Perceptions of Afghan EFL undergraduate students about exam cheating

Abstract

The main purpose of this quantitative study was to investigate EFL undergraduate students’ perceptions about cheating in exams: reasons, techniques, and consequences. It also examined the differences between participants’ responses by their gender and class. A total of 185 EFL undergraduate students at two public universities took part in the study. A survey questionnaire was used to collect data for the study. SPSS version 28.0 was used to analyze the data. The results revealed that students cheated in exams for various reasons including getting a higher grade, passing an exam, and not having enough time. Students used different ways to cheat in exams such as cheat sheets, cellphones, clothes, and their body parts. Furthermore, students faced certain consequences as a result of cheating in exams. For instance, they failed a particular course due to being caught cheating in exams and they lost their class ranking and self-respect. The study also revealed that there were differences between the participants by their gender but not class. Lecturers should use student-centered learning and formative assessment techniques in their teaching practices to engage students in the learning process and maximize their learning.