Ubungan Antara Self Efficacy Dengan Perilaku Menyontek Saat Ujian Pada Mahasiswa Universitas Esa Unggul

Test was an evaluation of learning process, but inside that process there's student that cheating to pass in an unhonest way. One of the cheating factor of a student is because of the low self efficacy. Low self efficacy pushing student to making a cheat sheet or cooperating in order of cheating. The research is a quantitative non-experimental with total sampel 153 respondents. Sampling technique is proportionate stratified sampling. Reliability test result obtained (α)0.935 for self efficacy and (α)0.928 for cheating variable with measurement tool of self efficacy (22 valid) and cheating (27 valid) in the Form of Likert scale. The result value of sig 0.000 (p<0.05) within correlation in the amount of -0.434, that means there was a negative relation and significant within self efficacy and cheating habit when the UEU students is doing a test. UEU student inclined from cheating habit was classified low as 77 students (50,3%). Analysis result was showing that there was a significant difference of cheating habit based on the gender with value of p=0,017<0.05. The result shows male student has the behavior of cheating is high compared with women

A Video-based Detector for Suspicious Activity in Examination with OpenPose

Examinations are a crucial part of the learning process, and academic institutions invest significant resources into maintaining their integrity by preventing cheating from students or facilitators. However, cheating has become rampant in examination setups, compromising their integrity. The traditional method of relying on invigilators to monitor every student is impractical and ineffective. To address this issue, there is a need to continuously record exam sessions to monitor students for suspicious activities. However, these recordings are often too lengthy for invigilators to analyze effectively, and fatigue may cause them to miss significant details. To widen the coverage, invigilators could use fixed overhead or wearable cameras. This paper introduces a framework that uses automation to analyze videos and detect suspicious activities during examinations efficiently and effectively. We utilized the OpenPose framework and Convolutional Neural Network (CNN) to identify students exchanging objects during exams. This detection system is vital in preventing cheating and promoting academic integrity, fairness, and quality education for institutions

E-INVIGILATION: PANACEA TO EXAMINATION MALPRACTICE IN NIGERIA

e- Invigilation is the use of remote-controlled terminals that are linked with the main servers of any institutions. E-invigilation is very important in managing both offline and online invigilation of examinations. This is vital for eradicating examination malpractice on the part of the students. There is a disenchantingly slow evolution of ICT use in the invigilation of students in the Nigerian educational school system. The main roles of ICT in education are to provide the prospects and trends of integrating communication technology into the educational processes. Hence, one of the vital areas of incorporating ICT is in the invigilation of examination in order to bring to fore its effectiveness. In reality, an efficient and effective system of the invigilation process is essential in increasing the credibility of the entire educational assessment in Nigeria. This fundamental area constitutes an inevitable reality in modern education, especially with security of examinations in mind that attracts the law of morality. The method of data analysis incorporates both descriptive and logistic regression modeling. Therefore, Invigilation should not be played down with regard to the issues of assessment. The study proposes a model that is relevant for e-invigilation, discusses the pros and cons of einvigilation in system of education in Nigeria and makes policy recommendations towards incorporating e-invigilation in the educational system of higher education in Nigeria

The snowball effects of practices that compromise the credibility and integrity of higher education

Practices that compromise the credibility and integrity of higher education have been reported globally. These take place at all stages in the higher education delivery value chain, from student admission to assessment (including tests, assignments and examinations) and certification. Even in research-based postgraduate studies, the bane of plagiarism continues to evolve with time as dishonest students and academics relentlessly find ways of cheating the system. The central thesis of this paper is that the negative consequences of the acts or practices that compromise the credibility and integrity of higher education do not only affect individuals, but they also affect the entire cohort of students, the higher institution concerned, the broad higher education sector, the economic system and the socio-cultural system. Therefore, these practices have a snowball effect on the entire education system. The paper argues that, overall, these practices result in “inequity among and unfairness” to individuals. It is, therefore, of paramount importance that sustainable solutions of curbing this social ill are explored and implemented because dealing with consequences will be too costly

