INTRODUCTION

A few years back it was reported in a local newspaper that a 16 year old boy was admitted to hospital after he received a call on his mobile phone and fell unconscious. Panic gripped everyone and they stopped receiving calls. But after the doctors checked him out they found there was absolutely nothing wrong with him. The boy later confessed that he made up the whole thing just to avoid his upcoming exams. This is one of the many examples of made up phony excuses of students in the academic life. Using of false and phony excuses in class room has gained limited attention than plagiarism and cheating on exams but past studies shows that its occurrence is just as high as any academic dishonesty. Students love to procrastinate, they cannot help it. As such they try to invent phony excuses to avoid being punished. But teachers will not buy all their excuses. Some will be successful other will not. In the end it is just a battle of the sexes. Female students given their extensive persuasive power can muscle out male students in this department. This being the main focus of my research I have also tried to concentrate on whether female students are more successful in manipulating teachers or not. Gone are the days of „‟my grandmother died‟‟, “I was sick” or “the dog ate my homework” excuses. In today‟s world in order to procrastinate students have to come up with new and believable excuses. So how can female students overpower their male counterparts in this area? Is it true that they can be in charge of their surroundings by their persuasiveness? I have found answers to such questions through my research.
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BACKGROUND
It is a fact that all students have to make up excuses sometimes or often to avoid getting punished. Students think that without making up excuses and fooling teachers they cannot procrastinate; and most students do love to delay their work as much as possible. Use of phony excuses is a great tactic used by students in order to get out of trouble and it is getting more and more popular everyday in students‟ academic life. This is a very alarming situation for teachers because when one student has a tendency to procrastinate; other students learn from that student and it goes on. From my experience I have seen that female students have more tendencies to manipulate teachers with their persuasiveness. It is no secret that they are a lot convincing than their male counterpart. Female students can easily justify their falsified excuses or get good marks just by persuading their teachers. I also think teachers have a soft spot for the female students. For this reason I tried to find out whether female students are more successful in making up excuses and trick their teachers than male students. And I have found out that it is true. During the time of research I have gathered various secondary data from the internet and I have also done some survey to find out my answers. Most of the data have supported my arguments; although few of the data contradicted with my assumptions. So it is safe to say that female students are more engaging in making up excuses and they can influence their teachers to a great extent.

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“I was stuck in traffic” etc. I found out My other focus was also to find out how often students make these types of ruse to get out of trouble. Alarmingly enough. One of the other areas of my research was to find out whether students of all qualities lie to their teachers or not. One of the main concerns of my research was to find out whether female students are more successful in manipulating teachers or not. Here. Here. I also tried to focus on the matter that what types of excuses students actually make. 3 .AREAS OF RESEARCH One of the main areas of my research was to find out why students needed to invent excuses and fool their teachers. I assumed that students would be more creative in making up excuses but I found out they generally use the usual excuses like “I was sick”. I have found out that both good and bad students are involved in academic lying which is a very serious issue now. I found out that most students feel the need to procrastinate and that they are lazy. I have found out that most of the students have to make up excuses frequently. Here.

I believe they are more persuasive and the teachers have a soft corner for them.HYPOTHESIS Students of all ages. From my research I expect to find that female students are more creative in making up excuses. I also expect to find that female students are more successful in justifying the excuses than male students. of all qualities always try to invent innovative excuse to avoid being punished. in order to favor them. 4 . I also think that female students deliberately try to manipulate teachers.

Dhaka University. Getting all the useful information was quite a hassle because not all students had the time to fill up all the questions of my survey. which gave me a range of useful data to answer my research questions. online articles and various journals which share the same ideas and hypothesis as mine. I designed a questionnaire for both these groups. Also I found out some books. For my secondary research.METHODOLOGY For my primary research. searching through various search engines and tried to relate my research with some behavioral case studies found online. I spread out the questionnaire in universities like North South University. I have conducted a survey taking a sample of thirty students out of which twenty were male and twenty were female students. 5 . I had to browse the internet.

