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Research Paper | Nursing | India | Volume 13 Issue 1, January 2024 | Popularity: 5.6 / 10

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A Study to Assess the Prevalence, Types and Reasons for Academic Dishonesty among Nursing Students in Selected Colleges of Mathura, UP

Blessy Mathew

Abstract: Introduction: Academic dishonesty refers to committing or contributing to dishonest acts by those engaged in teaching, learning, research, and related academic activities, and it applies not just to students, but to everyone in the academic environment (Cizek, 2003; Whitley, Jr. Dishonesty is the most common phenomena in present society, and it may be defined as the act or else trying to perform the act without honesty. It is used to describe a lack of virtue or integrity, cheating, lying, or being deliberately misleading and deceptive. The fundamental component of a majority of offenses (violation of the law) is dishonesty relating to the achievement (Munir & Shahzadi, 2011). Academic dishonesty can be defined as a means of dishonesty in the academic setting. Various studies in diverse fields conducted on assessing the prevalence of the act, found the considerably worrisome amount of academic dishonesty. Academic dishonesty can be of broadly classified as such plagiarism, falsification, cheating behavior, manipulation, taking outside help, and cheating in exams. (Bashir & Bala, 2018). There may be various factors influencing academic dishonesty like parental pressure, peer pressure (Maring et al., 2018), high academic achievement, low morality (Miller et al., 2011; Henning et al., 2013), poor time management, value issues, lack of professionalism, fear of failure, emotional issues, laziness or lack of effort in teaching methods and curriculum issues, the problem in understanding issues (Henning et al., 2013), commercialization of schools and universities (Kezar & Bernstein, 2016). Some factors may act as influential but don?t trigger the act of cheating and vice versa. Some theories gave a detailed explanation of what triggers academic dishonesty. Most of the factors that were pressurized as vital are external factors that emphasized obtaining the desired output which was explained in Agnew?s general strain theory (1992). In this theory, it has been discussed how decisions were taken based on strains obtained due to conflict between socially desirable, approved, and most emphasized goals with an inadequate opportunity to the person to achieve the goal with legitimate institutional means. Smith et al., in 2012 in their study on the impact of college stressors on deviant reactions of undergraduate students provided partial support to the Angews strain theory (1992). They tested the effect of frustration due to 1) Blocked goals and cumulative stress like academic shortcoming and perceived injustice where an individual believes that the others may have an unfair advantage in the job market or getting into postbaccalaureate like engineering, medical and law colleges. 2) Measures of negatively valued stimuli like having uninteresting or meaningless classes and 3. Removal of positive stimuli on academic dishonesty. Students indulging in academic dishonesty due to parental and societal expectations can be explained by this theory. Objectives: 1) To find the prevalence of academic dishonesty among undergraduate students. 2) To find gender differences in the prevalence of academic dishonesty among undergraduate students. 3) To assess the frequency of academic dishonesty behavioural types. 4) To explore reasons influencing academic dishonesty. Materials and methods: A standardized Academic Dishonesty Scale (ADS) was designed with a six-factor structure was employed to study the types academic dishonesty which was constructed by Bashir and Bala (2018). The six factors include cheating in examination, plagiarism, outside help, prior cheating, falsification and lying about academic assignments. Academic Dishonesty Prevalence Percentage, Gender Differences in Academic Dishonesty Dimensions, Percentage of prevalence of academic dishonesty behaviour was been analysed among 100 students studying in various Nursing colleges of Mathura, UP. The Self Administered questionnaire was prepared and data was collected from the students and instructors about their perception regarding the prevalence, types, causes and practices academic dishonesty (cheating) in the university. The tables were formulated and the data was been collected. The data was collected in 2 week time. Questionnaire was been distributed among the students .The results was been analysed and it was been tabulated which revealed that Cheating in examination, Plagiarism, Lying about academic assignments were the mostly used form of academic dishonesty , and also taking Outside help ,prior cheating and falsification were also present but comparatively lesser than others. In academic dishonesty scale the male students are having the greater frequency in comparison to females and Percentage of prevalence of academic dishonesty behaviours table revealed the category Always is found to be higher on the scale. Results: The results were analysed as per the objectives of the study. 1) To find the prevalence of academic dishonesty among undergraduate students. During an examination, students solve answers on question paper and handover to my classmates is 61.5 students use online resources in my personal educational assignment/project without citing the author is 77.2 Before examination students try to know questions asked in paper is 61.9. students interchange my allotted seat near efficient student to get better grade in examination is 40 and students provide false excuses to teacher, to gain extra time on project/assignment is 53.6 2) To find gender differences in the prevalence of academic dishonesty among undergraduate students. Gender differences in males? students it is found to be 60.95 and in female students is 39.05. 3) To assess the frequency of academic dishonesty behavioural types. Highest frequency in terms academic dishonesty was shown in cheating in examination and plagiarism among students. 4) To explore reasons influencing academic dishonesty. The study revealed Peer pressure, Performance anxiety, Excuse making, Inability to manage the demands of student life, Situations that encourage academic dishonesty, Self-justification habits, Unfamiliarity with what constitutes academic dishonesty, Lack of understanding about consequences were the main cause of Academic Dishonesty.

Keywords: Academic dishonesty, Plagiarism, performance Anxiety

Edition: Volume 13 Issue 1, January 2024

Pages: 1111 - 1114

DOI: https://www.doi.org/10.21275/SR24117112856

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