Design and Testing of Mobile-Phone-Detectors

Students use mobile-phones to store lecture-materials, e-books, tutorials, videos, communicate with their classmates and browse the internet for exceedingly-different-intentions. These projected-advantages, however, would have potential-undesirable-effects if mobile-phones are utilized in restricted-premises, such as exam-venues. Noncompliant- students (to general University exam-regulations) do use mobile-phones to cheat in exams. The rapid-explosion of cell-phones at the beginning of the 21st Century eventually raised problems, such as their potential-use to invade privacy or contribute to widespread academic-cheating. In this paper, two  systems, that will be used, independently, to detect mobile-phones in the exam-venues, were proposed: a mobile-detector with a range of 1.0m, using resistor-capacitor-circuit, which can detect both the incoming and outgoing-calls, as well as video-transmission and text messages, even if a mobile-phone is kept at the silent mode; and a Reed-switch-circuit-scanner, which, responds to an applied-magnetic-field and, can be used to detect mobile-phones that are switched-off or put on flight-mode, and thus, it can be used to scan students (without physical-inspection) on their entering examination-rooms. Overall, the results of this-concise-study are rather-positive, providing a good-starting-point for advanced investigations and improvements of the same. Several future-research-areas were also proposed by the study. Keywords: mobile, phone, students, detector, cheating

Mobile Phones in Schools: With or Without you? Comparison of Students' Anxiety Level and Class Engagement After Regular and Mobile-Free School Days

Mobile phones are important for people, especially for young adults and adolescents. As people tend to form attachments to not only social partners, but inanimate targets as well, mobile devices can become important objects that provide safety and security. This could lead to separation anxiety, also known as "nomophobia". Constant need for mobile use may result in problematic behaviors in schools, cause distraction in class, it is important to explore the students' relationship to devices. Our study compares state anxiety level of high school students on a regular school day and on an experimental "mobile-free day", when participants do not carry their mobile phones during classes. We hypothesized that separation from the mobiles would increase anxiety and decrease class engagement, especially in students with higher mobile attachment scores. The sample consisted of 235 secondary school students. Results of Repeated Measures ANCOVA showed that anxiety levels increased on the mobile-free school day, but class engagement was not affected by the experiment. Linear regression analysis revealed 'Safe Haven' mobile attachment to be a significant predictor of state anxiety on the mobile free school day. Moreover, correlation analysis revealed that mobile use habits linked to social media and instant message services were associated with higher anxiety scores on the mobile-free school day. Our results provide more insights on both use of mobile phones in learning environment and regarding school regulations of students' device use

Ghosting Inside the Machine: Student Cheating, Online Education and the Omertà of Institutional Liars

'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly attractive option as pre-digital safeguards-for instance, in-person exam proctoring requirements and face-to-face mentoring-are quietly phased out and eventually eliminated altogether. Also, as the punishments for violating academic integrity policies are relaxed, the temptation to cheat increases accordingly. For institutions, tolerating, normalizing and encouraging one type of student cheating, ghosting, improves the profitability of their online divisions by bolstering student enrolments and retention. In universities and colleges across the globe, online divisions and programs have become thriving profit centers, not because of the commonly attributed reasons (student ease, safety during health crises and convenience of taking courses online), but due to a single strategic insight: Ubiquitous opportunities for ghosting improve profit margins and maximize revenue

The digital and multilingual competences. A good teaching practice for the EFL classroom of Secondary Education

In the context of modern education, the European Commission has recommended 8 key competences for lifelong learning. When considering the enhancement role played by the digital competence in the development of the all other ones, nurturing this competence becomes paramount. From the perspective of EFL education, the usage of ICTs in the classroom is directly linked to an improvement of communication skills. This is due to the fact that technology affords numerous opportunities in the form of digital resources and platforms available for educators to experiment with. On the other side, students seem more engaged and motivated to take part in class lessons. They want to actively interact in group activities and let their creative voices be heard. With that in mind, the paper presents a 10 session proposal, conceived as a good teaching practice directed at 4th of ESO EFL students.En el contexto de la educación moderna, la Comisión Europea ha recomendado 8 competencias clave para el aprendizaje permanente. Al considerar el papel potenciador que desempeña la competencia digital en el desarrollo de todas las demás, cultivar esta competencia se convierte en algo primordial. Con respecto a la enseñanza del inglés como lengua extranjera, el uso de las TIC en el aula está directamente relacionado con la mejora de las competencias comunicativas. La razón es que la tecnología ofrece numerosas oportunidades en forma de recursos y plataformas digitales disponibles para que los educadores experimenten. Por otro lado, los alumnos parecen más comprometidos y motivados para participar en las clases. Quieren interactuar activamente en las actividades de grupo y dejar oír su voz creativa. Así pues, se presenta una propuesta de 10 sesiones, concebidas como una buena práctica docente dirigida a alumnos de inglés de 4º de la ESO.Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma