University of Baguio

School of Dentistry
CBB4

WHY DO STUDENTS
CHEAT ACADEMICALLY?

Submitted by:
Zharmaine Irish Alog
Submitted to:
Clyde Lloyd Edrey Rebosa
The sacred halls of an institution are designed to promote learning, integrity, and intellectual development.
However, a continual shadow looms over these institutions: the act of cheating. Academic dishonesty, which
ranges from plagiarized writings to stolen exam answers, presents a huge challenge, presenting important
questions as to its roots and potential solutions. This paper investigates the multifaceted causes for student
cheating, examining the interplay of individual pressures, systemic problems, and cultural influences that
contribute to this troublesome phenomenon.

Students often face immense pressure to excel, fueled by competition for grades, scholarships, and future
prospects. This pressure can lead to feelings of desperation and a willingness to engage in unethical shortcuts to
achieve desired outcomes. The fear of not meeting expectations, disappointing parents or peers, or failing a
course can be overwhelming. Cheating can offer a perceived escape from these anxieties, providing a false
sense of security and control. Procrastination, poor organization skills, and overloaded schedules can leave
students unprepared for deadlines, creating situations where cheating appears as the only option to avoid
consequences. Difficulty grasping concepts or inadequate preparation can lead students to resort to copying
answers or plagiarizing content as a substitute for genuine understanding.

Overemphasis on standardized testing and rote memorization can create a culture where grades trump the
intrinsic value of learning, fostering a transactional approach to education. A teacher solely focused on exam
scores might neglect to cultivate critical thinking skills, creating an environment where students prioritize
memorizing answers over genuine understanding. Ambiguous instructions, unclear plagiarism guidelines, or
inconsistent enforcement of academic integrity policies can leave students confused and vulnerable to
unintentional or opportunistic cheating. A professor who assigns a research paper without clear guidelines on
acceptable sources might inadvertently encourage plagiarism among students unsure of the boundaries.

The ease of accessing information online, combined with the anonymity provided by digital platforms, can
create a tempting environment for plagiarism and collusion among students. A group of students working on a
collaborative project might be tempted to share pre-written answers or plagiarize content from readily available
online sources.

Excessive focus on rankings and comparisons within institutions can exacerbate pressure and erode a sense of
community, potentially encouraging students to prioritize individual gain over ethical behavior. Another
example is a school boasting of its high ranking based on standardized test scores might inadvertently create an
environment where students feel immense pressure to cheat to maintain the institution's prestige.

Cheating might be normalized in certain social circles or academic environments, leading students to believe it
is an acceptable or even expected behavior. A student coming from a school with a lax attitude towards
academic honesty might bring those same expectations to a new, stricter institution, leading to unintentional
violations.

The prevalence of readily available information and the pressure to achieve quick results can contribute to a
disregard for the value of hard work and long-term learning. A student accustomed to instant answers from
search engines might be unwilling to put in the effort required for genuine understanding and resort to
plagiarism for assignments requiring in-depth research.

Republic Act No. 7836, known as the "Philippine Intellectual Property Code," outlines copyright laws and
protections against plagiarism. Additionally, Republic Act No. 10533, known as the "Enhanced Basic Education
Act of 2013," emphasizes the importance of character formation and values education, which can indirectly
contribute to upholding academic integrity.
Overemphasis on personal success and achievement, without sufficient emphasis on responsibility and ethical
conduct, can create a climate where individual gain supersedes broader academic integrity. A student raised in a
culture that prioritizes individual achievement above all else might prioritize getting a good grade on an exam,
even if it means resorting to unethical means.

Addressing student cheating requires a multi-pronged approach that acknowledges the complex interplay of
individual, systemic, and cultural factors. Equipping students with stress management techniques and building
resilience can help them cope with academic pressure and avoid resorting to cheating. Workshops and resources
on effective time management can help students avoid last-minute cramming and the temptation to cheat due to
poor planning.

Providing tutoring services, study groups, and clear communication channels with instructors can ensure
students have the support they need to understand concepts and avoid resorting to external sources. Establish
and enforce clear academic integrity policies and plagiarism guidelines, providing concrete examples and
readily accessible resources for students.

Promote a culture of genuine learning by incorporating diverse teaching methods, emphasizing critical thinking
and problem-solving skills, and de-emphasizing rote memorization and standardized testing. Encourage open
communication and dialogue about academic integrity, fostering a sense of community and shared
responsibility for upholding ethical standards.

Utilize plagiarism detection software and online proctoring tools responsibly, while acknowledging their
limitations and potential biases. Foster responsible digital citizenship by educating students about ethical online
behavior and the proper use of technology for academic purposes. Promote values of honesty, integrity, and
responsibility through student leadership programs, community service initiatives, and discussions about ethical
decision-making. Foster collaboration and teamwork within the educational community, including students,
faculty, and administrators, to work together in addressing and preventing cheating.

I have here a Case-Study: Plagiarism and the Pressure to Impress In a high-pressure academic environment, a
student named Sarah faced immense pressure to maintain a perfect GPA. When assigned a research paper on a
challenging topic, Sarah initially felt overwhelmed by the workload. Procrastinating until the last minute, she
succumbed to the temptation to plagiarize significant portions of her paper from an online source, believing she
could edit it sufficiently to avoid detection. However, her lack of understanding of the content and the
professor's use of plagiarism detection software resulted in her paper being flagged. Facing potential
disciplinary action and the disappointment of her parents, Sarah realized the consequences of her actions.
Through individual counseling and support from the academic integrity office, Sarah learned valuable lessons
about time management, academic honesty, and the importance of seeking help when facing challenges.

Combating student cheating requires a holistic approach that addresses individual anxieties, fosters a supportive
learning environment, promotes responsible technology use, and emphasizes ethical values. By working
collaboratively, individuals, institutions, and the broader community can create an academic culture where
intellectual curiosity, genuine learning, and ethical conduct flourish.

References:
Carnegie Mellon University. (n.d.). Students cheat on assignments and exams - Eberly Center - Carnegie

Causes of Academic Dishonesty | Academic Integrity Tutorial for students | Northern Illinois University. (n.d.).

Reasons Students plagiarize or cheat | Academic Integrity | RIT. (n.d.).