Cheating Academic Integrity. Группа авторов. Читать онлайн. Newlib. NEWLIB.NET

Автор: Группа авторов
Издательство: John Wiley & Sons Limited
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Жанр произведения: Учебная литература
Год издания: 0
isbn: 9781119868187
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was not significant for the period 1990–2020. Moreover, the correlation between year and contract cheating percentage was non‐significant and weakly negative when only 1990–2020 studies from English‐speaking countries are considered.

      This updated analysis of commercial contract cheating prevalence does not suggest an upward trend between 1990–2020. In addition, the analysis indicates that the rate of engagement in this behavior is persistently low—in the range of 2.5–3.5 percent of students self‐reporting engaging in commercial contract cheating. A caveat, of course, is, as mentioned earlier, people tend to under‐report socially‐undesirable behaviors. Still, there are two questions to consider: 1) if cut‐and‐paste plagiarism is trending down because of text‐matching software, why is it not being replaced by commercial contract cheating and 2) given the availability of commercial contract cheating services, why do relatively few students report engaging in this behavior?

       Table 3 Trends in commercial contract cheating 1990–2020

Number of studies Number of students Students contract cheating % contract cheating Spearman's correlation year‐% cheating p
Newton (2018) 71 54514 1919 3.52 0.368 .0016*
Newton (2018) plus studies 2016–2020 76 79745 2737 3.43 0.303 .008*
Studies 1990–2020 71 78354 2712 3.46 0.206 .085
Studies 1990–2020—English‐speaking countries 54 65843 1620 2.46 –0.135 .332

      Note: * = significant p < .05

      The extended analysis of Newton's (2018) results suggests that commercial contract cheating did not appear to trend upwards as a substitute for the other forms of cheating and plagiarism that trended downwards. Therefore, it is worth examining whether academic integrity interventions that have been implemented in the past 30 years may provide a better explanation for the downward trend in the prevalence of cheating and plagiarism.

      Numerous studies in the past 30 years have examined interventions designed to prevent or detect plagiarism and cheating. Importantly, there is substantial evidence that academic integrity interventions have proliferated over this time. For example, the text‐matching software Turnitin™ went from 1 million submissions in 2002 to 500 million in 2014 (Turnitin.com, 2020). Stoesz and Yudintseva (2018) identified 21 studies of educational interventions (workshops and tutorials) designed to improve academic integrity reported in published literature between 1995 and 2016, and many of these describe sustained or ongoing interventions created in the last 30 years.

      Academic integrity interventions in the past 30 years seem to come in one of four principal forms: 1) the implementation of honor codes designed to crystalize a shared understanding of acceptable behavior and influence students’ attitudes regarding plagiarism and cheating, 2) educational modules (classes, tutorials, online activities) designed to educate students about academic integrity and/or appropriate citation practices, 3) the use of text‐matching software, often accompanied by education to help students understand text‐matching reports and interpret differences between matched text and plagiarism, and 4) some combination of the above.