Theoretical analysis of cheating at Slovak schools
Cheating at schools
Abstract
Cheating occurs in all types of schools by students of all age groups.
Any attempts to resolve this problem are ineffective and have only a
temporary effect. The aim of this research was to analyze the content of
the pedagogical documentation of randomly selected secondary schools,
Slovak Universities and the Ministry of Education of the Slovak Republic
in relation to cheating. The work outlines the causes of this phenomenon
and ways to help eliminate it.
Key Words
Cheating at school, pedagogical documentation, elimination of cheating,
Catholic Religious Education, Ethical Education, Academic Ethics
Introduction
Cheating is a problem for all types of schools around the world. With
the increasing usage of information technology (IT), this phenomenon has
become almost uncontrollable. Children and students lose their identity
when they cheat. If children who cheat are more successful than those
who do not, the noncheating children can become frustrated (Middle Me
Earth, 2014). The innocent cheating of children and students can
negatively affect their adult behavior (Anderman and Won, 2019; Bajtoš
and Marhevková, 2016: 56; Isakov and Tripathy, 2017).
There is a different attitude about cheating among students and
teachers. It is known that good students also cheat. These students want
to receive good marks, and even if they study, they do not believe in
themselves. For slow learners, cheating may indicate that they are not
interested in the subject (Bajtoš and Marhevková, 2016: 54–56).
The indifferent and lax approach of some teachers allows students to
cheat; others warn, explain misunderstandings or give the student a
failing grade, Fx (Ahmad, 2017: 765–770; Asokan et al., 2013).
This work strives to determine the status of cheating in the pedagogical
documentation of randomly selected high schools. Subsequently, our
findings are combined with a discussed about academic ethics and the
content of ethical and religious education in lower secondary classes
and the first years of upper secondary classes, which is supplemented by
examples from the pedagogical practice of the author. We attempt to
define the most common types of cheating at all types of schools and to
propose solutions based on a theoretical analysis that could eliminate
them.
Research Methods
1. We compared the school rules of eight grammar schools and eight
specialized secondary schools from different parts of Slovakia. One
grammar school and one specialized school were randomly selected from
each self-governing region. Our research was mainly focused on the parts
of the school rules that referred to cheating: ”Obligations of the
pupil.” ”The pupil is forbidden.” ”Educational measures.” The frequency
of phrases related to cheating with the consequence of educational
measures in individual types of schools was monitored.
2. In studying the possible impact of the educational process on schools
to eliminate the cheating of pupils and students, we examined the
topics, content, performance and graduate profile in Catholic Religious
Education and Ethics Educational program of the state educational
program. Our study of these documents focused on topics that could be
used in the teaching process to address the global problem of cheating.
3. The code of ethics regarding cheating for three Slovak universities
was also investigated.
Results and Finding
Cheating and School Regulations at Grammar Schools
In the reviewed school rules, the concept ”Obligations of a
pupil” was represented most often by the phrase ”obligation to
acquire knowledge” (5x). Conscientious work and conscientious access to
duties appeared only once. Similarly, responsibility for one’s study
results was also mentioned one time. We also recorded statements about
the violation of the school rule on cheating (1x), the ban on cheating
(2x), and the statement ”it is not allowed” (2x).
In studying the forms of sanctions that can be imposed on students who
have been proven to have cheated, the following was discovered: in 3
cases, there was an admonition by the school principal; in one case, the
admonition was only stated in general in violation of the school
regulations and did not specify cheating. The educational measure was
increased, from sanction by the class teacher to being excluded from
school, or the educational measure resulting from cheating was never
mentioned.
Cheating and School Regulations at Specialized Schools
In the section entitled ”Obligations of a pupil”, the regulations
of Secondary Specialized Schools contained a formulation of the
obligation to acquire knowledge, to work conscientiously and to have a
conscientious approach towards duties a total of four times. The
students’ responsibility for their study results was mentioned once.
In addition to the regulations of grammar schools, the prohibited
activities of students were specified in the school rules for the
Specialized Secondary Schools. The ”Prohibition ” section included
statements about violations of the school rules due to deception and
prompting, the use of unauthorized information sources and plagiarism a
total of four times and the ban on the use of IT and mobile phones (4x).
