Republic of the Philippines

Palawan State University

College of Business and Accountancy
Department of Accountancy
Tiniguiban Heights, Puerto Princesa City

The Student’s Perspective on Cheating:

An Exploratory Study

_________________________________________
In fulfillment of the requirement for the degree
Bachelor of Science in Business Administration
Major in Management Accounting
__________________________________

By:
Besas, Mary Joy F.
Clavecilla, Julie Pearl A.
Divedor, Maria Andrea L.
Herrera, Jessa A.
Rodriguez, Kristan Eugille E.
(BSBA-MA 4-2)
 INTRODUCTION

Background of the Study

Academic integrity in students has been recognized as a fundamental objective of higher

education. Honest endeavor on the part of the student was the expected norm. Although academic
integrity is still objective in theory, it loses ground to academic dishonesty in actual practice. Now,
the problem of academic dishonesty is a disturbing trend that is difficult to accept, much less to
understand and explain. Academic dishonesty is commonly called “cheating”. The word cheating
means an act of lying, deception, fraud, trickery, imposture, or imposition employed to create an
unfair advantage often at the expense of others. It implies the breaking of rules. Furthermore, it
gains unfair advantage and serves as hindrance of learning where education must be about on
learning. Cheating takes many forms, some of them are copying from another test during
examination, having cheat sheet, writing notes on back of calculator, using cell phone for photos
as notes, PowerPoint, pdf or browsing the internet at the time of exam.

Cheating has become one of the major problems on many college campuses. With the rise
of new examination methods and tools, new cheating methods have been born accordingly.
Through advance and creative in technology and rapid development in Internet, more and more
cheating with all kinds of the means happen especially among students since they have many more
ways to cheat compared to their counterparts a decade ago. Previously, cheating in school can
easily be found and treated, thus cheating will give cheaters brings bigger risk. But with the current
high-tech cheating, cheating means more concealment, and due to various reasons the school or
the invigilator cheating" tend to open one eye, one eye closed". The existence of this kind of
problem directly as cheating in the university campus in flooding provides conditions. The school
education is very adverse, how in the system and action to solve the flooding problem of college
Students' cheating in exams, a direct impact on a college education quality and external education
reputation.

Similarly, the problem of academic dishonesty in Business Schools has risen to a crisis
level according to Caldwell (2010). It will be a great encouragement if cheaters successfully cheat
and will promote the study in the future are also counted by cheating ways to gain income, but not
study hard. Whenever and however it occurs, Cheating is a problem, not only for faculty but also
for students. It is very alarming, indeed we need to understand the reasons shows why cheating is
widespread and on rise.

Statement of the problem

Cheating occurs at a college level, mostly on examinations. This research investigates the
perception of students in cheating. The study aimed to answer the following questions:

1. What is the definition of cheating?

2. What are the factors associated with cheating behavior?

3. What is the difference between past and present forms of cheating?

4. What are the effects of cheating and how it affects the students?

5. Is there any possible solution to lessen or totally eliminate cheating?

Purpose of the study

The study intends to be useful in the following:

1. To know further the causes why students commit cheating.

2. In order to identify what are the different ways of students used in cheating.

3. To comprehend the impact of cheating in the attitude of students.

4. Be knowledgeable about all factors related to students cheating.

5. Be able to recommend some applicable and possible solutions to solve such issue.
Significance of the Study

The study entitled “The Student’s perceptive in Cheating –An exploratory research” will
relevant to the professors and students as it gives awareness of what are the causes and impacts of
cheating. With this, professors will improve their knowledge to the new methods of cheating done
by students and a make an assessment on how to lessen or totally eliminate the said matter. For
the researchers, the study will help them to broad their learning in which they will able to
understand those students committing the said act and the effects of it.

Review of Related Literature

There are numerous studies and theories that shape or influence the research directions of the
exploratory study entitled student mind set on cheating especially related to accounting students.
First and foremost, the researchers encountered and familiarized themselves to different concepts
related to cheating in order to broaden their knowledge and attained more ideas that will support
the said study.

As a start, considering cheating as sub-topic of academic dishonesty, according to Rawwas and

Isakson, there are four factors in academic dishonesty such as “receiving and abetting academic
dishonesty” (items universally perceived as unethical and initiated by the student), “obtaining an
unfair advantage” (items in which students take advantage of a situation not of their creation),
“fabricating information” (items that may not be clearly perceived as unethical) and “ignoring
prevalent practices” (items that students may see as permissible and ethical).

