CHEATING VIEWPOINTS OF HIGH SCHOOL STUDENTS: A CASE STUDY

____________________

A Research Paper

Presented to

The faculty of Senior High

School

Tagum City National High

School

Tagum City
____________________

In Partial Fulfillment of the

Requirements for the Subject

Practical Research 1

Science, Technology, Engineering and Mathematics

____________________

Apostol, Toni Rose

Colegado, Marco Kyle
Coronel, Kim Joy
Lagumbay, Raven Claire
Mahilum, Nick Daniel
Rapal, Addison
Tolentino, Ejadrian
Zaldivar, Grace

March 2018
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Approval Sheet
TAGUM CITY NATIONAL HIGH SCHOOL
Mangga, VisayanVillage, Tagum City

SENIOR HIGH SCHOOL

________________________________________________________________

APPROVAL SHEET

This research paper entitled “Cheating Viewpoint of High School Students: A Case
Study‖ of Tagum City National High School prepared and submitted by MADILYN C.
ONDOY in partial fulfillment of the requirements for the subject Practical Research 1,
Science, Technology, Engineering, and Mathematics strand, has been examined and is
recommended for approval and acceptance.

MADILYN C. ONDOY, PhD

Adviser
________________________________________________________________

APPROVED by the research committee on oral examination with a grade of

PASSED.

HONEY LYNNE A. BOYLES, EdD

Member
________________________________________________________________

ACCEPTED and approved in partial fulfillment of the requirements for the subject
Practical Research 1, Science, Technology, Engineering, and Mathematics (STEM)
strand.
EVANGELINE J. HABABAG, MSA
Assistant Principal II, SHS

March 2018
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ACKNOWLEDGMENT

The researcher of this Case Study would like to give sincere gratitude to the people

who help and gave their support for the accomplishment of this qualitative research.

This work would not have been possible without these guardian angels who made all

these things happen despite all the trials, we thank the following who gave their effort

and time to help the researcher in fulfilling the needs of this study:

First and foremost, to our Almighty God, for giving us the knowledge and wisdom to

have the courage to finish this study, for His showers of blessings throughout our

research work to complete this successfully. Without Him and his guidance we will not

be able to have the strength to finish this qualitative study.

To the research panel who shared their expertise in this relatively difficult field of

research and giving their insights as how we can improve our study.

To our Practical Research 1 teacher, Dr. Madilyn Ondoy PhD., for giving us

opportunity to do this research and providing valuable guidance throughout this

research. We would also like to express our heartfelt thanks to the friendship, empathy,

and being a great mentor to us.

To the participant of this study, who gave their time and effort as well as being

cooperative during the interview time, and for sharing their insight and knowledge about

the topic that we conducted.

Last but not the least, to our parents, for the love, prayers, care and sacrifices they

gave to support in accomplishing this research. We would like to extend our deepest

gratitude to our parents for supporting us financially

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DEDICATION

This study is heartily dedicated to the researcher‘s family, for being sympathetic

and considerate. We really appreciate the support that you‘ve shown and given to us in

conducting this study.

To our friends, thank you very much for always being with us in all times. You

are always there to cheer, make us happy, and motivate us. We are very grateful for

your words of wisdom, the words that you utter are indeed very helpful for us to

continue and finish this study.

To our Holy Mighty One, who is always there to guide and guard us in making

our decisions, this study would be nothing without your guidance. We whole-heartedly

express our gratitude to you.

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ABSTRACT

Engagement of Special Regular Class (SRC) students on academic cheating was

shown to be rampant and bearable. This case study observed and intended to
analyze and understand the nature of the word “cheating” itself, what essential
qualities does it characterize, and it also aims to give the divergent causes and
possible ways to avoid it. Data were collected through interviewers from 4
different sections in Junior High School Department who are all SRC students
and excel academically, finding out their experiences and insights on academic
cheating. The study expound that academic cheating is essential features that
influence students necessitates cheating is naturally bad, Depending on Others,
effect of academic pressure, and unfairness. Moreover, among High School
Students cheating served as factor to commit the phenomena for it was a cultural
practice, having insufficient time to study, and time pressure. Finally, the
participants talked about the prevention of academic cheating as the
improvement of self-esteem, to study hard, strict imposition of rules and it is
Cheating can be Avoided. Results showed that cheating experiences and insights
of the participants are highly taking into account with their nature as students and
are very recognized as rampant and bearable. Thus, it was concluded that
through engaging with academic cheating it does greatly affects a students’ life in
general.

