Cheating And The Test Of Cheating

Cheating has always been an issue among students. Almost everyone cheats in some fashion in classes. Whether it’s by blatantly copying another student’s answers, or working together on an assignment meant to be done on your own, cheating will remain a staple occurrence in academic life. In Rebekah Nathan’s article, “The Art of College Management: Cheating,” Nathan (2005) delves into students’ various reasons for cheating and even includes cheating as an “aspect[] of student culture,” (p. 27) from the point of view of a student. Nathan defends cheating as a whole by including it as an inevitable part of student culture. Additionally, she claims that everyone cheats, further diving into the idea that cheating is not inherently wrong. As a result of consistently defending cheating, Nathan neglects to provide worthy solutions to the issue as well as ignoring the consequences of cheating.

Cheating for many is simply a way of life. For others it is a sin in which they would never think to commit. For students in todays world they are stuck in the middle. Many students see cheating as the only way of passing a class. Where other students see as it as a last resort. No matter what side students are on, cheating is wrong, but even though it is wrong and extremely risky millions of students around the nation do it on a daily basis just to get by. Cheating is exactly what Mark Clayton talks about in the article tittle, “ A Whole Lot of Cheatin Going On.” The word that is most often associated with cheating is plagiarism. A word that makes students like myself cringe at the thought. The reason being if caught in this act of despair it can simply ruin your life, your academic life that is. Throughout the article Mark Clayton makes many good points about cheating, but because of his lack of opinions it takes a little more reading between the lines to find out his position on the touchy subject.

Over the years, cheating does not carry the same stigma it used to represent. Because of competition and expectations, students are doing whatever it takes to achieve an A average. There are students who are fighting for scholarships or for the position to be on the top. Also, parents and teachers are the root cause of this matter because they have advocated the idea that high GPAs will lead to more successful futures. As a result, grades have become the main focus for most students,

As college standards increase yearly, students feel greater pressure to succeed. As a result of the rising academic expectations, cheating has become a national issue and most students have admitted to cheating at least once in their educational career. Overloaded with school work, students see cheating as an advantage and step towards academic success. Thus, cheating results from an urgency to do well in school and being overscheduled.

75% of college students cheat at one time or another in their college careers due to laziness, competitive pressures, or simply fear. In “Cheating Lessons: Part 3”, by James M. Lang, he explains that certain learning environments unknowingly give students opportunities to cheat. Lang also provides tactics to help classrooms reduce the numbers of cheating, while aiding students to achieve their academic goals with the right “tools.”

177 cases of academic cheating were reported in the 2013-2014 school at the University of Wisconsin (UWIRE 1). Academic cheating has been a huge problem in the educational setting for a long time. The effort to limit cheating is there, but has not always been the most effective or very well thought out. Academic cheating is present in every type of educational setting, whether it be the middle school, high school, or college level. It is present and it is a problem, which means that something has to be done. Academic cheating comes in many forms. These forms include using a technological device, asking other peers for the answers, and writing answers or helpful information down on objects, such as water bottles, phones, pieces of paper, or

Students today are adapting to the ways of cheating and plagiarizing. In David Mckay Wilson’s view, cheating had become one way to “cut corners,” he says (Wilson 3). In other words, Wilson believes that students are relying on technology to easily get what they need done in order to maintain the best grades they can. Although the act of cheating seems effortless, there has to be a larger why these students feel the need to cheat.

Cheating in school is, while frowned upon, very common; especially in high school age students who have a lot riding on them to succeed. In a quote from Mari Pearlman’s LA Times article, “Cheating in School Reflects Basic Confusion in Society” she explains that teachers get upset with parents who proudly cheat on “income taxes, fooling a boss or supervisor, taking supplies from a workplace to use at home” but the same parents want teachers to discipline students who cheat. Students become confused as to what kind of cheating is right and wrong because their parents gloat about cheating in adulthood.

Merriam Webster states cheating is to use unfair or dishonest methods to gain an advantage. Students who chose to cheat may get a higher grade but they do not get an overall boon. They will not gain the skills that employers assume are learned in college: how to write professionally, long term planning techniques, and time management proficiency when they use dishonorable tactics towards classwork. It is not the job of other students to police the actions of their peers, this takes time away from their own studies. Students who want to excel will put forth the effort and gain the skills they desire.

Many researchers have indicated that cheating is a serious problem on campuses (Bowers, 1964; Engler et al., 2008; Gallant, 2008; Leming, 1978; McCabe, Trevino, & Butterfield, 2001). Studies completed by Bowers (1964) and McCabe and Trevino (1996) revealed nearly identical results regarding student-cheating behavior despite the 30 year time span; both studies identified that

When referring to the concept of cheating, there are many definitions that a person may think of. According to Dictionary.com, there are three ways of viewing the term and thus three corresponding definitions. Nevertheless, the unified theme in the idea of cheating is the use of fraud, deception, and dishonesty (Random House Dictionary). Unfortunately, this is a notion that is continually acknowledged as acceptable. One scenario that is commonly concentrated on is the act of cheating in education.

Academic dishonesty or “cheating”, has become a common standard amongst specialized high schoolers and prep school students. In one scenario, involving a specialized school in New York, high school students devised an organized plan to cheat on a Regents exam. Of course the students involved were caught and

Cheating, the way of the dishonorable student. It is usually defined and interpreted by many people as the way a person procrastinates something until the last minute of the due time. That person usually gets desperate because of the on coming bad mark or just plain out does not like to do his/her own work. So to make up for the time lost during the procrastinating that person goes to a person he/she has convinced to aid them in cheating, either by sweet talking them or plain out of the other person fear of their remarks if they do not cooperate with them, and gets the answers from them. In order to prevent this the

The purpose of this paper is to discuss the practice of cheating and its consequences in the graduate students. Lot of papers, scholarly articles have been written around this topic describing the behavior and attitude of the students towards the practice of cheating. There are various factors that can force the students to cheat, irrespective of which the student is expected to submit genuine work of his own to the school. This paper discuss few of the main reasons behind the practice of cheating, its consequences, and findings on cheating in graduate schools.

“During a test; people look up for inspiration, down in desperation, and left and right for information”~ Unknown. Students feel the pressure to succeed and to be someone in this world, causing them to feel the pressure to cheat in order to be that someone and to succeed. The increase in cheating in schools has been blamed on student’s laziness and access to technology. Although cheating has been blamed solely on student’s laziness and access to technology, students have voiced their opinion on the matter. Many students blame the amount of pressure that is put on them and the competitiveness to be the best. The online Academic Black Market is where students can sell and buy school work from others anonymously for money. The Academic Black Market has been used to support the theory that laziness is the cause of cheating, but has anyone considered why, if students are lazy, they would create an entire Black Market for school work. Research shows that the majority of students who cheat have cheated because they feel the pressure to succeed and do well. The academic pressure and the competitiveness of students can be blamed for the increase of cheating, but the laziness of a student has also been argued to be blamed for the recent spike in cheating.