear of not pleasing them.

According to the attribution theory developed by Heider,

Kelley, Jones and Ross, it is normal for people to look for

explanations or causes - that can be attributed to their own

success or failure. An assumption of the attribution theory

is that people will interpret their environment in such a way

as to maintain a positive self-image.

No matter what the consequences of their action, a person

may result to negative thinking and actions to prove their

worth and maintain the image they want to be and to be

accepted by the society.

The Acquired Needs Theory (McClellan) also states that

some needs are acquired as a result of life experience like

need for achievement. A person has to accomplish something

even though how hard it is or difficult as students encouraged

to do things for themselves to meet the needs and

expectations.

The theory also affirms the need for affiliation or form close

personal relationships. When somebody has done something

worth emulating or a big achievement, they are being rewarded

or assured of respect from other people.

The need for power and control others as they get what

they want in life, money, material possessions and good

career, they tend to control others, things and circumstances

to make it favorable to them.

Acquired
Need Theory Attribution Theory of
•Accomplishing theory planned
something to
behavior Leads
BEHAVIOR
meet the needs, •Maintaining self
affirmation and image •Deliberate and to (Positive or
have power to planned
control others behaviour
negative)

Fig. 1. The
This framework
study showing
was also how perception,
anchored on theway of thinking
Theory of and expectations
Planned
affect behavior to achieve self worth.
 Behavior (TPB) of Icek Ajzen (1988, 1991). The TPB helps

to understand how we can change the behavior of people. It is

a theory which predicts deliberate behavior, because behavior

can be deliberative and planned.

Briefly, according to TPB, human action is guided by

three kinds of considerations:

1. Behavioral Beliefs (beliefs about the likely

consequences of the behavior)

2. Normative Beliefs (beliefs about the

normative expectations of other)

3. Control Beliefs (beliefs about the presence

of factors that may facilitate or impede performance

of the behavior).

In their respective aggregates, behavioral beliefs

produce a favorable or unfavorable attitude toward the

behavior, normative beliefs result in perceived social

pressure or subjective norm, and control beliefs give rise to

perceived behavioral control. In combination, attitude toward

the behavior, subjective norm, and perception of behavioral

control lead to the formation of a behavioral intention. As

a general rule, the stronger should be the person’s intention

to perform the behavior in question.

 Conceptual Framework

GOOD SELF
IMAGE, Cheating
Intention to Behaviors
EXPECTATION
Cheat
NEEDS

Control

The Theory of Planned Behavior developed by Ajzen (1991)

was used as a model for examining student’s reasons to cheat

(Sieman, 2009). The theory is based on the idea that as humans

we are rational and make decisions to engage in behaviors by

weighting up possible costs against expectations of positive

outcomes (Harding, Mayhew, Finelli, & Carpenter, 2007).

According to Ajzen (2002), the intention to perform a behavior

is determined by three components: attitude toward a

behavior, subjective norms, and perceived behavioral control.

Harding et al. (2007) also added the component of moral

obligation. This theory helps provide an explanation to

academic cheating as it reveals students’ intentions through

their attitudes towards cheating, these intentions precede

behavior and the greater the intention the more likely that

an individual will engage in a certain behavior (Harding et

al., 2007; Sieman, 2009). These components are highlighted in

the table below along with the findings from the study done

by Harding et al. (2007) which used this theory to explore

undergraduate students’ decisions to cheat.

People’s expectation, standards set by society and

person’s need will lead to some to work well to live up to

the given standards. No obstacle can stop any person to

achieve his goals to maintain positive image, gain

recognition and acceptance to peers.

As explained by the Attribution theory, the self-image

is the triggering factor to change the behavior to attain the

needed image a person has to have.

Achievements in life as measures of success can make an

individual to resort to look into ways or means, positively

or negatively to meet the needs and expectation of family,

peers, superiors and society as well. As influenced by these

groups students will attain high grades even in a negative

way through cheating to ensure parents acceptance,

affirmation and recognition. So behavior is changed without

thinking of the consequences of the actions.

 The need for power and control others also paved way to

change in behavior whether acceptable or not as long as time

and circumstance are on their side.

With the self-image, expectations and needs give

pressure to students and to have an intention to do wrong and

unknowingly, they are already hooked up in doing norms or

code of honor violations by which schools have an “oversupply”

of misconduct or dishonesty. But knowing the root cause, these

contributing factors can be controlled.

 ENDNOTES

Ajzen, I. (1991). The theory of planned behaviour.

