The Future of Academic Honesty - Paper

5010 Words Apr 20th, 2012 21 Pages

Peggy Choong, Niagara University Bob S. Brown, Marshall University Graduate College
ABSTRACT Cheating has permeated many facets of American life. Reports on cheating are found in business, the media and on college campuses. Perhaps one of the more disturbing trends is reports on increasing cheating among grade and high school teachers and administrators. This makes the behavior, motivation and training of education students relevant for scrutiny. The paper examines academic dishonesty among college students training to be teachers. The study uncovers through factor analysis four salient dimensions of cheating, namely Flagrant Cheating, Insidious Cheating, Collusion and Illicit Collaboration. It also
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The sample consisted of 198 students in teacher education classes at a private university in the northeast. Each questionnaire was placed in an unmarked envelope. Completed questionnaires were replaced in these envelopes and sealed by the student. The questionnaires were voluntarily completed during class time. Students who declined to participate were encouraged to engage in other reading or writing activities. Respondents were assured that their responses were confidential and anonymous. The average age of the respondents was 28 years. About 80% of the respondents were females and more than 80% were registered for more than twelve credits. The mean and the mode of salary expectations were between $30,001 and $35,000 with more than a quarter of the respondents (28%) expecting salaries between $35,001 to $40,000. RESULTS Uncovering the salient dimensions of academic dishonesty In order to uncover the salient dimensions of academic dishonesty, the sixteen dishonest practices were submitted to factor analysis. Factor analysis is a procedure for summarizing the information ratings on the sixteen practices into a smaller number of salient dimensions which can then be identified as the dimension underlying the respondents’ ratings. It is in this way that the commonalities in responses are effectively discerned. Four factors were extracted which had an

Academy of Educational Leadership Journal, Volume 11, Number 2, 2007

93 eigenvalue more than one.
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