Primary Data presentation and analysis The questionnaire I designed for the students gave me a lot of information. makes falsified excuses to their teachers. It also proves that most students are lazy and they love to procrastinate. Analysis: This graph proves my hypothesis that all students either good or bad. In my survey I found out that that all (100%) students tried to fool their teachers by making phony excuses. These are described with graphs and analyzed: Being a student did you ever make false excuses to your teacher? YES Description: The pie chart above shows students who makes excuses to their teachers. 6 .

7 . They reason could be that students are becoming more and more lazy. The X-axis shows the percentage of students making excuses and the Y-axis shows the degree of frequency. 50% of the students have confessed that they make excuses often. As we can see. Analysis: The graph is a clear proof of the students‟ increasing need to invent excuses to teachers. From the chart it is seen that 25% of the students makes excuses frequently and 50% of the students makes excuses often and the rest 25% does sometimes.How often do you have to make up excuses? frequently often sometimes 0% 20% 40% 60% Description: The bar chart above shows how often students have to make up excuses.

How often do you manage to fool your teachers into believing your excuses? 50% 40% 30% 20% 10% 0% often sometimes very often Description: The above bar chat shows how often students can make the teachers believe their excuses. we can see that 50% of the students marked sometimes. Here. The X-axis shows the degree of frequency and the Y-axis shows the percentage of students managing to fool teachers. Analysis: This graph shows that students are becoming more and cleverer and they know how to convince the teachers to believe their fake excuses. 8 . The reason for this could be teachers‟ lack of punishment and vigilance. 30% of the students marked often and the rest 20% confessed that they were able to fool their teachers very often.

Analysis: Here it is evident that most of the students try to justify their excuses by oiling teachers.How often do you use the power of persuasion to justify your excuses? 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% often sometimes very often never Description: The above bar chart shows how often students use the power of persuasion to justify their excuses. So in this case my hypothesis was proved to 9 . One of the interesting findings in this case. 40% of the students marked sometimes. is that the students who ticked often and very often were mostly female students. Here we can see that 30% of the students marked often. The X-axis shows the degree of frequency and the Y-axis shows the percentage of students who use oiling to make-believe their excuses. 20% of the students marked very often and the rest 10% confessed that they never persuaded their teachers.

10 . but only a handful of students (10%) have denied this question. "without persuasion teachers I cannot get a good grade”? yes no Description: The pie chart shows the students who gets the idea of getting good grades by oiling teachers. Analysis: The graph is a clear indication that even before joining the classes the students think about manipulating. While studying in the university did you ever get the idea that. One of the factors that initiate this is that students tend to outsmart their teachers from the very beginning. Here we can see that most of the students (90%) have marked yes.be correct. One of the reasons for this could be that teachers have a soft corner for female students.

Have you ever tried to persuade your teacher into giving you good grades? 80% 70% 60% 50% 40% 30% 20% 10% 0% yes no Description: The above bar chart shows if students ever tried to persuade teachers into giving them good grades. It is seen that almost 70% of the students tried to persuade teachers into giving them good grades and the rest 30% answered no. The reason for this could be that students want get a good grade but they do not like to study. The X-axis shows the degree of frequency and the Y-axis shows the percentage of students who tried. 11 . Analysis: This graph is a clear indication that students in high numbers are trying to persuade teachers into giving them good grades.

Were you able to get a good grade by manipulating teachers with your power of persuasion? 70% 60% 50% 40% 30% 20% 10% 0% Description: The above bar chart shows if students were able to persuade teachers into giving them good grades. The X-axis shows the degree of frequency and the Y-axis shows the percentage of students who were successful. Analysis: It is evident from the graph that not all students are successful in manipulating teachers. 12 yes no . It is seen that 60 % of the students were successful while the other 40% were unsuccessful in manipulating teachers. The reason could be the fact that teachers are now becoming more vigilant and they cannot be influenced easily.

However a handful (10%) thinks otherwise. but they have not lost their morality. Analysis: From the graph is evident that even though students maybe unethical in terms of academic life. It is a positive sign that most of the students thinks that manipulating teachers is not fair. The X-axis shows the degree of frequency and the Y-axis shows the percentage of students who thinks it is fair to manipulate teachers.Do you think making excuses and manipulating teachers are fair to others? 100% NO 50% 0% NO YES YES Description: The above bar chart shows if students think whether making excuses is fair to other students or not. One of the reasons could be the fact that teachers are making the students more aware of this situation. It is seen that 90% of the students think it is not fair. 13 .