Organizational Behaviour and Human Decision Processes, 50(2),

179-211.

Ajzen, I. (2002). Perceived behavioural control, self-

efficacy, locus of control, and the theory of planned

behaviour. Journal of Applied Social Psychology, 32(4), 665-

683.

Harding, T. D., Mayhew, M. J., Finelli, C. J., &

Carpenter, D. D. (2007). The Theory of Planned Behaviour as

a Model of Academic Dishonesty in Engineering and Humanities

Undergraduates. Ethics & Behaviour, 17(3), 255-279.

doi:10.1080/10508420701519239.

Sieman, A. S. (2009). Motivational Predictors of

Academic Cheating Among First-Year College Students: Goals,

Expectations, and Costs (dissertation, North Carolina State

University). Retrieved from

http://www.lib.ncsu.edu/resolver/1840.16/5375
 CHAPTER IV

RESEARCH METHODOLOGY

This chapter presents the overall framework and

methodology that the researcher used in the conduct of the

study towards realization of its objectives. This include the

research design, Target Population and Sampling Procedures,

the instrument used for the data gathering and the statistical

tools employed in the analysis of the data to interpret the

pertinent information gathered.

Research Design

The study utilized the simple descriptive research

design since it involved the collection of information.

Descriptive research involves in gathering data that describe

events and then organizes, tabulates, depicts, and describes

the data collection (Glass & Hopkins, 1984).

Target Population and Sampling Procedures

The respondents were the Junior High School Students of

Pili Capital College, Inc., from Grade 7 to Grade 10 with the

total number of 172 for school year 2016 – 2017.

Methods of Data Collection

The researcher—made questionnaire was used to obtain the

needed data in the study. Survey questionnaires were given to

respondents which they answered.

Administering the survey questionnaires was conducted by

class and collected afterwards as soon as the respondents

finished.

They rated themselves as to number of times they practice

academic dishonesty in school as always, very often, often,

sometimes and never.

Methods of Data Analysis

Data were recorded, tabulated and analyzed

quantitatively using frequency count, mean and percentage on

the responses of the students to the different questions.

 CHAPTER V

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter describe the perception of Junior High

School students of PCCI on cheating, their practices and the

frequency of such actions, their reasons on doing so, and the

interventions they want to minimize and control academic

dishonesty that happens in school and in class.

Table 1. Expectations of the parents in sending their

children to school.
Frequency of Responses

Grade Grade Grade Grade

Expectation Total Mean
7 8 9 10

a. To have high grades 12 38 36 26 112 28

b. To be an Honor 16 30 17 20 83 21

student

c. To have academic 8 13 16 16 53 13

awards or recognitions

d. To graduate in Junior 19 28 21 26 94 24

High School

e. To finish schooling 30 46 40 38 154 39

and have a job

Table 1 showed the expectations of parents why they send

their children to school. Parents of the Grade 7 students

have stated that their primary concern is for their children

to finish schooling and have jobs as manifested by 30

responses. This was followed by saying that their children to

graduate in the Junior High School with 19 responses. The

third concern was to become honor students with 16 responses,

then to have high grades with 12 responses and lastly to have

academic awards or recognitions with only 8 responses.

Parents of the Grade 8 students also stated the same

sentiments with the previous one with 46 responses for the

questions that they want their children to finish schooling

and have a job. But their second concern was to have high

grades with 38 responses and surely if they have high grades

they expect their children to be on the list of honor students

with 30 responses. The fourth expectation of the parents was

to graduate in Junior High School with 28 responses and lastly

to have academic awards or recognition with 13 responses.

The same expectation was noted from parents of Grade 9

students with the Grade 8, 40 parents have expected their

children to finish schooling and have jobs, 36 have stated

for their children to have high grades, 21 responded to

graduate in Junior High School, 17 parents expect their

students to have honors and 17 with academic awards or

recognitions.
 Parents of Grade 10 students also aired their

expectation that their children to finish schooling and have

jobs with 38 responses, second were to have high grades and

graduate in Junior High School both with 26 responses and

lastly to have academic awards or be recognized in school

with 16 responses.

Over all, majority of the parents, according to what

their children view, responded that they want their children

to finish schooling and have jobs with 154 responses. This

was followed by 112 responses from the parents who want their

children to have high grades. And 94 responses from parents

who want their children to graduate in Junior High School, 83

responded to become honor students and lastly 53 parents

expected their children to have academic awards and

recognitions.

