Exam cheating among Quebec\u2019s preservice teachers: the influencing factors

Sylvie Fontaine,Marie-Hélène Hébert,Eric Frenette

doi:10.1007/s40979-020-00062-6

Sylvie Fontaine, Marie-Hélène Hébert + Show 1 more

Open Access

https://doi.org/10.1007/s40979-020-00062-6

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Abstract

This article presents the results of a research that aimed to examine the phenomenon of student cheating on exams in faculties of education in Quebec universities. A total of 573 preservice teachers completed an online survey in 2018. The questionnaire consisted of 28 questions with a Likert scale related to individual and contextual factors associated with the propensity to cheat on exams as well as two yes/no items on the arguments for cheating. Descriptive and hierarchical linear regression analyses highlighted the existence of cheating but also how three factors influenced the students’ propensity to cheat: influence of peers, methods of cheating, and institutional context.

Highlights

Exams, tests, and essays are used in education systems worldwide to demonstrate students’ competencies, skills and knowledge (Fontaine et al 2013; Stiggins 2009)
It shows that 15.21% of the preservice teachers agreed or strongly agreed with the statement: “I have cheated in my university studies”
This study examined the phenomenon of cheating on exams in faculties of education in Quebec in order to further knowledge on individual and contextual factors associated with cheating in this specific discipline

Summary

Introduction

Tests, and essays are used in education systems worldwide to demonstrate students’ competencies, skills and knowledge (Fontaine et al 2013; Stiggins 2009). The pressure to succeed, using the metrics list above, can lead to cheating (Callahan 2004; Tchouata et al 2014; McCabe et al 2012; Lancaster and Clarke 2017). This phenomenon of cheating raises questions about the validity of grades and the credibility of diplomas awarded These validity and credibility questions are relevant in the present context of COVID-19 pandemic which has suddenly imposed online teaching and assessments for teachers and students. Corrigan-Gibbs et al, (Corrigan-Gibbs et al 2015 p.28–29) point out that, with this new teaching and learning modality, “it will be crucial to preserve the same levels of trust, honesty, and integrity online that people expect from face-to-face interactions.”

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