Keywords: Special-Regular Class, Cheating, Rampant, Bearable, Divergent,

Engagement, Experiences
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Table of Contents

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication iv

Abstract v

Table of Contents vi

List of Tables x

Chapters

1. Introduction

Rational 1

Purpose of the Study 4

Research Question 5

` Theoretical Lens 5

Significance of the Study 6

Definition of Terms 7

Delimitation and Limitation of the Study 8

Organization of the Study 9

2. Review of Related Literature 11

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3. Methodology 27

Research Design 27

Role of the Researcher 28

Research Participants 30

Data Collection 31

Data Analysis 32

Trustworthiness 33

Credibility 34

Transferability 34

Dependability 34

Confirmability 35

Ethical Consideration 35

4. Result 37

Profile of the Participant 37

Categorization Data 38

5. Case 1-Libra 45

Cheating is Naturally Bad 45

Cheating is Injustice 46

Coping Academic Pressure 47

Student‘s Culture 48

Insufficient Time to Study 49

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Improving self-esteem 49

Cheating can be Avoided 50

6. Case 2-Aries 51

Cheating is Naturally Bad 51

Depending on Others 52

Coping Academic Pressure 52

Cheating is Injustice 53

Student‘s Culture 53

Insufficient Time to Study 54

Time Pressure 54

Improving Self-esteem 54

Study Hard 55

7. Case 3- Virgo 56

Cheating is Naturally Bad 56

Cheating is Injustice 58

Coping Academic Pressure 60

Student‘s Culture 61

Insufficient Time to Study 62

Depending on Others 62

Improving Self-esteem 64

8. Case 4- Aquarius 65
 ix

Cheating is Naturally Bad 65

Cheating is Injustice 66

Academic Pressure 67

Student‘s Culture 67

Insufficient Time to Study 68

Cheating can be Avoided 38

Study Hard 69

Strict Imposition of Rules 70

9. Cross-case Analysis 71

Cheating is Naturally Bad 71

Student‘s Culture 72

Cheating is Injustice 73

Depending on Others 74

Cheating can be Avoided 74

Academic Pressure 75

Study Hard 76

Insufficient Time to Study 76

Time Pressure 77

Strict Imposition of Rules 78

Improving Self-esteem 78

10. Discussion 80
 x

Defining Academic Cheating that 81

Influence High School Students
Causes to Commit Academic 84
Cheating Among High School
Students
Preventing Academic Cheating 86
to the High School Students

Implication for Practice 88

Implication for Future Research 89

Concluding Remarks 91

References 94

Appendices

A. Letter to Conduct a Study 102

B. Informed Consent 103

C. Validation Form 125

D. Interview Guide 129

E. Member Check 135

F. Certification of Grammarian 136

Curriculum Vitae
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List of Tables

Table Description Page

No.

1. Profile of the Participants for the In-Depth Interview 38

2. Defining Academic Cheating that Influence High School 40

Students

3. Causes to Commit Academic Cheating among High School 42

Students

4. Preventing Academic Cheating to the High School Students 44

 Chapter 1

INTRODUCTION

A. Rationale

Cheating has been a global concern for an educational institution. It has been

rampant around the globe and so does here in our country. Every student commits

different academic dishonesty and it has been part of being a student in this generation.

We already knew that it is not the right thing to do and can be considered as academic

fraud.

A study from Europe found that copying of answers among students was the

common method of cheating. For many student‘s cheating is present in any classroom,

in any school, in any university and this case cannot be finesse especially with a

student‘s bond in their individual relationship and it is a normal address letting us see

through the life of an individual that cheating is a bearable and sometimes needed,

however, cheating is another problem that may affect the thinking way of a student it

may affect a student‘s value, attitude, learning and strive behavior to achieve

something. From time to time peer cheating is a strong predictor of academic

dishonesty and is recurrent and rampant among students is most often a Collaborative

practice Croatia (Varja Dogas, Ana Jeroncic, Matko Marusic and Ana Marusic, 2014).

Academic cheating consistently appeared on examinations without the apprehensive of

every guardian of the students. One of the main motives behind cheating is the profit

(grade-wise) gained with not so much effort applied and that higher monitoring is

effective in deterring cheating at all grades (ClaudioLucifora, Marco Tonello, 2016).

