Tiểu Luận How do students cheat

How do students cheat
STUDENT CHEATING​
Table of contents:

Abstract 1
I. Introduction 1
II. Content 2
1. How do students cheat? . 2
1.1 “Qualifying” the teachers/ professors . 2
1.2 Collaborative cheating 4
a, Tactical deployment 4
b, Semiotic methods . 4
1.3 Solitary cheating 4
2. Why do they cheat? . 5
2.1 External factors . 5
2.2 Internal factors 6
2.3 The responsibilities of teachers/ professors and parents. 7
3. Suggested effective solutions 7
III. Conclusion 8
IV. References . 9









Topic: Student cheating


Date : December 21st, 2009
Student name : Pham Nhu Quynh
Student number: CQ483995
Class : Bussiness English 48A1


Abstract:
This report investigates the current state of cheating by students. Based on the information from 100 students from colleges and universites, the discussion focuses on three main parts: how do students cheat, why do they cheat and solutions . The first part examines the variety of creative tactics that students use to cheat during in class examinations. Findings indicate that students manipulate variables divided into “qualifying” the teachers/ professors, collaborative cheating, solitary cheating. In the second part, it analyzes internal and external factors that influence students’ behaviors. It is also suggested some solutions by both students surveyed and the reporter.

I. Introduction:
Cheating is present in our society. We see cheating in the games we play, in the lives we lead and in our classrooms.
The literature on academic dishonesty provides a structural framework for understanding exactly what constitutes cheating. It also documents the social and personal characteristics of cheaters, their motives, where they are most likely to cheat, and when they are most likely to cheat; but where the literature is less thorough is when it comes to documenting what the students do to cheat-that is, how they cheat and why they do that. This gap in the literature exists because the techniques and tactics that students use to cheat have been largely presupposed rather than thoroughly examined and the reasons also diversify along with the time and social environment.
This paper examines the varieties of creative tactics that students use to cheat during in-class examinations as well as analysizes the most recent and important reasons causing this tension.
Based upon this study, specific techniques for enforcing academic integrity during in-class examinations will be suggested along with speculations as to the emotional and moral attractions of academic dishonesty.



II.Content:

1. How do students cheat?
McCabe and Bowers (1994, p. 7) define the parameters of cheating on tests/exams as:
1) copying from another test or exam
2) helping someone on a test
3) using a crib note
4) copying from someone without their knowledge (see also McCabe and
Trevino,1996, p. 31).
Smith’s work offers a more specific way of differentiating and classifying cheating on tests, but his questionnaire also implicitly hints that there might be other places and ways that crib notes may be creatively imported and used during an exam. This leads to a
logical question: what type of innovative and creative tactics do students use to cheat during in-class examinations? And once crib notes are used, what strategies do students use to destroy the evidence of their illicit actions? Newstead et al. (1996) and Smith (2000) note that prearranged signal systems are used to receive or communicate answers to and from others; if this is so, are hand signals and tapping one’s pencils the only way that cheating occurs? How do students avoid the obvious possibility of drawing the teacher’s suspicions while employing such intrusive methods of communication?

This study was concerned with identifying and classifying the specific techniques that students use to cheat during in class exams; it was exploratory in nature, designed to elicit