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| Academic Dishonesty: Pre-Service Teachers' Practices on E-Assessment
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Kristine Joyce P. Arrubio, Allyssa M. Melo, Jolo L. Monje, Elaisa M. Pineda, Joyce M. Soriano, Anna Lucy D. Torno, Danniella Joy S. Vital
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Abstract:
An academic infidelity is an education quality disability. Since we are now living in a cyber world, dishonesty seems to be essential as truthfulness. Hence, this study investigated the pre- service teachers' practices in dealing with academic dishonesty on e-assessment. Further, it employed mixed-method approach utilizing triangulation. Thus, standardized and adopted instruments were used to ensure validity and reliability of the study. Furthermore, purposive sampling was used in identifying the responses of the two hundred ninety- six (296) pre-service teachers in an extension campus of a State University revealed that pre-service teachers much recognized their level of perception towards academic dishonesty. It is an alarming result that respondents are committed to do the action and sometimes motivated for their cheating behavior. Nonetheless, participants might consider doing dishonesty as a preventive measure. Further, hypotheses need not to accept since significant relationship was exhibited among the variables. Then, to minimize academic dishonesty, it is recommended that teacher must have online monitoring on students while taking an assessment. Alternative and authentic assessments must also be encouraged in assessing higher thinking skills. Moreover, University and policy makers must implement policies related to academic dishonesty in remote assessment. For future researchers, more in- depth studies incorporating other elements and programs affecting academic dishonesty on e- assessment may be contemplated.
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