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Also, one educator even lamented that the students‘ sense of ethical behavior is

diminishing as they face intense pressure to achieve academically (Lindsey, 2015). At

one entrance exam for medical school in Thailand, several test-takers were caught

using smart-watches in which other parties would download the answers to them from

outside the building. Furthermore, at one university in South-East Asia, a picture of

students wearing ―anti-cheating hats‖ was posted on social media causing a huge stir

that such a device was even necessary (Neuman, 2013).

From another perspective, a study of (Young, 2013, Phra Nakorn Sri Ayutthaya

Rajabhat University) shown that while irrefutable conclusions regarding the Thai

personality cannot be reached, it can be seen that certain aspects of the Thai character

can influence a student‘s decision to commit academic dishonesty. Additionally, growing

up in an environment where corruption is tolerated and, in some cases, acceptable

means of gaining benefits from society coupled with a lack of critical thinking skills

cannot help but shape the Thai students‘ ethical frame of reference.

Students‘ dishonesty in academic matters is still prevalent in higher education.

Cheating on test/exams and homework are the most common dishonest behaviors that

3 students commit in various school community contexts. Poor classroom management,

student‘s and teacher‘s incompetence, and high social pressure/expectations are

among the external motives of these misbehaviors, the prosaic notion of the triviality of

certain academically dishonest behaviors has resulted to the continued engagement in

the same behaviors (Balbuena, Lamela, 2015, Dr. Emilio B. Espinosa, Sr. Memorial

State College of Agriculture and Technology). Another study from (Hosny, M. et al,
 3

2014, King Saud University) suggested that their students despite of being aware the

immorality of these practices, they sometimes resort to cheating by taking or giving

answer in exams, however, a more common practice was to pay someone to do the

homework in their behalf.

Assignments that promote reflexive and critical thinking development should be

considered in the design of online activities in order to diminish the cheating behavior

(Ayala-Gaytán, E. A., & Quintanilla-Domínguez, C. M., 2014). More than 94% surveyed

admitted having committed some fraud during their university life (Martinez, L., &

Enrique Ramirez, R., 2017) and Plagiarism seems to widespread in resource-limited

settings and a greater response with educational and zero-tolerance components is

needed to prevent it (Carnero, A. M., Mayta-Tristan, P., Konda K. A., Mezones-Holguin,

E., Bernabe-Ortiz, A., Alvarado, G. F., & Smith, E. S., 2017). This kind of issue is

important to expand the perception of an individual if cheating is right and if it can be

continued, yet controlling the application depend on its user. It is wrong for it may affect

the individual‘s behavior, became more unaware of their actions and lack of interest and

preparations for any tests. We cannot deny the fact that this action may affect the

student‘s existence of living until they grow up and there is a probability that they can

manifest it while growing.

The main purpose of this research was to analyze the student‘s perspective in

regard to cheating - whether if they find it acceptable, their reasons behind it (if they do

cheat); and their overall approach to the students are cheating (i.e why/why not tell the

teacher) – and if their parents are aware of their actions. An important factor that also
 4

contributed to cheating was the lack of interest in a certain subject – students believed

that they shouldn‘t put forth so much effort into a subject that they will not be pursuing in

their future careers. There are many studies which were affiliated with our topic, but the

only problem is it did not generalize the universities or the country that has any study

related to the topic. There were missing studies that we missed in every country who

had local studies and there is a continent that we do not seek any study affiliated with

our topic.

B. Purpose of the Study

The purpose and motivation of this case study was to understand and discover

reasons why academic dishonesty ―cheating‖ is rampant to High School students, even

though this phenomenon is considered totally wrong and can affect a student‘s concept

and insights to what our own knowledge can do, and change across a student‘s thinking

way to achieve and pursue something. Also, to know more about cheating, its nature,

and the mechanism that drives cheating in students. Another purpose of this study is to

give appropriate recommendations and possible solutions to the teachers, instructors,

and to the parents to eradicate or even prevent cheating among students in a High

School Institution in the near future. In this study, we focused on any individual students

who have different perceptions of identity with a student witnessed or experienced a

situation on cheating to understand the characteristics of cheating. It is generally

accepted that we cannot deny the fact that this 5 action may affect the student‘

existence of living until they grow up and there is a probability that they can manifest it

while growing but depends on the application of the user.