In one case, the ban on the use of mobile phones was highlighted twice
in the school regulations.
Only one school stipulated specific sanctions for the use of mobile
phones during classes, “cheat sheets” and prompting. In this case, the
sanctions depended on the frequency of the cheating. In another case,
the pupil could be sanctioned according to the level of the proof. Three
of the eight specialized schools did not stipulate the sanctions for
cheating.
Cheating and Catholic Religious Education
In the state educational program for the 1st year of
grammar school (subject – Catholic religion), no reference to school
cheating was found (National Institute for Education in Slovak Republic,
2017a).
We believe that the assessment of the implications of such behavior by
students could be included in the classes on consciousness formation,
knowledge of sin and the application of the Ten Commandments in ordinary
life. Graduate students of Catholic religious education should be able
to ”Effectively solve problems, to take responsibility for their
actions, properly adapt to changing living conditions, effectively learn
and to collaborate” (Catholic Pedagogical and Catechicism Center,
2015).
Cheating and Ethical Education
According to the educational program for subject ethical
education (National Institute for Education in Slovak Republic, 2017b),
the topic of the elimination of school misconduct could be used to focus
on the ability to correctly use verbal and nonverbal communication,
assessing the need for education, moral and legal norms relative to
individual conscience, the rules of fair play and a code of ethics.
Students of ethical education should be able to ”apply different
learning strategies, critical thinking and creatively handle
information, use all available forms of communication, creatively use
information technology (IT), and actively approach the achievement of
their goals.” (National Institute for Education in Slovak Republic,
2017c).
Previous paragraphs imply that, after completing religious or ethical
education, a pupil should be aware of the negative consequences of
cheating.
Cheating and Academic Ethics
The ethical codes of universities form part of their strategic
documents, and they are closely linked to the employee’s code of ethics.
The ethical rules for student behavior at universities are formulated in
the school’s ethical principles (Comenius University, 2016) or
separately (Matej Bel University, 2015; Pavol Jozef Šafárik University,
2014). These documents highlight honesty, responsibility, and honest
ways of verifying acquired knowledge during one’s studies (Kralova and
Svetlikova-Martauzova, 2017). The issue of plagiarism is highlighted
separately.
The student’s Code of Ethics thoroughly addresses all forms of academic
ethics, such as ”illicit aid, copying, use of illicit materials,
plagiarism, counterfeiting and modification of information, selling or
providing seminar, academic or other written works, use of IT on tests
without the tutor’s approval….” (Matej Bel University, 2015: 3).
Discussion
Cheating at Primary and High Schools
Cheating occurs in primary school when students are required to acquire
knowledge they should have in a certain period. At this level, pupils
use classical methods of cheating: 1. whispering answers and using hand
signals for one-word answers. 2. Cheat sheets are used primarily for
written answers and tests. Cheat sheets contain the most basic
information on the subject, and its basic features are its size and
inconspicuousness. The placement of cheat sheets depends on the students
and their ingenuity. These methods are mainly used in the primary school
environment (Bajtoš and Marhevková, 2016: 57). In our opinion, the
abovementioned methods are mainly used by children 6 to 10 years of age.
In higher grades, these methods are replaced by cyber cheating, IT
cheating (Blau and Eshet-Alkalai, 2017). Students will be able to
communicate via hands-free technology, text messages, and photographing
and distributing tests to classmates or a website. This form of cheating
is widespread, especially at universities (Bajtoš and Marhevková, 2016:
58).
The development of projects and the use of IT leads to violations of
copyright law at primary and secondary schools (Blau and Eshet-Alkalai,
2017; Copyright the law No. 185/2015). From our own experience, we know
that Slovak primary and secondary school teachers do not require
students to use references when creating projects. When the students are
alerted to this duty (for example, by parents), the sources are not
compliantly added; instead, they say ”We don’t have to. The
teacher / professor doesn’t want us to.” We think that even teachers do
not realize in this case that they are tolerating plagiarism (Copyright
the law No. 185/2015; Szattler, 2007).
We examined the school regulations of 16 randomly selected high schools
(8 of the 16 were grammar schools) from all Slovak regions. Because the
regulations are based on the Methodological Guidelines of the Ministry
of Education, Science, Research and Sport of the Slovak Republic (MESRS
SR) for the Evaluation and Classification of High Schools (Ministry of
Education Science Research and Sport of the Slovak Republic (MESRS SR),
2011), they are very similar and often identical in terms of content.
