Representation and content in student's exam note sheets

Various forms of representation are used to understand physics concepts. This study aims to reveal the representations used by students in summarizing their physics teaching materials. The observed representations include mathematical equations, verbal statements and graphs. The participants were students who attended lectures in two academic years, namely 2016 and 2018. Students were permitted to freely write a summary of lecture material that would be used as resources during the exam. The research investigated the types of representations used and their percentages. In addition, the content in the summary was also taken into consideration. The results showed that the representation of mathematical equations or formulas, verbal explanations and graphs were used by 100%, 97% and 40% of the total students, respectively. This finding is also reflected in the percentage of paper area used in the summary; the uses of formulas are 60%, verbal explanations are 32.5% and the remaining 4.2% are graphs. Most note sheets contain almost all of teaching material. This students’ tendency should be considered for teaching strategy

Experimental-Teaching: ‘Help-sheet’ in Examination of Engineering-students

The-purpose of this-unfunded, miniature-study is to-examine the-potentials of student-created ‘help-sheets’ and attitudes of undergraduate-students, towards the-sheets, used, at university-examinations, at school of Engineering. A-specifically-designed-experiment, a-survey, and a-document-analysis, were used, as main-instruments, for this-study. A-paired t-test was run on a-sample of 24 students, to-determine whether there was a-statistically-significant mean-difference, between the-student-performances at the-CAT#1 (where ‘help-sheets’ were-used) and: (1) CAT #2, where ‘help-sheets’ were not used; (2) final-exam; and (3) student-average weighted-mean-score, for the-previous-year. Moreover, unpaired-t-test was-employed, to-compare performance, between the-students, who used ‘help-sheet’ (in CAT #1) and these who did not, assuming unequal-variances. Mean; Standard-Deviation (SD); and Standard-Error of the-Mean (SEM) were calculated via Minitab 17.3.1. This-study revealed vast-diversity, in the-quality and composition, of student-created ‘help-sheets’. Moreover, positive-attitudes towards ‘help-sheets’, were identified, in-particular: 88% of the-class have-prepared and utilized their-‘help-sheets’ for the-experiment; 76% reported to-be less-nervous, than usual; 95% agreed, that the-use of ‘help-sheet’ was-beneficial; and 81% confirmed, that they would-like to-use the-same-approach, in other-subjects.  Comparisons of student performance indicated, that the-preparation and use, of student-created ‘help-sheets’ have no impact on student-performance. Academic-performance, however, is just one-of the-many variables, potentially influenced, by the-use of ‘help-sheets’. As-such, the-research-findings show students self-reported reduction of test-anxiety; moreover cheating at-examinations, being-considered as pervasive-practice, at-the school, was not observed, during this-experiment. The-main-recommendations, of the-study were: (1) to-use ‘help-sheets’ in-examinations, on the-grounds that they potentially-reduce both; test-anxiety, and cheating, at-examinations; (2) to-deal with test-anxiety, lecturers should-help students, mastering-it, by self regulation relaxation-techniques; and (3) specific-areas, for future (more-deeper)-research, were identified. Moreover, to-give a-broader-reflection on the-subject-matter, the-following-topics were-also elaborated upon: Traditional examination-modes: ‘closed-book’ vs. ‘open-book’; Alternative-examination-approach: student created reference-material (‘help-sheet’); Cheating, at-exams, at local-context; and Anxiety (concepts, types, mechanism, and consequences; test-anxiety; and self-regulating relaxation-techniques). The-author trusts, findings of this-study, in-conjunction with theoretical-background, given,  adds to-the-body of knowledge, on experimental-teaching, particularly, on the-use of student-prepared reference-materials, such-as ‘help-sheets’, at university-examinations. The-results of the-experiment can also-help university-lecturers decide, whether to-allow their-students to-use ‘help-sheets’. Keywords: ‘cheat-sheet’, test anxiety, exam type, exam performance.

Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating

Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed

Representation and Content in Student’s Exam Note Sheets

Various forms of representation are used to understand physics concepts. This study aims to reveal the representations used by students in summarizing their physics teaching materials. The observed representations include mathematical equations, verbal statements and graphs. The participants were students who attended lectures in two academic years, namely 2016 and 2018. Students were permitted to freely write a summary of lecture material that would be used as resources during the exam. The research investigated the types of representations used and their percentages. In addition, the content in the summary was also taken into consideration. The results showed that the representation of mathematical equations or formulas, verbal explanations and graphs were used by 100%, 97% and 40% of the total students, respectively. This finding is also reflected in the percentage of paper area used in the summary; the uses of formulas are 60%, verbal explanations are 32.5% and the remaining 4.2% are graphs. Most note sheets contain almost all of teaching material. This students’ tendency should be considered for teaching strategy

Perceived causes and methods of examination malpractice in the Malawian education system: A case study of secondary schools in South East Education Division (SEED)

Examination has been generally accepted as the best means of assessment. Unfortunately, this all-important means of assessing students has become ineffective since all forms of examination malpractice have been introduced into the system. While such cheating on examinations is quite common and as a victimless crime may not be considered very serious, cheating on high stakes examinations assumes greater importance. The purpose of this study was to examine perceived causes and methods of examination malpractice in the Malawian education system. The target population of the study comprised teachers, including head teachers, and students at secondary school level in South East Education Division (SEED) in Malawi from ten secondary schools in the division. This stratified random sample study included 200 respondents. As selfdeveloped questionnaire, which adapted and combined items from four instruments previously used to investigate causes and forms of cheating in examinations by students (Achio, Ameko, Kutsanedzie, Alhassan, & Ganaa, 2012; Adeyemi, 2010; Akaranga & Ongong, 2013; Petters & Okon, 2014), was used to collect data for this study. In addition, qualitative data was collected through focus groups to help with the triangulation of all of the data sources in order to improve the validity and credibility of the research findings (Denzin, 1978; Patton, 1990). The quantitative data was analyzed using the Statistical Package for the Social Science (SPPS) version 16.0. Importance Performance Analysis (IPA) was also conducted. The qualitative data was analyzed by themes using open coding, axial, and selective coding processes. The findings of the study indicated various causes and methods of examination malpractice. For example, perceived student-related causes include laziness to work hard, and the desire among students to pass examinations at all costs. Examples of perceived teacher/examination official-related causes include insufficient teacher preparation for examinations, and inadequate coverage of the syllabus. Furthermore, examples of student-related methods of cheating include bringing prepared answers to examination halls, and writing on body parts. Examples of teacher/examination official-related methods of cheating include school authorities colluding with examination officials to assist students, and leakage examination papers. The causes participants identified are but symptoms of the collapsing system of education, which is particularly due to widespread corruption and poor civil service delivery. While the blame can squarely be put on students, the government and the teachers are also implicated. The government is to blame for not creating a conducive and favorable teaching and learning environment and for failing to reinforce the teaching ethics which have resulted in teachers behaving irresponsibly. To begin to tackle the problem of student cheating, educational leaders need to look at the issue holistically. Using Bolman and Deal’s (1997) approach to change can inform newer, bolder, and more coherent strategies that can help to curb cheating. Acknowledging student cheating as corruption rather than as simple misbehavior will generate strategies that are less about managing cheating and more about institutionalizing academic integrity. Attention, therefore, needs to be given to strengthening and restoring a culture of integrity by heightening public awareness of the effects of fraud and corruption

Descriptive Analysis of Georgia High School Teachers\u27 Perceptions of Academic Dishonesty

