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Academic Integrity of Students during the COVID-19 Pandemic: A Mixed Method Analysis

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  • Ariel Epan San Jose

Abstract

This study explored the academic integrity of tertiary students during the pandemic. Sixty-six students and nine faculty members were participants in the study. Two adapted survey questionnaires and a validated researcher-made interview guide were used to obtain pertinent data. Quantitative results revealed that most students committed academic dishonesty; however, they considered those misconducts moderate cheating. Teachers observed that students committed cheating more than once; however, they only call students’ attention. Qualitative information showed that most students knew the importance of academic integrity; lack of time, procrastination, lack of comprehension, lack of study habits, having a job, low self-esteem, and having the desire to get better marks were the reasons why students committed academic misconduct. Students suggested that the academic institution needs to initiate innovations and implement stricter sanctions on those who committed academic misconduct. A pledge of academic honesty was developed for students to commit to academic integrity.

Suggested Citation

  • Ariel Epan San Jose, 2022. "Academic Integrity of Students during the COVID-19 Pandemic: A Mixed Method Analysis," European Journal of Education and Pedagogy, European Open Science, vol. 3(4), pages 97-103, July.
    • Handle: RePEc:epw:ejedu0:v:3:y:2022:i:4:id:30400
    DOI: 10.24018/ejedu.2022.3.4.400
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    References listed on IDEAS

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    1. Ali M. Fazilatfar & S. E. Elhambakhsh & Hamid Allami, 2018. "An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments," SAGE Open, , vol. 8(2), pages 21582440187, April.
    2. Donald L. McCabe & Linda Klebe Trevino & Kenneth D. Butterfield, 1999. "Academic Integrity in Honor Code and Non-Honor Code Environments," The Journal of Higher Education, Taylor & Francis Journals, vol. 70(2), pages 211-234, March.
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    Cited by:

    1. Stephen J. Brown & Kay Hammond, 2022. "Plagiarism in Higher Education: Navigating a Perfect Storm," European Journal of Education and Pedagogy, European Open Science, vol. 3(5), pages 100-103, September.
    2. Aida Duropan & Ariel E. San Jose, 2022. "Blended Learning as the New Norm: Neophyte Language Teachers’ Attitude and Perceptions," European Journal of Education and Pedagogy, European Open Science, vol. 3(4), pages 116-122, July.

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