Possible sanctions for students who cheat are only rarely mentioned in
the school regulations in the Educational Measures section. In most
cases, grammar schools refer to cheating in the general sense. At
specialized high schools, methods of cheating are specified. All the
documents, regardless of the type of school, were published on school
websites without any limitation to access. The regulations rely on
students to prepare for classes and acquire the required of knowledge.
Most students have a lax attitude towards these documents even though
they are familiar with them at the beginning of their studies at the
beginning of each new school year. We assume that school regulations are
more precise for students in specialized high schools because of the
general assumption that these students cheat more often.
Cheating at Universities – Academic Ethics
Upon being admitted to university, students become members of the
academic community; therefore, they have the right to learn. The use of
this right must be in accordance with the law (Higher Education Act. No.
175/2008) (National Council of the Slovak Republic, 2008). The student,
as a member of the academic community, is obliged to follow the school’s
internal regulations, including the academic ethics or ethics code for
members of the academic community. These codes are said to be clear
about students fulfilling their duties, condemning cheating of any kind
in examinations and the emphasizing the ongoing fulfillment of student’s
duties. The codes state that ”Being part of the academic community
means being honest with myself and others … As a matter of course,
academics (and students) are expected to be disqualified by academic
rules (not cheating) due to the loss of academic and professional
honor” (Meško et al., 2005). The ethical codes are published on the
faculty websites and have no limitations to access. Our experience shows
that many students and teachers do not know about the existence and
content of such codes.
When teaching biophysics and medical physics, teachers are regularly
exposed to plagiarism from students in the first semester of their
studies. Plagiarism is ”the intention to present the results of
someone else’s intellectual activity (thoughts and expressions) as their
own.” (Szattler, 2007). When creating semester projects on a particular
topic, students do not know the correct way to quote, even though this
methodology is repeatedly explained, and they have written instructions
on how to do it. Students do not understand the need to specify primary
sources for the images and schema used in their work.
The vast majority of students use ”mosaic plagiarism“, which is
defined as ”distracting borrowed phrases and sentences in the
thesis without quoting the source” (Meško et al., 2005: 413). During
our pedagogical practice, we are repeatedly faced with cases in which
students hand in someone else’s semester project and present it as their
own original work. Such papers are mostly taken from the internet or
purchased (made to order).
Another type of cheating that we face every year is fabrication:”making and knowingly using false data, results and notes in any
activity related to the learning process.” (Meško et al., 2005: 413) In
our case, the deception of the results of the measured values ultimately
disregards the entire protocol. Students prepare the reports
electronically and submit them in printed form. Quite often, we find
identical protocols among an entire group of students or even between
groups taught by different teachers.
Our students complete two tests in electronic form as part of the
practical exercises. These results determine whether the students will
be able to pass the final exam. Before the test, the students are
alerted to the banning of smartphones and other IT sources. Regarding
foreign students in particular, we meet with requests for help in
solving the problems, finding the right answer on the smartphone or
making photocopies of the test. This form of cheating is characterized
by ”using or attempting to use unauthorized materials, information
and teaching aids in any academic, scientific and pedagogical
activities” (Meško et al., 2005: 413).
Why do Students Cheat – the Fault Lies with Teachers and the Curriculum
as well as the Students
The reform of Slovak education and the adaptation of the content of
teaching and the hourly allotment for individual subjects (including
physics and mathematics and other natural sciences) resulted in the
exclusion of some topics. We assume that these topics had been used to
connect and understand the different parts of a given thematic unit.
Students or even teachers often do not know about interdisciplinary
relations between physics and biology. Teachers often do not explain to
students why they should learn such subjects and how to use them in
future studies even in a different field. Due to the timidity or
”incompetence” of teachers, the subject is insufficiently explained to
students, and there is a lack of time for practice and consolidation. In
this environment, student motivation decreases (Anderman and Koenka,
2017; Kralova, 2017), and talented students lose interest in acquiring
knowledge over time; their primary goal is to obtain good grades
(Anderman and Won, 2019). Students do not try to logically understand
the content of classes and apply learned knowledge but rely on
short-term memory. Therefore, tests on less recently studied themes may
induce the use of cheat sheets. Other possible reasons for the
occurrence of cheating include the strictness of the teacher and
disproportionate demands and pressures on the student by parents.