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As emphasized by Davis (1992) ―Cheaters excuse their cheating‖. As a student,

we are willing to comprehend the divergent perspectives of any given ideas of the

student. If we accept the perception that cheating somehow depends on a students‘

critical thinking and common sense – a development process of understanding the

benefits and effects from the individual understanding, growth, insights and experiences

as a student.

C. Research Questions

1. What comes first in your mind when we are talking about academic dishonesty

―Cheating‖?

2. How do you envision academic cheating in a students‘ life today?

3. What are your insights on how to avoid academic cheating in your life as a student?

D. Theoretical Lens

Various researchers have studied different factors that may attribute to cheating.

The evolution of a theory of fraud began with what is referred to as the Fraud Triangle

(the Triangle) by Creasey (1953; 1950) which first appeared in sociology literature over

sixty years ago, he revealed that academic cheating is a crime that hypothesized three

necessary conditions: (1) opportunity, if an opportunity presents itself students grab this

chance to do a dishonest behavior, if an opportunity present to an individual here

comes (2) rationalization, individual tend to rationalized their behavior, this is the time

that students create strategies/ways in order for them to pursue academic dishonesty,

(3) motive, individual do dishonest behavior for many reasons it may be to achieve what
 6

they want or to get high grades. Trompeter (2013) expanded the Fraud Triangle and

included a focus on the dishonest act itself the Trompeter model added three elements

of dishonest action to the Triangle: the act (execution and methodology of dishonest

activity), concealment, and conversion (how the gain is made legitimate for personal

use).

DiPietro (2010) discusses a variety of theoretical frameworks used to explain

academic dishonesty. This includes the Rational Choice Theory, this theory treats

dishonest actions as the result of decisions that we make as rational agents; that is, we

weight pros and cons of an action and based on how we assess the alternatives as we

make our choice. DiPietro included the Situational Ethics, this theory hypothesized that

each student has to weight the specifics of his or her situation; could I cheat here

because of these reasons? Can I cheat here because of these reasons? Can I accept

the risk knowing the potential benefit? If I do poorly, I could lose my scholarship and be

sent home, students need to do something to increase the chance of passing, and this

might include cheating. It is hard to address because each student will bring his or her

specific issues to the consideration.

E. Significance of the Study

This section will provide understanding about the student perspective regarding

about cheating but we will not focus on that idea, thus we want to know the academic

dishonesty ―cheating‖ itself, the nature and its characteristics –if it is right to pursue this

kind of behavior or is it wrong for it can affect a student‘s value, attitude, and learning

and strive behavior. Copying of answers among students was the common method of
 7

cheating. Some students do cheat. The reasons they do are somewhat obscure.

Although ―fear of failure‖ and ―too lazy to study‖ are the plausible explanation.

The findings which this study will reveal may benefit students and certain groups

and the benefits they may be able to gain in this study will help teachers as their

reference or guide which will help them to deal with it effectively and this will give them

perception that cheating somehow depends on a student‘s own critical thinking and

school system - any ideas from any given situations that benefit the individual reflection,

reasons, growth, insights, and experiences. The teachers would be able to understand

on why students do cheating and later on, help them. Future researchers will benefit

and help future researchers as their guide. The study can also open to the development

of this study. Since cheating is a disciplinary problem this will contribute to Educational

Theory, it is appropriate and essential that more research is completed in this area.

Parents Like the teachers, the parents too will understand why their children do

cheating in class through the given data. The given data will help them formulate some

preventive measures to help their children from cheating and this would also help them

to learn the actions of their children. And especially to students have a deeper

understanding how cheating can affect their learning. At the end of this study, students

would finally know why cheating must be stopped and why cheating has been a major

problem in our society

F. Definition of terms

The accompanying terms were utilized as a part of this investigation are characterized

thoughtfully and operationally as takes after:

 8

Case Study. Seeks to understand and investigate the totality of a case occurring in the

environment. The goal of the researcher conducting a case study is to determine the

behavior or characteristics of an individual that he or she does.

Cheating. A dishonest act to achieve success or advantage on something.

Viewpoints. Point of view is the distinct perspective on things. The word viewpoint in

this study is used to describe the perception of academic dishonesty.

High School Students. The participants of this study. The environment where cheating

is present.

G. Delimitation and Limitation of the Study

The study is limited only on the characteristics and in-depth description about academic

dishonesty ―cheating‖ affiliated to its nature and what it is all about portrayed by most of

the high school students, which is commonly encountered as one of the schools‘ main

problem about students‘ performance. It will discuss and describe the reasons that

students give for cheating.

