Unveiling Academic Dishonesty in Online Assessment among Pre-Service Teachers

Abstract

Using the mixed-research design, this study investigated the views, reasons and extent of practice of academic dishonesty in online assessment among pre-service teachers. It utilized 332 respondents and 15 study participants across year levels and programs of the College of Teacher Education enrolled for Academic Year 2021-2022. The findings revealed that the pre-service teachers practiced academic dishonesty in online assessments at a great extent and is driven by several interplaying factors. They engaged in these misbehaviors primarily to pass the subject, maintain high grades, and due to laziness or unpreparedness for the test. The availability of technology and internet access, combined with mutual support among classmates, a complacent attitude, and the normalization of cheating practices, contribute to the prevalence of academic dishonesty. Despite their engagement in these misbehaviors, pre-service teachers are not oblivious to the negative consequences. They recognize that academic dishonesty leads to a decreased quality of learning and feelings of guilt. These findings highlight the need for educational institutions to address the root causes of academic dishonesty, promote a culture of integrity, and provide support mechanisms to help students develop ethical academic practices.