Additionally as ethics are related to cheating based Smyth and others (2009) also reported female
students to be more ethical than male students as well as Gupta and colleagues whose study
indicated that "female students were more likely to behave ethically than male students" (Gupta et
al., 2009). Female business students as survey participants in a study conducted by Albaum and
Peterson were "slightly but significantly more ethically inclined than male survey participants"
(Albaum and Peterson, 2006).
Also this study is connected the accounting students, which as for definition of accounting
according to Dictionary of Business, accounting is “(a) system that provides quantitative
information about the finances of a person or business entity includes recording, measuring, and
describing financial information”("Dictionary of Business term," 2011).

Accounting students have quite a distinctive behaviour in that they must gain ethical behaviour
when they learn accounting in the classroom. Many believe accounting students are enforced to
learn ethics from the first year by competent accounting educators. Blanthorne, Kovar, and Fisher
(2007) surveyed accounting faculties’ opinions and practices regarding ethics education and found
that accounting educators acknowledge the importance of ethics education to favour the
profession’s needs. In addition, 95% of the faculties agree that ethics should be taught in the
classroom.

Cheating related to business students specifically, accounting students as a result of recent study
of “DO ACCOUNTING STUDENTS CHEAT? A STUDY EXAMINING UNDERGRADUATE
ACCOUNTING STUDENTS’ HONESTY AND PERCEPTIONS OF DISHONEST
BEHAVIOR” by David E. Morris, Sr. and Claire McCarty Kilian- the outcome of their study
indicated that accounting students are as likely to cheat in college as other business students.
Although there is significant disagreement among accounting students as to what constitutes
dishonest behavior, and a large percentage of accounting students who admitted to cheating in
college also admitted to cheating in high school.

Established by Rangkuti (2011) observes cheating behaviour in accounting university students and
found most of them conducted cheating in and out the class. Moreover, Pujiatni and Lestari (2010)
found that dishonest action such as cheating, is derived from the impetus to gain higher score
without hard working, and less effort. As a result, students are aware on the behaviour and yet to
perform the same unethical behaviour.
Definitions of cheating

Cheating is an academic dishonesty done by student which is the serious problem in schools,
colleges and universities. According to Gehring and Pavela , academic dishonesty is “an
intentional act of fraud, in which a student seeks to claim credit for the work or efforts of another
without authorization, or uses unauthorized materials or fabricated information in any academic
exercise. Linda Krueger (2014, p.77) added that “academic dishonesty includes the
misrepresentation of knowledge, of work produced, or of skills performed as authentic by the
student in an educational setting.”As time passes by, the percentage rate of students cheating
increases.

Cheating is a kind of student's behavior. It is your behavior that affect a student in doing those
things. Cheating is an indicator of a school inability to provide educational process that offers
equal opportunities for all students to learn. Fairness is very important to determine whether a
students are studying their lessons. It also measures how dedicated and diligent a student is.
Cheating is one of the examples that impose unfair opportunities to every student. Cheating will
eliminate self-confidence of students. Why do students cheat? Every students do cheating have
their reason for doing that so.

Cheating is defined by King et al. (2009) “as a transgression against academic integrity which
entails taking unfair advantage that results in a misrepresentation of a student’s ability and grasp
of knowledge” (p. 4). It means that it generates hindrance of learning thus cheating can plainly go
against the very essence of education which is to learned.

“Cheating is an epidemic that infects schools and colleges across the country. According to
Thomas Ehrlich and Ernestine Fu, CONTRIBUTOR 2013

Donald Mc Cabe (2006), founder and president of Duke University Center of Academic Integrity,
states that "stealing a glance on a test, a bit of plagiarism just not on people's radar screen anymore"
A final factor that might explain cheating behavior or more accurately explain why some students
do not cheat is their moral code.
Gallant and Drinan(2006) put it, the student cheating problem is an adaptive challenge( one that
requires learning and changes in attitude, behavior or values) rather than a technical problem(one
that can be solved in routine ways).

There are many reasons why students cheat. Academic integrity is, of course, a core value in every
educational institution. Without it, learning can never be assured.

Causes of cheating

There are several reasons why students engage or participate to this kind of wrong doing. Several
studies report that business students are prone to cheating and use different kinds of dishonest
practices while studying. Based on the data collected by McCabe and other researcher, out of 5000
United State and Canada business and non-business graduate students, business students are also
the ones that cheat more than the non-business students. But according to Heather E. Kaufan,
students practice cheating even before stepping foot on college campus.

Technology as well contributes to cheating because it has given students greater access to learning
sources on the internet - technology is one of the resources used by students in cheating which
gives them a fast access on the materials that they need. Through internet, students are be able to
find solution manuals by purchasing term papers for immediate results of the answers to their
assignments, seatworks and even on exams. One of the examples of cheating through technology
is taking a picture to the questionnaire and send it to a friend through messenger, share it and etc.

The following are considered cheating motivators:

1. One possible explanatory factor may simply be "opportunity". - it pertains to the online sources
which is available to everyone. Every students can simply search anything on the internet and
download it. Simple as that. This is the opportunity which solve their problem in an easy way
rather than going to the library and read many books. On that case, students become resourceful
for which they wanted to know the answers without reading their books.
2. Desire to succeed - Grades is not the basis to measure the intelligence of a student but it is the
basis to pass the subjects in order to graduate. If a student wanted to have an honor or award, they
need first to get a higher grad. Students do cheating because they think that it is the easiest way for
them to achieve their goal. One of the example of it is that student will also review just others do
but during seatwork,quiz and exam they will tend to copy the answers of their blcokmates for those
questions that they do not know. As a result, they will get a higher score which give them a higher
grade.

3. Non-existent penalties - One of the cases of it is when the professors told the students that they
will be assign a score of zero for those who will cheat and this will only if professors both cathches
and is able to prove that those students cheated. It will be unfair for those who cheat but not
catched. There are professors who set policies about cheating but didn't implement it. So that
students are not afraid to cheat beacuse of lack of penalties. Cheating is not
random,literature,accidental or impulsive but rather intentional and deliberate that require
forethought and planning. Every students know that cheating is unacceptable. But they still do it
for many reasons. It is the choice that matter most. It is based on the student if they should do
cheating. No professor should allow cheating. No one them persuade the students to cheat.

According to Yu (2013) the school is the direct cause of student cheating. The school policy in
cheating is very detailed and strict but in practice are often not implemented as what is supposed
to be. The treatment of schools in students has its own considerations, to a certain extent, the school
is considered as a cheating beneficiary. In order to obtain much higher that its level of achievement
in national examination they use any means of cheating to greatly improve the visibility of the
school.

However Wang et al. (2015) analysis result shows that the possibility of cheating relates to the
significant relationship of social including peer pressure and economical status, commitment to
discipline and rules and history of cheating. The decision to cheat and the reasons leading up to
the decision are complex and include a variety of personal and situational factors.

Understanding the reasons for cheating can be direct responses to people, hard materials, and
teacher indifferences which they got a hard time to adjust with the different instructional strategies
and at the end of a serious failure to lack of students study noted. Students have no time to prepare
test but really want to pass the exam and need a high score for honors, study abroad or to keep
leadership leads them to cheat during exam.

In addition to that, other possible reason in cheating may be the following:

(1) Classrooms can support students use information and communication technology including
the Internet in cheating behaviors .

(2) Test monitoring and management system is not effective enough and

(3) The examination paper and examination questions make cheating possible.

(4) Procrastination

Likewise , Davis et al., (1995) identify that cheating behaviors are motivated by pressure to get
grades and “student stress while some students cheat because they think no one gets hurt by their
behaviors and because the material is too hard (Sulphey & Jnaneswar, 2013).

Also, “Laziness”, lack of preparation time for assignments and exams, lack of interest or in the
subject matter, and even rebellion are other commonly cited reasons for cheating (Ashworty &
Bannister, 1997).

In addtition, Simha, Armstrong and Albert (2012) suggested that cheating behaviors that tend to
be most frequently engaged in revolved around telling others what is on an exam. This can be
curbed effectively if there are multiple exam questions that are changed on a regular basis. Doing
so would eliminate the desire of students to inquire about exam questions from other students that
have already taken those exams. Similarly, if homework assignments could be individualized to a
certain degree, this would possibly eliminate people cheating (Simha, Armstrong, & Albert, 2012).

Also, Bouville (2007) argues that the fairly common view that grades are the same as the value of
the student and the mindset of student that their grades actually define “how good they are as
student”, are the other possibility cause for students to cheat. For instance when they get poor
grades they will think that their parent would worry and demand to get better grades next time.
This may mean that the grade is “infallible evaluation of how good student is”, so that if grades
are low it presumed that because the student does not study enough. This made the students to
cheat for they know that when they get good grades their parent would be proud and they may get
a reward from them. Plainly, one must recognize that grades are but a proxy for how good students
are, an assessment of what they know and what they can do.

Moreover as causes of cheating, according to Anupam Rajendran on Research Paper on Cheating

“Another reason for cheating during exams may be due the toughness of the question paper.” Even
if the students reviewed well, they still cheat because sometimes what they have read is not on
their exam. They prepared for the test but there exam is difficult to answer in which they will cheat
on their seatmates to have some idea. He also said that “Parents should not force him to choose a
career in which he has no interest and talent. If he is compelled to take a path in which he is not
capable, he may not perform well and score low grades. Then he may be forced to resort to ways
that circumvent the problem like cheating.”

If students choose a career that they really don’t want because it was their parent’s decision for
them, they will not perform well on school and they will have no desire to achieve higher grades
because their focus on a goal which is just to pass or finish their course. In order for them to get
higher grades, they will seek help from their classmate and they will do cheating.

“A student who is uninterested in a course may look for ways to complete the course with the least
effort.” by Augustus E. Jordan on College Student Cheating: The Role of Motivation, Perceived
Norms, Attitudes, and Knowledge of Institutional Policy.

This means that if a student’s course is not what he really wants, he will just do something just to
survive it and this may result to cheating. He would not mind the effects or consequences of what
he may do as long as he could pass his subjects.

Moreover, most of the researches showed that students who cheat aims to have “high grades”.
According to Chris Loschiavo 2017 “Students are encouraged to cheat when they see people
getting rewarded for dishonest acts in society. It can be an intentional, calculated decision in order
to get ahead. Often, it is motivated by the path to success that they see around them – people
cheating without incurring any real consequences.” If a student realizes that another student got
high grades or score in exam because of cheating, he will also do the same. He was motivated from
the success that his other classmate had achieved. Once he tried to cheat and know the good effect
of it on his grades, he will continue doing it.

In connected with that matter, Anupam Rajendran on Research Paper on Cheating stated that
“Cheating is like addiction. Once a student succeeds in cheating an exam he may be tempted to do
that again and again. It is very difficult to curb cheating completely.” If a student realizes that
through cheating, he could get high score on exams, he will do it again on their next exam.

The three most common excuses students give for cheating are:

“It’s no big deal.” They try to minimize the consequences.

“I just got a little help—that’s not really cheating.” They euphemistically label it or even to refuse
to recognize it as cheating.

“Everyone does it.” “The teacher is terrible, so I have to cheat.” They blame others.

These excuses often accompany a student’s pursuit of high grades or the desire to get into college
or graduate school, which too often trumps their ethical judgments.” The most common reason
why students are cheating is to have higher grades. Even it is not good to cheat, they still do it for
the sake of their grade. The given excuses above simply indicate that they could cheat anytime
they want and it is not a big issue for them. They just considered it as a strategy to pass their
subjects.

“Thus, among cheaters, cheating is something they see around them, and something they believe
their peers are doing, to a greater degree than non-cheaters. The more cheating a cheater sees and
the more cheating a cheater believes peers are doing, the more cheating acts the cheater commits.”
By Augustus E. Jordan on College Student Cheating: The Role of Motivation, Perceived Norms,
Attitudes, and Knowledge of Institutional Policy. In a nutshell, if most of the students in a class
cheat, it will influence other students who don’t cheat to do the same.

“Many students appear to view high school as a stopgap place before they get into the college of
their choice. Some of these students are more than ready to cheat in high school to get into college,
and once they do get in, they find themselves cheating again due to various influences. These
influences include parental and family expectations to perform well in school, and attribution of
blame to others, especially teachers.”

-Based on the review of Aditya Simha on College—Why Students Do It and What

Educators Can Do About It, by Donald L. McCabe, Kenneth D. Butterfield, and Linda
K.Treviño.2012.225pages, hard cover. Baltimore, MD: Johns Hopkins University Press.

If students realize that through cheating, they could gain higher grade and their parents will be
proud of them, they will continue doing it because of the recognition they got. They do cheating
maybe because they were pressured by their parents to have high grades on school.

Different strategies of cheating

1. Copying homework
2. Paying someone else to write the paper
3. Using cheat sheet
4. Stealing the test in the desk of a teacher or taking picture of his exam when nobody is
around
5. Going to bathroom at the middle of exam and ask someone from outside the classroom
about the answers (ex. call or text a friend to look up for answer)
6. Play your mp3 records using earphone regarding the lecture of your professor.
7. Using gadgets to look for answers during exam
8. Writing notes on the back of calculator in pencil
9. Writing notes on fingernails or hands or any untraceable parts of the body.
10. Reviewing the past questionnaire related to the topic during the exam.
11. Asking the answer/s on your seatmate during exam
12. Looking at the paper of your seatmate during exam which cannot obviously notice by your
professor
13. Showing your paper with answers to your seatmate
14. Searching and downloading the possible exam
 15. Leakage of the exam
16. Using different signs that symbolize an answer
17. Other person will answer your answer sheet during exam

Variables that influence cheating behavior

It was found that peer behavior as a final variable show the most significant relation with student
cheating. Regarding this, McCabe and Trevino concluded that the strong influence of peers
behavior may suggest that academic dishonesty not only is learned from observing the behavior of
peers, but that peers behavior provides a kind of normative support for cheating.

The fact that other is cheating it may also suggest that, in such a climate, the non-cheater feels left
at a disadvantage. Thus, it is viewed that cheating is an acceptable way of getting and staying
ahead. So it suggested that an ability to develop a shared understanding and acceptance of its
academic integrity policies has a significant and substantive impact on student perception of their
peers’ behavior.

Therefore, programs aimed at distributing, explaining and gaining student and faculty acceptance
of academic integrity policies may be particularly useful. They pointed out the primacy of the
institutional context in influencing cheating behavior and examine the relativity influence of
context and individual factor on cheating behavior.

The contextual factors were peer cheating behavior, peer disapproval of cheating behavior and
perceived severity of penalties for cheating while the individual factors such as age, gender, GWA,
and participation in extra-curricular activities. The former were more influential than the latter.
Once more, the most significant correlate of cheating behavior is peer related factors.

To simple sum up it all, according to Hadijah Iberahim, he explained the reasons on why do
students engage in academic dishonesty which are ranked based on mostly answered to the least
answered which are Lecturer does not mind the behavior, Feels the material or assignment is
irrelevant, Pressure from friends, Feels no one is hurt by the behavior, Feels risk of getting caught
is low, It is a challenge, Everyone does it, Does not have adequate time, Hard time but did not
prepare adequately, Difficulty of task given and lastly, To get high grades.
According to Chris Loschiavo, Some others cheat because they have poor time management skills.
College work is challenging, and some students underestimate how long it will take them. When
they run out of time, they panic and take a shortcut. Sometimes these students also have
inappropriately prioritized social or extracurricular events over their academic work. Finally, some
students cheat because it is a cry for help.

Effects of cheating

Cheating is an act of dishonesty. Once a student starts doing it, he could bring that attitude even
on the time he will get a job. It is important that students must read their books or at least make
some preparations before they enter in their classroom. Through that activity, there is a possibility
that they will not cheat because they know what to do or they have few ideas on their mind.

The impact of academic dishonesty which is cheating according to There is concern that, if students
see academic dishonesty as a normative behavior, they will also view unethical business behavior
as a normative behavior (Mangan, 2006). If they think everyone else is cheating, they will be more
likely to cheat (McCabe, 1999; McCabe & Trevino, 1993; 1997) and when they get into the
business world, if they feel cheating is commonplace and acceptable, they may also engage in
unethical business practices (Cole & Smith, 1996; Mangan, 2006). Cole & Smith (1996, p. 892)
found that students had both weaker ethical values than experienced business people as well as “an
unrealistically negative view of the ethics of business people.” Karassavidou and Glaveli (2006)
found that academic dishonesty is positively related to students‟ attitudes towards unethical
managers‟ business behavior. This suggests that the impact of academic dishonesty extends
beyond that of the classroom.

This is based on Middleearthnj 2015 which tells that “Cheating lowers your self-respect and
confidence. And if others see you cheating, you will lose their respect and trust. Students who
cheat are wasting their time in school. Most learning builds on itself. A child must first learn one
concept so that they are prepared for the next lesson. If they don’t learn the basic concept, they
have set themselves up to either continue failing or cheating. Students who cheat in high school
are more likely to do the same in college, and college cheaters, in turn, are more likely to behave
dishonestly on the job.”
Addition effect of cheating is having a lower self confidence because of the fact that student get a
higher score to have a higher grade does not define the nature of being smart but only ways to get
a good score. Students focus more on their goal and disregarding the negative effects of it. One
way of cheating is giving the answer to others. It refers to the passing of words or idea of another
is they were their own. Professors would be able to give grades to those students who get a higher
score in their test and exams. The scores also affect the quality of professors has. Academic
integrity refers to honesty which doesn't exist in the world of cheating.

Moreover, the result of use sources secretly which is not permitted to use because cheating unlike
many students who is hardworking is easy and unfairly obtained achievement. It also gives false
feedback to the teacher in terms of evaluation of the class. One of the negative aspect of cheating
is to reduce the validity of exams, creating a situation that prevents learning to reinforce a wrong
behavior or to create problems and unethical behavior for a teacher whom educate next generation.
Cheating work will eliminate self-confidence of students. Students will be constrained by his own
opinion which he thought that permeate nature to be smart not to learn but cheating is ways to get
good score.

The relationship between academic dishonesty and workplace dishonesty because there is a very
high probability that those who adopt misconduct behaviors in college will also do this later at
their workplace. Women are less prone to engage in unethical behaviors, perhaps due to
socialization as “throughout history, women have been conditioned socially and culturally to be
more concerned with obedience to rules and acting morally” (Nonis & Swift, 2001a, p.74). On the
other hand, ethics and business ethics courses are very important in college to promote ethical and
moral values and principles.

While not denying the alarming figures about the academic dishonesty, even more concerns arise
when considering some evidence suggesting that cheating in college is related to cheating in the
real life, workplace context (cf. Lawson, 2004, Chapman, 2004, Harding et al., 2004). Sims
discovered a correlation between students' cheating in academic setting and in the workplace
setting. In an exploratory study Harding and colleagues found out that "there is a relationship
between self-reported rates of cheating in high school and decisions to cheat in college and to
violate workplace policies" (Harding et al., 2004) and further concluding that encouraging ethical
behaviour in the academic setting might have positive effects on the "future ethical decision-
making in workplace settings" (ibid.). Lawson's results of the study indicated a very strong
relationship "between students’ propensity to engage in unethical behaviour in an academic setting
and their attitude toward such behaviour in the business world"

Furthermore, most of the studies have found relationship between these behaviours in class and in
the workplace. Rakovski & Levy (2007) argue that students’ behaviour and attitudes in class can
be carried out the workplace by observing 1,255 business students. They also argue that these
students may evidently reflect future business leaders and that academic dishonesty may carry
toward their career. Hutton and Wehle (2006) through the Center for Academic Integrity (CAI)
found that 50% of the student believes dishonest act, such as cheating, is a wrong act, but
controversially more than 75% students in academy did some cheating.

Conclusion

There are different researches, studies, reports and theories indicating different concepts regarding
cheating, there are variations with aspects associated on the said issue but those literatures
coincided with the following factors that influenced a student to commit cheating namely, the
social status, family, peer pressure, teachers, school, the environment, student attitude itself and
others. Also those said literatures abet the researchers in terms of additional knowledge of the
causes and effects of cheating that may use to upkeep the proposed exploratory study.
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https://link.springer.com/article/10.1023/A%3A1009830308143

https://www.shs-conferences.org/articles/shsconf/pdf/2017/02/shsconf_four2017_06008.pdf

https://files.eric.ed.gov/fulltext/EJ1056933.pdf

Accounting Student Academic Dishonesty: What Accounting Faculty and Administrators

Believe @http://www.aejournal.com/ojs/index.php/aej/article/viewFile/329/171

Factors influencing accounting students’ perception of accounting ethics; An Empirical Study in