The study will not cover the lived experiences of the students and their life story

regarding cheating and also it will not cover the opinions and experiences of college

and elementary students as we only focus on high school students. Instead, it will only

describe the nature of academic dishonesty ―cheating‖. It will neither include the real-life

experiences of some people nor shows the measurement of data. Furthermore, it

doesn‘t measure the specific relationship between several other factors causing

academic dishonesty or cheating and its nature.

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H. Organization of the study

Chapter 1 focused on the overview of our chosen topic. It includes the purpose of the

study, main questions, the significance or importance of why we should pursue the

search for knowledge about characteristics of academic cheating. Introduction also

includes the delimitations and limitations of the topic that we are focusing on.

Chapter 2 focused on reviewing the related literature on our topic. This related literature

will tackle about academic dishonesty ―cheating‖ among high school students and how

this literature contributes to academic dishonesty affiliated to cheating in specific.

Chapter 3 focusedmerely on research design specifically on the methods used in the

said study. The role of the researcher will also be tackled in this chapter, as well as the

background of the participants/material to be used.

Chapter 4 focused on the thematic analysis where each theme formed were supported

by the statements on each on the participant. It also discusses the meaning of each

question where the themes are found.

Chapter 5 focusedon the individual case for Libra (pseudonym) who was a grade 9

students of Tagum City National High School.

Chapter 6 focusedalso on the individual case for Aries (pseudonym) who was also a

grade 9 student of Tagum City National High Scholl.

Chapter 7 covered the individual case for Virgo (pseudonym) who was a grade 8

student of Tagum City National High School.

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Chapter 8 covered the individual case for Aquarius (pseudonym) who was a grade 10

student of Tagum City National High School.

Chapter 9 comprised the cross-case analysis among the themes formulated.

Chapter 10 talked about the discussion for each theme and the authors who supported

the theme.
 Chapter 2

REVIEW OF RELATED LITERATURE

Academic Cheating

Academic cheating, a problem at all levels of education face, it exists either in

Primary, secondary and even in higher education. One important challenge in academic

misconduct is that researchers have different definitions of the term (McCabe et al.,

2012). In the study of Yu, Glanzer, Sriram, Johnson, and Moore (2016) they defined

academic misconduct as behaviors that undermine the common rules and norms

governing learning at higher education institutions. Academic dishonesty can be defined

as the students‘ use of illegal activities, techniques, and forms of fraud during their

examination or evaluation process, usually for the purpose of achieving better grades

(Hosny and Fatima, 2014).

Another study defines academic dishonesty as a complex phenomenon that can

manifest itself in several forms, this includes using another person's work and claiming it

as one's own, which is plagiarism (Smith, 2012). One study conducted that among

medical students found that almost of them admitted to academic dishonesty despite

knowing that such behavior was wrong, furthermore, there have been an entrance

exam conducted, several test takers were caught using smart-watches in which other

parties would download the answers to them from outside the building, however, the

test-takers later confessed that they had promised to pay the person who was assisting

them if they had passed the examination (Mala, 2016). Another researcher found that

international students, defined as Non-Western students, studying in the West were

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more likely to be reported for academic dishonesty than domestic students (Beasley,

2016)

Prevalent in Cheating

In this section, we will show the studies about students that are more prevalent to

academic cheating. Many people assume that cheating is an act of desperation

committed by students who can‘t do the work. A study indicates that mostly of the

students admitted that they had cheated from notes or a book during an exam while

another group of students used several forms of electronic devices that were not

allowed during an examination (Farkas & Oroszo, 2012). Galloway in 2012 found out

that even those who were doing well in academic performance in school were perceived

as violators of academic integrity. Student‘s overlook the temptation to cheat if an

opportunity presents itself. Due to the competitive rewards which only generate

incentives motivates high achiever to cheat while low achievers may figure out that they

have no chance of ending up in the top performers and not even try to cheat, the study

reveals that high achievers fought harder than those students who have difficulty in

achieving higher performance (Gideon Yaniv, Erez Siniver & Yossef Tobol, 2017).