This research study was conducted with the assistance of Georgia high school teachers for the purpose of examining teachers\u27 perceptions of academic dishonesty during the 2006-2007 school year. Data were gathered to establish teachers\u27 perceptions of academic dishonesty by exploring what behaviors teachers felt to be academically dishonest, how teachers addressed such occurrences, whether teachers felt any internal conflict regarding academic dishonesty, whether any external pressures were involved in instances of academic dishonesty, and how these experiences affected teachers attitudes toward their profession. Results of the study indicated that high school teachers in Georgia consider academic dishonesty to be a prevalent problem. Teachers consider some types of academic dishonesty to be more serious than other types of academic dishonesty. Some teachers reported that academic dishonesty is a moral issue and that parents are responsible for the moral training of their children. Some teachers also reported that administrators play an important role in the success or failure of policies that address academic dishonesty. Some teachers feel comfortable approaching their administrators about issues concerning academic dishonesty, while other teachers do not. The implications of this study are that staff development opportunities could allow teachers to explore honor codes, violations, sanctions, and policy implementation. Teachers could keep tests locked in secure locations, use software passwords, and plagiarism detecting software. Educational opportunities for parents could include being exposed to teacher syllabi, course requirements, sanctions, student handbooks, and information sheets. For administrators, graduate level course work could address academic dishonesty, and administrators could promote honor codes and an academic dishonesty policy

ANALISIS PEMBUATAN CHEAT-SHEET OLEH MAHASISWA DALAM MENGERJAKAN SOAL UJIAN MATA KULIAH SINYAL DAN SISTEM

Proses ujian tertulis di Departemen Pendidikan Teknik Elektro FPTK UPI masih banyak yang menggunakan sistem ujian dengan cara sistem close-book dan open-book, akan tetapi ada beberapa mata kuliah yang ujiannya mengunakan cheat-sheet. Salah satu mata kuliah yang menggunakan cheat-sheet adalah mata kuliah Sinyal dan Sistem. Penelitian ini bertujuan untuk menganalisis manfaat pembuatan cheat-sheet oleh mahasiswa dalam mengerjakan soal ujian mata kuliah Sinyal dan Sistem dan menganalisis faktor-faktor yang dipertimbangkan mahasiswa dalam menyusun cheat-sheet. Penelitian ini diterapkan pada 30 mahasiswa dan mahasiswi yang membuat cheat-sheet dan mengontrak mata kuliah Sinyal dan Sistem. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan pengumpulan data observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa, cheat-sheet membantu mahasiwa dalam proses belajar (membantu dalam pemahaman dan penghafalan materi), membantu memprediksi soal ujian (membatu dalam merangkum dan memilih poin-poin yang akan keluar diujian), membantu mengerjakan soal ujian (membatu mengurangi tindakan curang), (membantu mengingat materi yang sudah di pelajari), (membantu mengerjakan soal ujian tanpa harus menghafal materi), (membatu dalam proses penilaian). Adapun faktor-faktor yang dipertimbangkan mahasiswa dalam menyusun cheat-sheet diantaranya yakni responden membuat lipatan lipatan khusus dan memperkecil tulisan untuk memenuhi materi yang akan ditulis materi berupa (teori dasar dan contoh soal), isi cheat-sheet hasil merangkum dari buku, catatan dan bekerja sama bersama teman materi berupa (teori dasar dan contoh soal). Responden memilih materi yang dipahami dan dimengerti begitupun juga sebaliknya materi berupa (teori dasar dan contoh soal).;There are still many examinations in the Department of Electrical Engineering FPTK UPI that use the exam system by using close-book and open-book systems, but there are some subjects that tests use cheat sheets. One of the subject that uses cheat-sheets is the Signal and System subject. This research aims to analyze the benefits of making cheat sheets by students in working on the exam questions in the Signal and System subject and analyze the factors of students consider in preparing cheat sheets. This research was applied to 30 students who made cheat sheets and took the Signals and Systems subject. The research method used is descriptive qualitative method by collecting observational data, interviews, documentation and triangulation. The results of this study indicate that, the cheat sheet helps students in learning process (helps in understanding and memorizing the subject material), helps predict exam questions (helps in summarizing and selects points that will come out on the test), helps to work on exam questions (helps reduce action cheating), (helps remember the material that has been studied), (helps to do exam questions without having to memorize the subject material), (helps in the assessment process). The factors that were considered by students in making cheat-sheets are the respondent making special folds and reducing the writing to fill up the subject material to be written in the form of material (basic theory and sample problems), the contents of the cheat-sheet resulting from summarizing books, notes and work together with friends in the form of material (basic theory and example problems). Respondents choose the subject material that is understood and the form of material (basic theory and example problems)