Indonesia@https://www.researchgate.net/profile/Marko_Hermawan/publication/301342702_Fac
tors_influencing_accounting_students%27_perception_of_accounting_ethics_An_Empirical_Stu
dy_in_Indonesia/links/5713695808aeff315ba342ce/Factors-influencing-accounting-students-
perception-of-accounting-ethics-An-Empirical-Study-in-Indonesia.pdf
DO ACCOUNTING STUDENTS CHEAT? A STUDY EXAMINING UNDERGRADUATE
ACCOUNTING STUDENTS’ HONESTY AND PERCEPTIONS OF DISHONEST
BEHAVIOR@https://poseidon01.ssrn.com/delivery.php?ID=1300690060131150091180691240
660030310340180530200300490970020991251241080020700891220200180340450180320970
891110281141201050780440160560090840051270980080010340460510671171160170270730
07071080119066079079089028107099123067125082011085029091065&EXT=pdf

Cheating in Business Online Learning: Exploring Students' Motivation, Current Practices and
Possible Solutions Martonia Gaskill University of Nebraska-Lincoln, gaskillmc@unk.edu@
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1039&context=teachlearnstudent

Benefits: Causes and Effects of Learners’ Cheating Practices During Examination Leo Andrew
B. Diego Roxas National Comprehensive High School,
Philippines@http://iafor.org/archives/journals/iafor-journal-of-education/10.22492.ije.5.2.06.pdf

Friends with Understanding the impact of academic dishonesty -

https://www.google.com.ph/url?url=https://www.cluteinstitute.com/ojs/index.php/TLC/article/do
wnload/1211/1195&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ahUKEwiAxtXFnpHZAhVolFQK
HZAjDCAQFggXMAA&usg=AOvVaw0e9l3brj-xaoFvifsV-bCf

Why cheating is wrong? - https://arxiv.org/ftp/arxiv/papers/0803/0803.1530.pdf

Academic dishonesty and workplace dishonesty -

http://conferinta.management.ase.ro/archives/2014/pdf/91.pdf

Academic dishonesty (why business students participate in these) - https://ac.els-

cdn.com/S1877042813019484/1-s2.0-S1877042813019484-main.pdf?_tid=165d1790-0b36-
11e8-a169-00000aab0f27&acdnat=1517918945_efb47bb1a257ac7ec7e39e352c79cc1a

The Effect of Personality Characteristics on Business Students’ Perceptions of Cheating -

https://files.eric.ed.gov/fulltext/EJ1141921.pdf

PERCEPTION OF ETHICAL BEHAVIOUR AMONG BUSINESS STUDIES STUDENTS -

http://www.fm-kp.si/zalozba/isbn/978-961-266-098-7/papers/mic9100.pdf
Religiosity and test-taking ethics among Business School students -
http://www.aabri.com/manuscripts/11759.pdf

Moral and Ethical Issues Related to Academic Dishonesty on College Campuses -

http://www.tandfonline.com/doi/pdf/10.2202/1940-1639.1187?needAccess=true

A Review of the Literature on Perceived Prevalence Rates and Reasons for Academic
Dishonesty - http://www.uky.edu/~kdbrad2/StudentCheating.pdf

Middleearthnj 2015-https://middleearthnj.wordpress.com/2014/02/24/cheating-in-school/amp/

Chris Loschiavo 2017-https://www.cmu.edu/teaching/solveproblem/strat-cheating/index.html

Thomas Ehrlich and Ernestine Fu, CONTRIBUTOR 2013-

https://www.forbes.com/sites/ehrlichfu/2013/08/22/cheating-in-schools-and-colleges/amp/

Education Insider News Blog, April 25 2008 on “Creative Ways College Students Cheat in
School” -https://study.com/articles/Creative_Ways_College_Students_Cheat_in_School.html

Aditya Simha on College—Why Students Do It and What Educators Can Do About It, by
Donald L. McCabe, Kenneth D. Butterfield, and Linda K.Treviño.2012.225pages, hard cover.
Baltimore, MD: Johns Hopkins University Press

Anupam Rajendran on Research Paper on Cheating

Augustus E. Jordan on College Student Cheating: The Role of Motivation, Perceived Norms,
Attitudes, and Knowledge of Institutional Policy

https://www.slideshare.net/heinzcollege/cheating-in-school-a-students-perspective