A possible explanation of the psychological mechanism that generated from the

result of a study by Kalhori (2014) is that the higher a student‘s achievement, the

stronger is his or her motivation to maintain it, thus the less likely he or she is to

overlook the temptation to cheat if an opportunity presents itself. When trying to

understand emotions and academic dishonesty, it is necessary to consider gender and

class level because this is when differences in perception of academic dishonesty are
 13

noticeable. Some researchers found that men tend to commit acts of academic

dishonesty more often than women do and men are more accepting of this behavior

(Darrin Thomas, 2017). In addition, (Ligi & Trasberg, 2014) revealed that students of

universities explained that they had cheated in secondary school or high school and

that they have committed less academic dishonesty at the university level. A study

indicates that a class at a prominent university, about half of the students were

investigated for allegations of cheating (Perez-Pena, 2012). A researcher eve stated

that the students' sense of ethical behavior is decreasing as they face intense pressure

to achieve a high performance in school (Lindsey, 2015).

However, a study shows that even honest students sometimes engage in this

type of dishonesty without considering themselves, cheaters. It is also sometimes done

by students who have failed to complete an assignment, to avoid responsibility for doing

so (Sarita and Dahiya, 2015). Even ethics and business ethics courses in higher

education promotes ethical and moral values and principles, however when there are

no formal ethical standards to punish an unethical behavior, it may affect the image of

the university if issues may arise, this includes the emergence of ambiguity regarding

the type of sanction for plagiarism when there are no clear rules, and also the

temptation to steal someone else's work or idea is high (Elliott et al., 2013). One aspect

of academic dishonesty that has not been thoroughly explored is the role of emotions in

which questionable actions are considered. Generally, academic emotion or the

emotions that drive academic achievement have largely been ignored in the context of

education except when considering test anxiety (Perry, 2014).

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Strategies/Ways

There have been studies conducted that were affiliated to academic cheating,

this part shows the methods and strategies of students regarding this topic, in

determining ways of how students cheat. A study stated some of the cheating practices;

students have previously copied answers from others during exam, have been

pressured sometimes to give answers during exams, used body parts to hide written

answers, extracting hint from instructors during an exam, have previously paid someone

to do an assignment for them and have previously changed answers after grading and

claimed an error in the marking of an exam. (Manar Hosny & Shameem Fatima, 2014).

In 2017, Diego stated that learners academically cheat in a varied set of ways,

the simplest is it can be a way of looking and asking for their classmates‘ answers. It

also includes giving and receiving a crumpled paper containing answers on the exam,

by way of writing the answers on their hand and desk, and by way of sign language, the

study discovered that friendship is manipulated, for it makes doing right things

unacceptable and things to be avoided like cheating seem right and acceptable. For

them, most of the test questions in mastery test or unit test for senior high school are

the same with periodical test of quarterly assessment questions. Moreover, the teacher

does not give punishment when he and she caught them. In addition, they are too lazy

to listen to the discussion because their teacher is very strict.

Students and administrators described cheating on tests, including asking peers

who have already taken a test to provide test questions, and even homework copying

was reported as the most common form of cheating. The two most highly reported
 15

behaviors across gender and grade level were working on an assignment with peers

when the instructor had asked for individual work, and getting test questions or answers

from someone who has already taken the test (Galloway, 2012). (Sorgo, A., Vavdi, M.,

Cigler, U., & Kralj, M., 2015) added that the most forms of such cheating are performed

outside regular school classes or in breaks, regular control mechanisms are not

applicable, furthermore he mentioned that classic methods of cheating dominate

differences between characters (e.g. gender) and educational institutions in most cases

are non-existent or small, a finding that could aid in establishing measures to prevent

cheating inside schools and institutions.

Interestingly, cheating had also been linked to gender, and differences have

been found. Some researcher found that men tend to commit acts of academic cheating

more often than women do and men are more accepting of this behavior (Yang, 2012).

However, female students tend to deny their actions regarding the academic cheating

than male students (Witmer &Nohansson, 2015). This indicates that male students are

more prone in committing this kind of doing than female students, however, when

caught men are more willing to accept guilt compared to women that are less likely to

commit this action but will deny their guilt when caught (Eriksson & McGee, 2015).

Helping others can be recognized as the leading idea and important background

reason for cheating. In an educator‘s view, the majority of the teachers know that

plagiarism/cheating is illegal. They talk with their students about the issue and classify

as a problem that deserves attention or a serious problem. Most teachers pointed out

that their students often copy on the internet and sometimes in books. By teacher‘s
 16

experience, copying a minor or major amount of text without referencing is the most

frequent behaviors of a student (Paulo Dias & Ana Sofia Bastos, 2014). Like teachers,

most of the student also knows that plagiarism is illegal, a problem that deserves

attention.