These expectations from parents only showed that most

parents value their children’s education for them to have a

better and stable future. Interestingly this was supported by

the statement of Bruno Bettelheim in his book entitled “A

Good Enough Parent: A Book on Child Rearing,” the significance

of parents’ involvement in their child’s education, “[F]or

most children to succeed in school, their parents’ interest

in their learning is of paramount importance. The essential

ingredient in most children’s success in school is a positive

relation to his parents.”

Table 2. Students' Opinion On Cheating Happening in School.

Frequency of Responses
Grade Grade Grade Grade
Opinion Total Mean
7 8 9 10
a. Cheating is
communicating with your
seatmate (during exam 9 27 20 18 74 19
or quiz) in a different
way.
b. Cheating is an
instrument in attaining
one’s goal in a 1 10 17 7 35 8.8
positive way because it
is a form of team work.
c. Cheating is a process
where people have two- 9 24 29 24 86 22
way sharing of ideas.
d. It is a crime. 4 3 12 3 22 5.5
e. It’s a teamwork 15 21 16 27 79 20
f. It’s the usual trend in
8 14 16 13 51 13
school during exam
g. A way of getting answer
to questions you can’t 16 21 20 16 73 18
answer.
h. Cheating is learning
1 9 12 7 29 7.3
from one another
i. It is an alternative
way to get high score 9 14 13 10 46 12
or good grade
j. It is copying someone’s
idea or answer to have 10 13 13 8 44 11
good record
k. Cheating means not
6 16 17 5 44 11
trusting oneself
l. It is a sin. 17 13 27 21 78 20
m. Cheating will do no
harm to me, what is
5 16 16 5 42 11
important is to pass
the subjects.
 Grade 7 students perceived cheating as a sin with 17

responses, followed by saying that it is a way of getting

answer to the questions they don’t know with 16 responses.

Others said that it is a team work with 15 responses, 10

students said that it is copying someone’s’ idea or answer to

have good record. Students who stated that cheating is a way

of communicating with seatmates in a different way, or a

process where people have two-way sharing of ideas and an

alternative way of getting high score or good grades with

reasons having 9 responses each, 8 students said that it is

a trend happening in school during exam, 6 students also

perceived that cheating is a means of not trusting oneself,

5 students stated that cheating will do no harm to him what

is important is to pass the subject, 4 students said that it

is a crime while others said that it is learning from one

another and an instrument in attaining one’s goal in a

positive way because it is a team work with both 1 response.

Students from Grade 8 viewed cheating in a different

way, most of their responses were, cheating is communicating

with seatmates during exam or quiz in a different way with 27

responses, followed by those who perceived cheating as a

process of sharing of ideas with 24 responses. It is a team

work and a way of getting answer to the questions both with

21 responses. Cheating will do no harm to oneself what is

important is to pass the subject and it means not trusting

oneself both reasons with 16 responses. While other reasons

have minimal responses.

Cheating is a process where people have two-way sharing

of ideas as manifested by 29 responses from the Grade 9

students, 27 students are aware that it is a sin while 20

students said that it is a way of getting answers to the

questions that they do not know at all. 17 students perceived

that cheating is an instrument in attaining one’s goal in a

positive way because it is a form of team work together with

the same perception of 17 students also who stated that is a

means of not trusting oneself. 16 students were opinionated

that cheating is a team work, 16 students also stated that it

is a usual trend in school during examinations and 16 students

believed that it will do no harm to them. Cheating as an

alternative way of getting high score and copying someone’s

idea to have good record ranked 6th on the perceptions both

with 13 responses, 12 students also stated that is a crime

and learning from one another.

Older students perceived cheating in a different way,

viewing it as team work with 27 responses seconded by 24

students who said that it is a sharing of ideas while 21

students were aware that it is a crime. Others see it as a

way of communicating with others with 18 responses, 16

students observed it as a way of getting answer for the

questions they do not know the answer, 10 students have it as

an alternative of getting high score or grades, 8 students do

it to have a good record, 7 responded that it is learning

from one another and very few saw cheating as a means of not

trusting oneself (5 responses) and a crime (3 responses)

Student’s perception on cheating varies as they aged but

it is very alarming because most of them viewed it in a

positive way by observing it as a two-way process of sharing

of ideas with 86 responses, 79 students think of it as a team

work, though 78 students are aware that is a crime. Others

viewed it as a way of communicating with others during exams

in a different manner with 74 responses followed by reason of

a way of getting high score or grades as identified by 73

junior high school students. Ranked sixth in the list is

the reason that cheating is the usual trend in school during

exam with 51 responses, 46 students perceived it as an

alternative way of getting high score or good grades, it is

copying one’s idea or answer to have good record and ma means

of not trusting one-self both with 44 responses, 42 students

believed that it will not harm them in anyway what is

important is to pass the subjects, 35 students saw it as an

instrument of attaining one’s goal in a positive way since it

is a team work, 29 believed that it is learning from one

another and unfortunately only 22 have stated that it is a

crime.

These views and opinions of most students should not be

taken for granted rather a preferential attention since it is

quite disturbing. They looked more on the benefits they can

derived from constant doing it. It was also noted that

students as they aged, their morality standards also

declined. They view cheating as a normal practice without

thinking of the consequences of their negative actions

towards things. For them it is teamwork, cooperation and

collaboration. Students pretend that what they are doing is

not a bad thing, or if they do, they pretend that they are

not doing it. As supported by Sarah Sparks in one of her

articles, “Students deceive themselves into thinking that

what they got is a result of their own capabilities and

abilities.”

With these perceptions from Junior High School Students,

they also have the manner of practicing academic dishonesty.

As shown in table 3, the practices students usually do.

Table 3. Cheating Practices Students Usually Do.

Frequency of Responses
Grade Grade Grade Grade
Total Mean
7 8 9 10
a. copying from other
student during test/ 16 18 30 31 95 24
exam
b. use test leakage 6 6 4 3 19 4.8
c. obtain answers from
someone who had already 5 13 12 13 43 11
taken the exam
d. use calculator,
cellphone, or any
3 21 32 30 86 22
electronic gadget
during test/exam
e. helped someone to cheat
23 18 24 20 85 21
on a test
f. turned in work you
copied from another 16 15 19 14 64 16
student
g. submit assignment which
your parents did most 8 15 16 5 44 11
of the work
h. work on assignment with
other students when the
8 30 24 31 93 23
teacher ask for
individual work
i. copy few sentences,
paragraph from the
20 20 21 23 84 21
internet without citing
the reference
j. copy few sentences,
paragraph from books,
magazines or other 22 27 12 26 87 22
sources without citing
the reference
k. let your classmates
19 31 36 35 121 30
copy your homework
l. submit photocopied
assignment or project 21 39 26 34 120 30
to your teachers
m. submit projects or
assignment prepared by 4 13 13 8 38 9.5
other students
n. Sold, purchased or
distribute in some
other way test/exam 4 10 10 5 29 7.3
copies, questions,
essays or class notes
 Cheating practices came in different forms. Enumerated

in table 3 are the common practices usually observed in school

by the students.

Helping someone to cheat on a test was the usual practice

of Grade 7 students with 23 responses this was closely

followed by copying few sentences or paragraphs from books,

magazines or other sources without citing the reference with

22 responses, ranked third was the practice of submitting

photocopied assignment or project to the teacher with 21

responses and copying sentences, paragraphs from the internet

without giving due credits to the reference used with 20

responses. Other students also let their classmates copy

their homework as manifested by 19 responses, copying from

other students during exam and turned in copied work of

another student (both with 16 responses), submit assignment

which parents did most of the work (8 responses), worked on

assignment with other students when the teachers asked for

individual work (8 responses), obtained answer from someone

who already took the exam (5 responses), submit projects or

assignment prepared by other students and sold, purchased or

distribute in some other way test/exam copies, questions,

essays or class notes both with 4 responses and the least

that is being practiced by Grade 7 students was the use of

calculator, cellphone or other gadgets during test or exam.

 Grade 8 students have practices slightly different from

Grade 7. Topping the line is submitting photocopied

assignment or projects to the teachers with 39 responses

followed by 31 students who responded that they let their

classmates copy their homework then the third practice by

which they work on assignment with other students when the

teachers required them of individual work with 30 responses.

Others copy sentences, paragraphs from books, magazines or

other sources without citing the reference used with 27

responses, 21 students used calculators, cellphone or other

gadgets during exam closely followed by 20 students who copied

few sentences, paragraphs from internet without giving

credits to the author or reference used, 18 students who

indicated that they copied from other students during exam

the same with the practice that they helped someone to cheat

on a test (18 responses), 15 students turned in work copied

from another students, also 15 students responded that they

submit assignment done mostly by parents then submit projects

or assignment prepared by others with 13 responses followed

by 10 students who sold, purchased or distribute in some other

way test copies, questions or essays or class notes and the

least that they do was the use of test leakage with 6

responses.
 Students in Grade 9 became generous by letting their

classmate copy their homework as stated by 36 responses,

ranked second to them with 32 responses is the use of

calculators, cellphones and other gadgets during test or exam

followed by 30 students who copied from other students during

exams. They also submit photocopied assignment to the

teachers (26 responses) then the practices that both have 24

responses were they work on assignment with other students

when the teacher asked for individual work and helping others

cheat on a test. And the least that they do is the use of

leakage with only 4 responses.

The Grade 10 students share the same undertakings with

Grade 9 by letting their classmates copy their assignment or

homework with 35 responses. Second in line is the submission

of photocopied assignment or projects to the teachers with 34

responses then ranked third is working on assignment with

other students when their teachers asked them for individual

work and copying from other students during test both with 31

responses, closely followed by 30 responses in the use of

calculators, cellphones and other gadgets during exams. The

same with other grade level, they are not very particular

with the use of leakage with only 3 responses.

 In general, the most common type of academic dishonesty

that students’ engaged in is letting their classmates copy

their homework or assignments with 121 responses (with a mean

of 30) a point ahead by the next practice with 120 responses

that admitted that they submit photocopied assignment or

projects to their teachers then followed by 95 students who

confessed that they copied from other students during exam

and the least that they do is the use of leakage with only 19

with a mean score or 4.8 who responded to the question. Out

of 172 respondents, almost all of them admitted that they

engaged in a form of academic dishonesty in varying forms.

It was also noted that the degree of practice differs

from student level, the practices of the younger students

compared to their older counterpart in school are somewhat

lighter. Nevertheless, the practices are still bad and with

the usual practice of cheating in school and for any reasons

that they have in mind, they are being imitated by the younger

ones. Bandura’s Social Cognitive theory states that we learn

from our peers. If a student sees a peer engaging in cheating,

either copying from their classmates’ assignment or test

papers, he or she may be motivated to model that behavior and

cheat despite moral standards.

Table 4. Mean of Responses on How Frequent Students
Practice Cheating in School.
Responses (Mean)
Grade Grade Grade Grade
Practices Mean
7 8 9 10
a. copy from another student
1.8 1.7 2.3 1.9 1.9
during test or exam
b. use test leakage during exam 1.3 1.2 1.7 1.1 1.3
c. obtain answers from someone
1.5 1.9 1.7 1.8 1.7
who took the exam
d. use calculator, cellphone,
or any electronic gadget 1.2 1.6 2.2 2.2 1.8
during test or exam
e. helped someone else to cheat
1.8 1.8 2.1 1.8 1.9
on a test
f. turned in work you copied
1.5 1.6 1.8 1.7 1.6
from another student
g. submit assignment which your
1.4 1.7 1.9 1.5 1.6
parents did most of the work
h. work on assignment with
other students when the
1.6 2.1 2.3 1.8 2
teacher ask for individual
work
i. copy few sentences,
paragraph from the internet 1.9 2.2 2.1 1.9 2
without citing the reference
j. copy few sentences,
paragraph from books,
1.9 2.1 2 1.8 2
magazines or other sources
without citing the reference
k. let your classmates copy
1.7 2.2 2.6 2.5 2.2
your homework
l. submit photocopied
assignment or project to 1.9 2.6 2.5 2.4 2.4
your teachers
m. submit projects or
assignment prepared by other 1.3 1.8 1.8 1.5 1.6
students
n. Sold, purchased or
distribute in some other way
1.3 1.6 1.8 1.2 1.5
test/exam copies, questions,
essays or class notes
Legend:
4.3 – 5.0 - Always
3.5 – 4.2 - Very Often
2.7 – 3.4 - Often
1.9 – 2.6 - Sometimes
1.0 – 1.8 - Never
 Table 4 showed the responses of students on how frequent

they practice cheating in school. It was noted that in Grade

7 copying few sentences, paragraphs from the internet, from

books, magazines and other sources without citing the

reference and the submission of photocopied assignment or

project to the teachers topped in the practices that students

observed in the school with 1.9 as mean as for their frequency

which indicates that they do it sometimes. And the rest of

the practices with a mean which all fall under never.