According to the literature, students’ attempts to cheat may also be
conditioned by the ignorance of teachers regarding students’ busy
schedules, loss of interest in the subject, inability to spend time
studying and, on the other hand, exaggerated competition (Bajtoš and
Marhevková, 2016: 54; Clariana et al., 2012; Escolano-Perez et al.,
2017; Fecková, 2014: 329).
After admitting students to university, they have to get used to a
different working regime; many duties, including a high level of
requirements, are associated with preparing for the next day. It is
almost the rule that, in lower grades, students have to pass compulsory
subjects that obviously have no importance to them; they do not know
about the connection between a subject and its practice at a higher
grade. A student’s financial background is also a significant matter.
Many students work while studying and do not have enough time to meet
the obligations of their studies. We will be able to document the above
statements by responding to a student’s response to the question about
why she did not prepare for practical exercises: ”… I had to
work at McDonald’s; I need the money, my parents do not have it..” As
mentioned above, many students have insufficient basic knowledge from
high school, which may highlight their problems with adapting to
university. On the other hand, we know from our own experience that
successful high school graduates begin to study at university with the
resolve to earn the same grades they earned in high school.
Solving the Issue of Cheating
Cheating is a generally widespread phenomenon at all kinds of schools.
The documents we examined did not disclose how the teacher should deal
with this phenomenon. The only internal document that informs the
teacher of how to proceed in such cases is found on the website of a
Catholic high school: “Work that is not original will not be
positively evaluated. Including (not only) copying from the Internet
when preparing homework and presentations, copying from their classmates
during tests and quizzes, etc.” (Štefániková, 2016: 3).
In the vast majority of cases in primary and grammar schools, the
solution remains at the level of the teachers and students in an
internal classroom environment. Although we have experience with some
warnings in school regulations regarding cheating, we believe that they
are rarely implemented.
The Methodological Guidelines for the evaluation of behavior at high
schools states ”Grade 1 – The student complies with the school
regulations and other internal rules of the school and respects the
moral principles and cohabitation rules with the others and in relation
to the teachers. Occasionally they may commit minor transgressions ”
(Ministry of Education Science Research and Sport of the Slovak Republic
(MESRS SR), 2011). It is the teacher’s duty to interpret the seriousness
of the cheating. If this activity is not negatively perceived and
teachers allow it to continue, it can influence students’ behavior in
adulthood (Middle Me Earth, 2014).
The detection of cheating at university in most cases remains at the
teacher-student level; the student is punished with the Fx grade. The
academic code of ethics, published on the university’s website, contains
the rules of academic behavior, but it does not comment on the attitudes
of teachers to students after they have been caught cheating. From the
narrative of university students, we know that a student who is caught
cheating may have a problem at the final exam due to the escalation of
tensions in his/her relationship with the teacher, which sometimes leads
to the premature termination of studies.
Cheating in all kind of schools has become a complex problem, which, in
our opinion, needs to be comprehensively addressed from many
perspectives. Once cheating is detected, punishment in most cases is
ineffective. A number of factors mentioned above trigger the moral
failure of individuals. This issue should be given increased attention
not only in secondary and elementary schools in subjects such as
religious and ethical education and lessons about society but also at
universities.
Our research indicates that the topic of cheating and its implications
should be included in primary school education on ethics in the
following thematic areas:
1. Communication: inform students of the inappropriateness of verbal or
nonverbal communication for cheating.
2. Philosophical generalization of moral and ethical principles: use
appropriate life examples to show that cheating, even though it is
widespread in all areas, can harm the cheater and others.
3. Ethics of work, ethics and economics: in line with the profile of
students in age groups 10-12 years (National Institute for Education in
Slovak Republic, 2017c), teach to accept the results of their work and
bear responsibility for it. The teacher should support students in this
effort and allow them to achieve a result that is difficult for students
to accept. It is important to show students real examples demonstrating
that when they become accustomed to cheating during their education
process, they may later be tempted to cheat regardless of the difficulty
of the task. In the future, their cheating can harm not only themselves
but also others. Self-assessment, attitudes towards duties and moral
attitudes are topics that could be included in lessons about society
(National Institute for Education in Slovak Republic, 2017d).