Another study shows a new method of cheating, using mobile and electronic

devices in the classroom has also taken place, however, using this strategy is difficult

for some students (Hensley, L. C., Kirkpatrick, K. M., & Burgoon, J. M., 2013). The

misuse of technology creates an easy opportunity for students to cheat. An increasing

incident of cheating and plagiarism are being observed daily. One reason could be that

electronic communication through a hand held and popular devices make it even easier

for students to copy and transmit information both inside and outside the classroom.

Students heavily rely on easily accessible resources to get their work. The current

widespread use of the internet, mobile and wireless devices has made it easier for

students to illegally access information and at the same time, it has been difficult for

academic institutions to control and discover such instances. (Hosny and Fatima, 2014).

(Sorgo, Vavdi, Cigler & Kralji, 2015) Although few educators dispute that

technology has potential to enhance teaching and learning, ease of access to personal

computing devices enables students to engage in myriad forms of academic dishonesty

(Hensley, L. C., Kirkpatrick, K. M., & Burgoon, J. M., 2013). Academic cheating had

become a serious problem at schools and colleges, it defined as representing someone

else's work as your own. It can take many forms, including sharing another's work,

purchase a term paper or test in advance, and even paying someone to do the work for
 17

you, the study also indicates that there have been students documented hiding notes in

the bathroom toilet tank, in the brims of their baseball caps or up their sleeves.

Additionally, the storing of information in graphing calculators, pagers, cell phones, and

other electronic devices has cropped up since the information revolution began to arise,

while students have long surreptitiously scanned the tests of those seated near them

(Sarita and Dahiya, 2015)

However, the old techniques are still dominant in the college campuses, some of

the old techniques include bringing notes to class and having information written on

water bottles, pens and gum wrappers (Sarita and Dahiya, 2015). Most common type of

cheating activity reported by students is the downloading of Internet papers and

representing them as the student‘s own work. cheating online and even in a traditional

setting are aiding and letting your classmate copy your work and helping each other to

answer in the exam (Rujoiu, 2014) in addition, students report that they believe that

other students cheat more on homework problems as compared to exams, term papers,

and Internet projects. The most troubling finding for educators, however, is that e-

cheating appears to be on the rise (King and Case, 2014). Nowadays, the widespread

use of the Internet and the popularity of the mobile and wireless devices have made it

easier for the student to reach and transmit information in illegal and dishonest ways

(Hosny and Fatima, 2014).

On the other hand, several strategies enumerated will not completely eradicate

academic cheating in an online environment, the majority of the students agree that it is

the healthy attitude towards learning that could probably be the best preventive
 18

measure against academic dishonesty (Ravasco, 2012). However, academic cheating

is very prevalent within projects and papers presented by students, this kind of

academic dishonesty- cheating on papers and/or projects, are the students frequently

engaged in and is more common among students unlike examinations, quizzes, and

exercises which usually measure and assess how much a student remembers and

comprehends, school papers and projects deal more with how much a students use

their capability to analyze, apply, synthesize and evaluate the lesson they have learned

(Quintos, 2017). One study revealed that students driven by extrinsic motivation are

more likely to cheat (Lang, 2013). On the other hand, a student who has an intrinsic

motivation has a corresponding decrease in a student's willingness to self-report actions

of cheating (Orosz, Farkas, & levy, 2013). It appears that students who are

knowledgeable and competent with academic referencing were more skillful in

identifying subtle forms of academic dishonesty are much better at identifying actual

examples of cheating compared to students who did not have this knowledge (Hu & Lei,

2012).

Reasons for committing academic cheating

This part of the study presents the reasons of academic cheating; A Study of

Olafson and Schraw in 2013 majority of his participants revealed that the most common

reason of engaging in academic cheating is to get better and higher grades and the

inability to complete the task in time. Certain pressure force students to act as

dishonest, and it is the presence of these pressure that will determine the frequency of

cheating. A study shows that academic cheating has many reasons, this includes
 19

parental pressure, teacher pressure and poor time management yet students tend to

cheat just to impress their parents, hoping that bringing home a good grade may lead

them receiving several good compliments and rewards, teacher pressure will also

generate the need for students to cheat academically, it have been also identified in the

study that some of the reasons why students choose to engage in academic cheating is

that they cheat because cheating pays the ability to succeed is held above all else, and

if students have to cheat to get into the right graduate school or get the right job, they

will often do it (Sarita and Dahiya, 2015).

