The purpose of this study was to determine if statistically significant differences existed between identified student demographic characteristics (gender and age), academic variables (classification, GPA, and major), and students’ perceptions of academic dishonesty, as measured by the Attitudes and Perceptions of Academic Dishonesty survey.
A pen-and-paper survey was used to gather the data at the 3 participating universities and college (a 4-year public university, a 4-year private university, and a 2-year public community college). There were 22 items on the survey. There were 328 surveys distributed by the investigator to participating classes at the 3 institutions of higher education. All 328 surveys were returned. There were 116 student responses gathered from the 4-year private university, 103 student responses gathered from the 2-year public college, and 109 student responses gathered from a 4-year public university. All of the responses were valid and fit the perquisites for inclusion in the survey. These perquisites were that each student was at least 18 years of age and each student was registered as an undergraduate.
There were 5 dimensions included in the survey (Dimension 1- Use of Technology, Dimension 2- Perceptions of Policy, Dimension 3- Instructor Consequences, Dimension 4- Student Consequences, and Dimension 5- Student Conduct).
For Research Questions 2, 4, and 6 there were no significant differences found among any of the groups for any of the 5 dimensions. In Research Question 1 the 5 dimensions of the survey were compared among the 3 participating institutions (public 4-year university, private 4-year university, and public 2-year college). Dimension 4 (student consequences) was significantly different between the public 4-year university and the private 4-year university, with students at the private 4-year university scoring higher. In Research Question 4 a comparison of traditional aged and nontraditional aged students was made on the 5 dimensions. A significant difference was found between the 2 age groups on Dimension 3 (instructor consequences) and Dimension 5 (student conduct), with nontraditional students scoring higher in both cases. For Research Question 6 a comparison of criminal justice majors was made to other majors. Only Dimension 4 (student consequences) was statistically significant with other majors expressing a desire for more student consequences as a result of participating in academic misconduct