In Grade 8 students, they sometimes do the submission of

photocopied assignment or projects to their teachers as the

topped practice followed by the 2.2 mean with the practice of

letting the classmates copy their assignment or homework and

copy few sentences or paragraphs from the internet without

citing the reference. Ranked third is the practice of doing

work with other students when the teachers asked for

individual work with 2.1 as mean with a description of

sometimes also together with the practice of copying from

books, magazine and other sources without citing the

reference and obtaining answers from someone who already took

the exam with a mean of 1.9 described as sometimes also. And

the rest fall under never with a mean below 1.8

 For the Grade 9 students they let their classmates copy

their homework with a mean of 2.6 described as sometimes

followed by a mean of 2.5 by which they submit photocopied

assignment or projects to their teachers. Ranked third were

the practices of copying from other students during exam and

work on assignment with other when the teachers required them

to do individual work both with a mean of 2.3 with a

description of sometimes also. The use of calculators,

cellphones and other gadgets obtained a mean of 2.2 which

indicates of being practice sometimes by the students then

copying from the internet without citing the reference and

helping someone to do cheating both got a mean of 2.1

described as sometimes then copying from books and other

sources with 2.0 mean and submit works mostly done by parent

with 1.9 mean (sometimes). And the rest of the practices fall

under never with mean below 1.8.

Topping the line of practices, letting the classmates

copy their assignment with a mean of 2.5 and described as

sometimes for the Grade 10 students, followed by a mean of

2.4, submitting projects or assignment prepared by other

students, 2,2 mean for the use of calculator, cellphones and

other gadgets during exams, a mean of 1.9 both for copying

from other students during exams and copying from internet

without citing the reference used both with 1.9 mean all with
a description of sometimes. The rest of the practices fall

under never with a mean of 1.8 and below.

Over all, submitting photocopied assignment to the

teachers with a mean of 2.4, then letting classmates copy

their homework with a mean of 2.2, then the third both with

a mean of 1.9, copying from another students during exam and

helping others to cheat on a test, all described as sometimes.

Although all the responses tagged as sometimes and fall

under a description of never, it is a fact that students

practice cheating in varying levels and one practice at a

time to deceived others that they are upright and living

within the accepted standards of morality.

Cheating on homework is the most frequently practiced

form academic dishonesty. In his article “Cheating on

homework can hurt students in long run,” Jake Sohn, a Campus

Editor said that “Being outside the classroom to finish a

homework assignment might tempt students to copy someone

else’s work to save time.”

They are tempted to cheat because it takes less time do

the task. More often, their peers let them copy their homework

taking the opportunity and the “generosity”.

Table 5. Reasons Why Students Practice Academic Dishonesty.

Frequency of Responses
Grade Grade Grade Grade
Reason Total Mean
7 8 9 10
a. To attain high
20 32 30 22 104 26
grades
b. To be recognized
that I am doing 11 26 23 14 74 19
good in class.
c. To pass the
26 36 36 33 131 33
subject
d. My parents will be
disappointed to 17 18 23 15 73 18
me.
e. Pressures from
teachers to have
13 16 17 16 62 16
high scores and
good grades
f. Everybody does it. 5 11 10 13 39 9.8
g. Because my friends
or classmates do 15 31 18 19 83 21
it also.
h. To be accepted by
my friends and 6 20 14 9 49 12
classmates
i. Fear of having
15 21 22 25 83 21
failing grades
j. I did not study
11 14 21 23 69 17
the lesson

Primary reason for the Grade 7 students why they resulted

to cheating is to pass the subject as manifested by 26

responses, followed by attaining high grades with 20

responses and third reasons as they indicated the feeling of

disappointment on the part of the parents with 17 responses.

Some students have pointed out that their friends or

classmates are doing the same and the fear of having failing
grades both with 15 responses, 13 students said they resulted

to cheating because of pressures from teachers to have high

scores or good grades, others are doing it to be recognized

that they are doing well in class and whenever they did not

study their lesson with 11 responses each, 6 students also do

cheating to be accepted by friends and classmates and 5

students said that everybody does it.

For the Grade 8 students, they also aired the same

sentiments with Grade 7 students for two obvious reasons of

engaging in academic dishonesty with 36 responses that they

want to pass the subject and 32 responses to attain high

grades. For the third reason, they have indicated that their

friends and classmates are doing it with 31 responses. Others

want to be recognized that they are doing good in class (26

responses), fear of having failing grades is the concern of

21 students,20 students have stated that they cheat to be

accepted by friends and classmates,18 students responded that

their parents may become disappointed, 18 students got

pressured by teachers to attain high scores or grades while

14 students did not study their lesson and 10 students said

that everybody is doing it.

