Malik Aamir Abbas, Hassan Mehdi, Rizwan Muhammad, Mushtaque Iqra, Lak Tauqeer Ahmed, Hussain Mussarat
College of Public Administration, Nanjing Agricultural University, Nanjing, Jiangsu, China.
School of Education Sciences, Nanjing Normal University, Nanjing, Jiangsu, China.
Front Psychol. 2023 Mar 2;14:1124095. doi: 10.3389/fpsyg.2023.1124095. eCollection 2023.
The study was conducted to examine academic cheating behaviors and perceived online effectiveness on academic performance during the period of COVID-19 among schools, colleges, and university students in Pakistan.
A cross-sectional research design was used in the current study. Convenience sampling was used to collect the data. The study included a total sample of = 8,590 students, with males ( = 3,270, 38%) and females ( = 5,320, 61%) participating. The data was divided into three categories: high schools ( = 1,098, 12.7%), colleges ( = 4,742, 55.2%), and universities ( = 2,570, 32.1%). School students had an average age of ( = 15, SD = 4.65), college students had an average age of ( = 20, SD = 5.64), and university students had an average age of ( = 24, SD = 5.01).
The results indicated that 60% of students admitted to cheating during online exams most of the time; 30% of students admitted to cheating at least once during an online exam. The study found that students (from high school, college, and university) obtained higher grades in online exams as compared to physical exams. Furthermore, significant gender differences were found on the scales of online learning effectiveness in school, college, and university students ( = 2.3*, = 0.05 vs. = 4.32**, = 0.000 vs. = -3.3*, = 0.04). Similarly, on the scale of academic performance, students have significant gender differences. Multivariate regression analysis confirms that students' 26% academic performance was increased due to cheating ( (2, 8,588) = 16.24, = 0.000). Students believe online learning is effective because academic grades are easily obtained.
Cheating is more common and easier in online courses, according to more than half of respondents, and they take advantage of this. Academicians are heavily encouraged to develop morality and ethics in their students so that their institutions can produce ethical professionals for the educational community.
本研究旨在调查巴基斯坦中小学、学院和大学生在新冠疫情期间的学术作弊行为以及他们对在线学习对学业成绩有效性的认知。
本研究采用横断面研究设计。采用便利抽样法收集数据。该研究共纳入8590名学生样本，其中男性3270名（占38%），女性5320名（占61%）。数据分为三类：高中（1098名，占12.7%）、学院（4742名，占55.2%）和大学（2570名，占32.1%）。中学生平均年龄为（15岁，标准差4.65），大学生平均年龄为（20岁，标准差5.64），大学生平均年龄为（24岁，标准差5.01）。
结果表明，60%的学生承认在大多数在线考试中作弊；30%的学生承认在在线考试中至少作弊一次。研究发现，学生（来自高中、学院和大学）在在线考试中获得的成绩高于笔试。此外，在中小学、学院和大学生的在线学习有效性量表上发现了显著的性别差异（t = 2.3*，p = 0.05；t = 4.32**，p = 0.000；t = -3.3*，p = 0.04）。同样，在学业成绩量表上，学生也存在显著的性别差异。多元回归分析证实，由于作弊，学生的学业成绩提高了26%（F(2, 8588) = 16.24，p = 0.000）。学生认为在线学习有效，因为很容易获得学业成绩。
超过一半的受访者表示，作弊在在线课程中更为普遍且更容易，他们利用了这一点。强烈鼓励学者培养学生的道德和伦理观念，以便他们的机构能够为教育界培养有道德的专业人才。