In the subject of religious education (Catholic Religion), the issue of
cheating can be included in discussions of deception or theft. Based on
the Innovated Framework Education Program (Žigová, 2016) and teacher
lesson plans for elementary and secondary schools in the Slovak Republic
(Žigová, 2016), we have found that this issue can be addressed in
several topics:
1. The thematic units ”The Dialog of God and Man” and ”Man
in Paradise” are taught to students 10 to 12 years of age at elementary
school. It is possible to point to interpersonal relationships that
should be based on love and confidence, not lies and the consequences of
deception (including cheating) in relation to the eighth commandment
from God. Space to address this issue is also provided in the topic”Truth as Value”.
In later years, the curriculum is focused more on the formation of the
individual and on the development of interpersonal relationships (topics
”Why follow the Ten Commandments” , ”Responsibility for
building relationships” , ”Man in the world of faith” ,”Authority and for what?” ). The lesson should also be aimed at
highlighting the correct relationship with authority based on trust and
love, which could be disturbed by cheating. It should be emphasized that
parents and teachers are authority figures for students. Students need
to be responsible for their actions and growth in the field of study.
Students are preparing for a future job while studying. Therefore, the
failure to prepare and the resulting possible deception in the form of
cheating is irresponsible. Cheating harms further growth from the
natural and the spiritual sides.
2. In education, it is worth mentioning cheating as ”something” that
destroys not only mutual relationships in the class but also the
relationship between the teacher and the student. Every relationship
between people is based on mutual trust. Through deception, this
confidence is disturbed, breaking our relationships and bringing
suspicion and mistrust to them.
We assume that curricula should be organized in such a way that teachers
have enough time to review and repeat lessons. Topics should be
explained to students briefly and clearly with respect to all contexts
and interdisciplinary relationships. In doing so, the content of the
subject matter cannot be ”lost”. In secondary and elementary schools,
the main idea of the subject is ”lost” in an effort to impress as many
students as possible.
It is important for students to be provided with relevant information
about the test or verbal exam: the form of questions, time limits,
number of questions, and form of evaluation. In the case of a test at
the end of the school year, the teacher should provide students with a
set of questions from which the test questions will be selected. The
questions must be concise, clear, precise and unambiguous. The teacher
should ensure that students do not disturb each other during the test
and should distribute students in the classroom so that no one has a
neighbor (Topîrceanu, 2017). The test should be of such a scope that
students have enough time to rethink their answers or recheck them after
completing their work. For electronic testing, it is important to be
able to return to or correct issues once questions are answered.
Important tests should not be written at the last minute. In our
opinion, it is important for students to receive results quickly, so
they have enough time to retake the test. If a student is interested in
questioning the test results, the teacher should allow it.
Conclusion
The problem of cheating has become international in scope, which may
impact all of society, services, the economy, science, etc. Therefore,
it is necessary to start addressing this issue within families, not only
in the primary and in secondary schools. Young people must recognize
that their own knowledge, creation, and way of thinking, which they can
build on and continually develop, are extremely valuable. Teachers must
be aware that sanctions are not appropriate or effective enough to
correct this problem. Teachers should try to provide students with
specific examples of the knowledge that they are trying to teach and
talk about that knowledge. These recommendations should be strengthened
by addressing the issue of cheating and its impact on people and society
in the context of civic, ethical and religious education.
In general, society needs the mutual communication of its members for
its future existence, which should be based on sharing values and
emphasizing the demand for truth (Fitte, 2007: 122–123). This fact can
be reflected in a learning process in which the authenticity of sharing
knowledge, values and relationships is emphasized. Relationships based
on trust and mutual communication are the basis of a stable society.
Therefore, it is necessary to guide students towards recognizing truth
as a value and then living up to that value. The formation of the
abovementioned values in students depends on the teacher.
Funding
This work was supported by the Cultural and Educational Grant Agency of
the Ministry of Education, Science, Research and Sport of Slovak
Republic [grant KEGA No 026UK-4/2017].
Declaration of Conflicting Interests
The Authors declare that there is no conflict of interest.
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