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Using Context in Classroom Experiments: A Public Goods Example

Author

Listed:
  • John C. Bernard

    (University of Delaware)

  • Daria J. Bernard

    (Wesley College)

Abstract

Secondary school students in six transitional economies, Belarus, Croatia, Kyrgyzstan, Lithuania, Russia and Ukraine, along with students in the USA, were surveyed about academic cheating. Regardless of geographic location, a substantial majority of all students reported that they had cheated on an exam or course assignment. In general, however, the percentages of students who reported that they had cheated and that they would assist others to cheat were higher in the transitional economies than in the USA. A bivariate probit regression model was estimated to determine the factors that contribute to the probability of cheating. The results indicated that the most consistently significant determinants were personal beliefs about the ethics and social acceptability of cheating and various attributes of the classroom environment.

Suggested Citation

  • John C. Bernard & Daria J. Bernard, 2005. "Using Context in Classroom Experiments: A Public Goods Example," International Review of Economic Education, Economics Network, University of Bristol, vol. 4(2), pages 9-22.
    • Handle: RePEc:che:ireepp:v:4:y:2005:i:2:p:9-22
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