14 .Who do you think is more successful about manipulating teachers? girls boys Description: The pie chart shows the proportion of students (girls/boys) who are more successful in manipulating teachers. Analysis: From the chart it is pretty clear that female students have more convincing power than male students. One of the reasons could be that teachers have a soft spot for the female students and they are more persuasive. Here we can see that most of the students (70%) think that girls are more successful in manipulating teachers.

Secondary data presentation and analysis The sources of my secondary data include various online articles. magazine and other statistical data taken from the internet. John‟s university. Cheating. books. and Plagiarism” which was edited by MIGUEL ROIG & MARISSA CASO professors of Department of psychology of St. It was study conducted upon 380 students of different ages and the following data were found: 15 . These sources are discussed and analyzed: One of the interesting articles that I found online was “Lying and Cheating: Fraudulent Excuse Making.

.” This claim however contradicted with my findings since I found out that 100% of the students claimed to have used fraudulent excuses. 72% of the student participants claimed to have used a fraudulent excuse in college at least once. They claimed that: “Students whose scores indicate procrastination use fraudulent excuses more often than non procrastinators. B. L which provided me some excellent information. 16 . this proves my hypothesis that female students are more prone to making up false excuses.” This information agrees with my point that students use fraudulent excuses to procrastinate and delay their works. J. There is book named “Affective responses before and after fraudulent excuses by academic procrastinators” written by Ferrari. & Beck. The reason for this discrepancy could the fact that my survey questions were a bit too direct and a bit biased.As we can see from the above data that the percentage of fraudulent excuses of women is more than men. F. Miguel roig and Marissa Caso also claimed that: “Undergraduates reported their use of fraudulent excuses.

persuasive survey finds”. 17 . An online news magazine named “lawyers weekly” published an article called “Women leaders more resilient.Another study conducted by Caron et. This is shown in the chart below: This study somewhat coincides with my research because I also found out the frequency of fraudulent excuses greater in occurrence.” This survey too relates with my research thus proving that female are more persuasive than their male counterparts. claimed the following: “One striking finding was that women leaders are likely to be more persuasive than their male counterparts — one of the survey results that Caliper‟s president calls “counterintuitive”.al shows the frequency of using fraudulent activities.

I wanted to do an interview but I could not find any one who was willing to share their experiences on the record. This was a major setback for my research. 18 . On the other hand I also faced time constraints as I was overloaded with assignments of various other courses.LIMITATIONS One of the major constraints I faced was that students were not filling up my survey questions properly. As such I had to discard many of the questionnaires which could be a reason why my research findings were a bit biased.

Also their questions should be open ended and not biased. If anyone else was to do this research then I would recommended them to take more sample size. Students could be taught ethics in class and they should try to finish their works on time so that they do not have to come up with excuses. 19 .CONCLUSION I feel that students will continue to make fraudulent excuses to teachers if they are not vigilant enough. They can also look into other areas like the relation (positive/negative) between fraudulent excuses making and the students‟ CGPA. Some of the researchers have already conducted some study as mine.

L. & Caso.com. & Beck. G. June 24).com Raymer.pdf Ferrari. (2001). The journal of Psychology. Retrieved from: http://www. Academic dishonesty.Retrived from http://www.W. Karen. In Griggs. NC: College Administration Publications.lawersweekly. Affective responses before and after fraudulent excuse by academic procrastinators.. Handbook for teaching introductory psychology(p167). L. 485–494. Asheville. B. 139(6).. Paterson. and Plagiarism.(2005.. Academic integrity and student development: Legal issues and policy perspectives .E. F.).com/file/view/RoigCaso. Women leaders more resilient. M. Retrieved from http://www. G. New Jersey. Kibler.Never Underestimate the persuasion power of a woman . & Pavela. persuasive survey finds. 118. Richard A. M. B. B. (1998).REFERENCES Griggs.kalon-woman. Retrieved from http://www.. Richard A (Ed. J.ca/ 20 .questia.).. K. (Eds. eng333. 529–537. Cheating. Roig. (1988). (2005). G. NJ: Psychology Press. Nuss.(2011). Lying and Cheating: Fraudulent Excuse Making.wikispaces.

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