“This Is Anonymous, Right?” A Qualitative Study of Why Higher Education Students Cheat

Academic dishonesty occurs in higher education. Students who choose to cheat will find a way no matter the assessment type, learning environment modality, and deterrents. Academic integrity in online assessments has been prevalent even before the COVID-19 pandemic. However, due to the recent increase in online learning modalities, cheating is at the top of faculty concerns, and many instructors believe that online assessments open the door for cheating. I conducted a root causal analysis using an improvement science framework to identify why students cheat in higher education. This study identified two major themes of reasons students participate in academic dishonesty. First, the pressure of grades and GPA influence students to cheat. Second, personal pressures such as family expectations, time management skills (or lack thereof), and education expenses can lead students to believe they have no other options but to cheat. Recommendations to alleviate grade and student pressures include a steering committee to identify updates to current policies and procedures related to GPA, a required academic integrity course for all students, time management and study resources for students, and assessment training for faculty. Educational leadership can create and implement interventions to help address the student pressures and, therefore, decrease the amount of academic dishonesty at higher education institutions

La tricherie au CÉGEP : causes et solutions possibles

Abstract : Academic dishonesty is not new and is a worldwide phenomenon. It is a problematic that every academic institution must deal with and higher education is, unfortunately, not immune to cheating. Studies pertaining to cheating have been done in various universities, but none have been done on CEGEP students and none have tried to establish a link between in-class examination cheating and types of assessment. The following quantitative research studied the link between students’ stress levels and types of assessment while addressing in-class academic dishonesty. Students’ ethics regarding cheating was addressed as well as their personal experiences with cheating during in-class examinations. An online anonymous survey was used in order to gather data. This research has helped understand that JAC students are under a lot of stress and are no different than other higher education students since they too, also cheat in large numbers. Nonetheless, students have an ethical opinion regarding academic dishonesty. They recognise it is wrong and they are capable of labelling cheating behaviour according to its gravity. Despite all of this, we have discovered that when students help each other cheat during written in-class exams, it is not judged as severely. Yet, students who admitted cheating do not overlook cheating as much as those who do not cheat. Honest students tend to view cheating behaviour as a much more serious issue. This research has also highlighted the fact that only a few students believe assessments used in their courses are effective at evaluating their level of understanding of course concepts. Students have been extremely open pertaining to their behaviour. They have explained why they cheat and how they do it. This research has also confirmed that technology plays a smaller role in academic dishonesty than previously assumed. This contradicted what was said in the literature. Undoubtedly, results obtained through our survey indicate that the types of exam given influences students’ incentive to cheat. In fact, 81 percent of students admitted cheating because of a loss of memory. Since memorization is not the primary tool required to complete an openbook exam, students tend to cheat less during this type of examination as they have access to their course material. Open-book exams (primarily) as well as cheat-sheet exams (secondly) generate the lowest incentive to cheat amongst students as well as the lowest stress level. Finally, we were surprised to learn that most students prepare for an open-book exam. We initially thought the opposite. The aim of this research was to find solutions to decrease students’ incentive to cheat. Our research results show that open-book assessments are a good solution to decrease academic dishonesty and stress levels during in-class examinations.La tricherie à l’école n’est pas un phénomène nouveau ni spécifique à un pays. Elle est internationale. Il s’agit d’un problème qui touche toutes les institutions scolaires y compris celles des études supérieures qui ne sont pas immunisées contre la tricherie. Plusieurs études au niveau universitaire ont été effectuées sur ce phénomène mais aucune n’a