ACADEMIC INTEGRITY IN THE LIGHT OF ONLINE EXAMS ? STUDY CASE
Autor (i): Irina-Denisa, Munteanu
JEL: I20, I23, I29
Cuvinte cheie: education, academic integrity, online exams, COVID-19
Abstract:
Education has been affected, undoubtedly, by the COVID-19 pandemic. In this difficult context, for all the agents involved, both challenges and opportunities can be identified that will definitively change the way the teaching-learning-assessment activities are carried out. A less addressed research issue is that of the last stage of the educational process, the evaluation of students. The COVID-19 pandemic created an environment conducive to a higher rate of exam fraud, and teachers devoted more time to preparing subjects to reduce the possibility of cheating. Thus, academic integrity has been questioned. This study is designed to obtain an estimate of the extant of cheating in online exams from the perspective of business students. The results, based on a sample of 129 grades received by undergraduate students from a statistic course, indicate that 16% of students have been able to resolve only the problem that was identical to all students and not the random problem, even if the algorithm was similar. Using Student t-test, there is a significant difference between the “cheating” students’ grades and “honest” students’ grades. These results may represent a new direction for professors to reconsider online exams.
Education has been affected, undoubtedly, by the COVID-19 pandemic. In this difficult context, for all the agents involved, both challenges and opportunities can be identified that will definitively change the way the teaching-learning-assessment activities are carried out. A less addressed research issue is that of the last stage of the educational process, the evaluation of students. The COVID-19 pandemic created an environment conducive to a higher rate of exam fraud, and teachers devoted more time to preparing subjects to reduce the possibility of cheating. Thus, academic integrity has been questioned. This study is designed to obtain an estimate of the extant of cheating in online exams from the perspective of business students. The results, based on a sample of 129 grades received by undergraduate students from a statistic course, indicate that 16% of students have been able to resolve only the problem that was identical to all students and not the random problem, even if the algorithm was similar. Using Student t-test, there is a significant difference between the “cheating” students’ grades and “honest” students’ grades. These results may represent a new direction for professors to reconsider online exams.
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