To pass the subject was also the number one reason of

the Grade 9 students with 36 responses, followed by attaining

high grades as confessed by 30 students, then to be recognized

that they are doing good in class and their parents might get

disappointed both with 23 responses. Others have the fear of

having failing grades as stated by 22 students, 21 responses

obtained by the reasons that they did not study the lesson

that’s why they resulted to cheating, 18 students indicated

that their friends were doing it, 17 students perceived it

for having pressures from teachers to have high scores and

good grades, while the 14 students do cheating to be accepted

by friends and 10 students said that everybody does it.

Grade 10 students have indicated the same main reasons

as of others that they need to pass the subject with

33rsposnes that’s why they resulted to cheating but slightly

different from others when it comes to second reason, the

fear of having a failing grades as it obtained 25 responses.

The third motive is that they did not study their lesson (23

responses), 22 students have indicated to attain high grades

and the fifth reason with 19 responses is because their

friends are doing it. 16 students got pressured by teachers

to get high scores and good grades, others indicated that

their parents might become disappointed with 15 responses

then, 13 students said that everybody does it and lastly 9

students do cheating to be accepted by friends or classmates.

 As manifested by the responses coming from different

grade levels, their utmost concern why they cheat is to pass

the subject with 131 responses with a mean of 33. Second in

rank was to attain high grades with 104 responses and a mean

of 26 followed by imitating their peers with 83 responses or

a mean of 21 which indicated that their friends and classmates

are doing it and the fear of having failing grades. Fourth

reason is to be recognized that they are doing good in class

regardless of the consequences as stated but 74 students with

a mean of 19 students. 23 students have showed that their

parents might be disappointed to them, 69 responses obtained

by the reason of they did not study their lesson with a mean

of 17 students, 62 students (mean of 17) indicated pressures

from teachers of having high scores or good grades, 49

students said to be accepted by their friends and classmates

with a mean of 12 and lastly as indicated by 39 students,

everybody does it.

Students’ “desire to succeed” and the “need to excel at

any cost” greatly affects their behaviors. As show in the

result that they want to pass the subject and attain good

grades and the fear of failing, their motivation ended up in

academic dishonesty to lessen the pressure they are in.

According to Simkim & McLeod (2009), if “winning is

everything,” then cheating simply becomes a tool to use in

pursuit of this higher goal, to pass the subject and get

higher grades.

Table 6. Interventions students want to be implemented to

minimize/control academic cheating in class/school
Frequency of
Interventions Responses
TOTAL MEAN
a. The teacher will discuss Academic
116 29
Integrity statement regularly.
b. Students will write and sign the Honor
60 15
Pledge on major assignments and test
c. On writing assignments teacher will
explain what sources are acceptable and
104 26
what types of sources students should be
citing.
d. Teacher will be clear with expectations
regarding proper procedures and conduct
during class. For example, they will be 82 21
explicit when telling students when they
can and cannot work together.
e. The teacher will remind students before
each exam that they must follow the Code
of Academic Integrity, and that 88 22
violations will be confronted and
referred to the Student Honor Council.
f. The teacher will give oral and written
instructions concerning material allowed
71 18
or not allowed during the exam at the
beginning of the test
g. The teacher will have students put
books, backpacks, or other items not
permitted during exams either under 88 22
their chairs or in the front of the
room.
h. The teacher will instruct students that
materials not permitted for use during
70 18
exams must be put away so that they are
not visible to anyone.
i. Use of proctors to monitor exams when
necessary (e.g., in large classes or 49 12
crowded rooms).
j. Distribution of blank paper with exams
so students can use it for scratch and 89 22
cover completed work
 To minimize or control academic cheating in class or in

school, 116 respondents want their teacher to discuss

Academic Integrity statement regularly as shown in Table 6.

Students should be reminded every now and then regarding the

dos and don’ts during exam or test. It should be clearly

defined every time a teacher assess their learning. This was

followed by 104 responses that on writing assignments,

teacher will explain what sources are acceptable and what

types of sources students should be citing. The distribution

of blank paper with exams so students can use it for scratch

and cover completed work will also help them to minimize

cheating having a total of 89 responses.

Schools’ role in academic dishonesty and academic

integrity is clearly seen in Table 6. When the school and the

faculty are inconsistent in defining proper behavior, when

they lack rules to maintain and enforce it, students are prone

to cheat (Eckstein, 2003).