été menée dans des CEGEP et aucune n’a tenté d’établir un lien entre la tricherie et le type d’examen donné aux élèves. La présente recherche quantitative a étudié le lien entre le niveau de stress des étudiants et la tricherie durant des examens écrits en classe. Parallèlement, notre étude s’est également concentrée sur l’éthique des étudiants concernant la tricherie ainsi que leurs expériences personnelles de triche. Un questionnaire électronique anonyme (Survey Monkey) a été utilisé afin d’amasser les données. Notre étude a confirmé que les étudiants de JAC sont très stressés et ne sont pas différents du reste des étudiants aux études supérieures car, eux aussi, trichent. Malgré cela, il n’en demeure pas moins qu’ils possèdent une certaine opinion éthique concernant la tricherie. Ils reconnaissent que tricher est immoral, injuste et ils sont capables d’étiqueter ce comportement selon sa gravité. En revanche, nous avons découvert que, lorsqu’il s’agit d’entraide au moment d’examens, ils jugent ce comportement de façon moins sévère que lorsqu’un étudiant triche en solitaire, sans l’aide d’un autre. Dans la même ligne d’idée, les étudiants qui admettent tricher sont plus tolérants voire indifférents face à ce comportement que ceux qui ne trichent pas. Les étudiants honnêtes jugent la tricherie de façon beaucoup plus sévère. Notre recherche a également souligné le fait que les étudiants trouvent que les méthodes utilisées afin d’évaluer leurs connaissances et compréhension du matériel enseigné sont inefficaces. Nous avons été surpris de l’ouverture et de l’honnêteté des étudiants concernant leurs comportements déviants. Ils nous ont expliqué pourquoi ils trichaient et comment ils le faisaient. Par exemple, ils trichent afin d’améliorer leurs notes mais également selon le type d’examen donné en classe. De plus, lorsqu’ils n’ont que la mémorisation comme outil lors d’un examen ou lorsqu’ils sont incapables de se rappeler de faits et données, ils ont tendance à tricher plus fréquemment. En outre, 49 pour cent des étudiants ont admis partager le scénario d’un examen pratique et considérer cela comme une tricherie négligeable. Notre recherche a également confirmé que la technologie joue un rôle plutôt secondaire lorsque les étudiants trichent. Nous pensions le contraire et ce fait contredit également ce qui a été rapporté par d’autres recherches. Conséquemment, les résultats obtenus par notre recherche démontrent que le type d’examen utilisé influence les comportements déviants des étudiants. Ainsi, 81 pour cent des étudiants ont admis tricher lorsqu’ils sont incapables de se rappeler la matière couverte dans l’examen. Puisque la mémorisation n’est pas nécessaire afin de compléter un examen à livre ouvert, les étudiants ont tendance à moins tricher lorsqu’ils passent ce type d’examen puisqu’ils ont accès à leurs livres et notes de cours. De plus, les examens à livre ouvert ainsi que les examens où un aide-mémoire est permis, sont les types d’examens qui génèrent le plus bas taux de tricherie ainsi que le plus bas taux de stress. Finalement, nous avons également été surpris d’apprendre que, contrairement à ce que nous croyions au départ, la grande majorité des étudiants étudient pour un examen à livre ouvert. Le but de notre recherche était de trouver des solutions afin de diminuer la tendance des étudiant à tricher. En répondant à notre questionnaire en ligne, les étudiants ont été très francs et nous ont aidé à mieux comprendre les raisons qui les poussent à tricher. Ils nous ont également éclairé quant à de nouvelles idées et techniques que l’on pourrait utiliser afin de réduire la tricherie lors d’examens écrits et abaisser leur niveau de stress. Les résultats obtenus par notre recherche sont on ne peut plus clairs : les examens à livre ouvert sont une très bonne façon de réduire l’incitation à la tricherie. C’est pourquoi nous croyons que la première solution pour freiner les tricheurs serait de faire passer à nos étudiants des examens à livre ouvert avec pour conséquences positives une réduction importante du stress et un encouragement à ne pas tricher

GEPH 7134 Social Marketing for Health Communication

This course is designed to familiarize students with the history and current applications of health communication theory and strategies to public health practice and research. This course examines how to structure, develop and evaluate social marketing, media advocacy, risk communication and advocacy skills for change. In addition, systematic qualitative data collection processes such as interviewing skills, participant observation and focus groups will be developed. Emphasis is placed on critical thinking skills to help students analyze and utilize these skills in research and practic