 CHAPTER VI

FINDINGS AND CONCLUSION

This chapter provides answers to research problems presented

at the beginning and the conclusions of the researcher.

Findings

Based on the data collected, tabulated and analyzed, the

following findings were noted:

1. Parents send their children to school to finish

schooling and have jobs with 154 responses, also attain

high grades (112 responses) and be graduate of Junior

High School with 94 responses as the three main reasons

on parents’ expectations on child’s education.

2. Many students view cheating in a positive outlook that

it is a process where people have two-way sharing of

ideas with 86 responses and a teamwork with 79 responses,

although they also recognized it as a sin with 78

responses but still they tend to perceived it as a way

of communicating with your seatmate (during exam or

quiz) in a different way (74 responses) and a way of

getting answer to questions they can’t answer. (73

responses)
3. Many students were engaged in the following practices:

a. Letting others copy the homework (121 responses)

b. Submission of photocopied assignment or project

to their teachers (120 responses)

c. Copying from another student during test or exam

(95 responses)

d. Working on assignment with other students when

the teacher asks for individual work (93

responses)

e. Copying few sentences, paragraph from books,

magazines or other sources without citing the

reference (87 responses)

4. On questions how frequent they do academic dishonesty,

letting others copy their homework topped the list

with 2.5 mean and described as often. Submission of

photocopied assignment or projects with a mean of 2.4,

and ranked third is the use of calculators, cellphone

and other gadgets during exam with a mean of 2.2 both

also described as they do it oftentimes.

It was also noted that they cheat in varying

levels depending on the situation though most of them

have a mean of 1.8 and below which fall under never,

still they practiced it when opportunity comes and

they grabbed the chance.

 5. The main reason for cheating is that students want to

pass the subject with a total of 131 responses from

all grade levels and a mean score of 33. Attain good

grades ranked second with 104 total responses and a

mean score of 26. And the third motive of observing

academic dishonesty is the fear of having failing

grades.

6. On the intervention students need to minimize or

totally control cheating, is that teachers should

discuss academic integrity statement regularly with

116 total responses followed by explaining the

acceptable sources or references used in preparing

assignment with 104 total responses. The use of blank

paper during exams that can be used as scratch paper

and to cover their completed work was also suggested

by 89 students.

Conclusion

Based on the findings of this study, the following conclusions

were drawn:

1. Parents expectations for their school-aged children were

to finish schooling and landed a job and to have high

grades.
2. Cheating or academic dishonesty for the majority of

Junior High School students of PCCI is teamwork, a

process where people have two-way sharing of ideas.

Although many of them view cheating in a positive way,

there are students who view it as a sin.

3. The most common types of dishonesty that these students

are engaged in are copying of homework, submission of

photocopied assignments and projects, and copying from

another student during test or exams.

4. Most of the academically dishonest behavior that these

students are engaged in are sometimes but in varying

levels and different practices in every opportunity.

5. Students are tempted to cheat because of the following:

the pressure to pass a subject, to have high grades, the

fear that they might fail in the subject, influence of

peers, to be recognized and pressure from parents to

achieve.

6. To intervene such morally degrading acts, students want

their school to be consistent in maintaining and

enforcing academic integrity statements. They want their

teacher to clarify to them what acts or behaviors are

considered cheating.
 CHAPTER VII

RECOMMENDATION

1. Parents and teachers should not pressure the students to

get high grades or to pass the subject. They should focus

on the learning that students could get from studying.

Teachers should make studying a fun activity to do.

Parents should be supportive in such endeavor.

2. Teachers should emphasize values education in every

aspect of their teaching. Cheating, though many view it

as a sin, is viewed by many in a positive way. This

perception should be corrected through constant

reminders of good moral standards and academic integrity

statements.

3. To lessen, homework related cheating, it is best to give

such that caters the individual needs of the students.

Individualized homework is the best way to do this. To

lessen the cheating that happens during exams, teachers

should make sure that every student be aware of the

punishment that might be given if one caught committing

the act of cheating. Classroom management plays an

important role in this regard. Clear instructions and

directions should be given before test are executed.

4. Academic Integrity statements should be clearly defined

and strictly implemented.

5. Both teachers and students should do making classroom

rules and norms. When students are part of the making,

they will always be aware of the consequences of bad

habit. Punishment can easily be executed because the

sanction does not only come from the teachers; it is

also the idea of the students.