Student‘s nowadays value grades more than education and that good student

who feels pressure to excel at any cost are as likely to cheat as struggling students and

goals and they rationalize their behavior to survive the system. Some students cheat

because they're graded on a curve and so the score is affected by how other students

do (Rejandran, 2015). Unpreparedness causes stress and triggered by time pressure

deeply affected learners to commit cheating during examinations. Students tend to copy

during an examination in order to get good grades, make their parents proud, avoid

failing grades, and to be happy still despite knowing that they pass examination through

unfair copying others‘ answers (Diego, 2017).

A study discovered that students explained they cheated because it was easy,

yet students give many reasons for cheating even when they believe the behavior is

wrong (Rezanejad and Rezaei, 2013). Moore, 2016 stated in their study that they

decide to include students‘ perceptions of contextual/institutional factors that might

influence academic misconduct and there were two reasons for this dual focus. First,
 20

relatively few studies included an extensive list of student characteristics when

examining the relationship between individual-level factors and student academic

misconduct. In contrast, they examined several possible predictors, enabling them to

compare their relationships with academic misconduct. Second, although they need

additional knowledge about the role of individual student characteristics, individual

differences alone have been shown to be weak predictors of academic misconduct

(McCabe et al., 2012).

Predictor

Peer cheating was found to be a strong predictor of academic dishonesty

alongside intention to cheat. This implies that examination cheating will become

recurrent and rampant among students unless it is made costly by enforcing punitive

measures to serve as a deterrent to students who observe peer cheating (Mensah,

Gbettor, & Appietu, 2014). (Hussein, Samat, Noordin, & Daud, 2013) The findings

revealed that most students participated in academic dishonesty because the lecturer

did not mind the behavior. This is followed by the assignment/material is irrelevant to

the subject and peer-pressure environment. Achievement emotions have been found to

influence academic performance. Boredom has been found to contribute to attention

problems and to demotivation. However, feelings of enjoyment and pride are positive

predictors of grades (Villavicencio & Bernardo, 2013).

This section presents that cheating took not just in school and universities but

also in community, and as well as the culture of education system itself, a study shows

that students took more on the values expressed by their school, their parents, and their
 21

community Also, many researchers addressed that the community, environment or

even the school is in some way responsible or can be considered as factors of

academic cheating of a student. Students took on the values expressed by their school,

their parents, and their community. In a culture that values achievement, credentials,

and getting ahead, students feel like cheating is a necessity. Lack of consequences and

clarity of this action worsen the feeling of students that cheating is accepted, open

acceptance- can lead students to think that this kind of actions is okay (Galloway,

2012). Rezanejad and Rezaei in 2013 also discovered in their study that of students‘

cheat because they feel that their universities do not offer enough training on the matter

of academic dishonesty and they feel that there is a lack of clarity on university

regulations regarding academic dishonesty.

In a study shows that students had observed cheating in school and a few

number of students reported that they had not observed it. (Sorgo, A., Vavdi, M., Cigler,

U., & Kralj, M., 2015). And Decrease of attention and focus because of traditional

teaching pedagogies served as prime factors and causes of learner‘s dependency on

cheating with their seatmates during examinations. Although the students felt wrapped

up in the cheating culture (and most indicated participating at some level), they also felt

that somehow their community‘s values had gone awry. They expressed that the values

and behaviors of the community were ―not normal,‖ were ―ridiculous,‖ or had become

―contorted and twisted. It is also highlighted that the cultural values and practices, and

the actions of the community to uphold those values, created a climate ripe for cheating,

and for justifying one‘s cheating (Galloway, 2012). Based on this, the Communities
 22

values and goals, Schools and Universities including the policies and a way of teaching

has a significant impact on students towards Academic Cheating.

In addition, many students cheat just to receive a passing grade and impress

their parents and teachers, for most students cheating is a 'way of life' they have been

occasionally indulged in some academic misbehavior. Even more, it seems a culture

tolerant or even supportive of such behavior that has been established among a group

of students, parents, and teacher - all working together to help students climb the ladder

of success. Other research has also found that older students tend to cheat frequently

than the younger ones. However, the acceptance of academic dishonesty from high

school to master's degree found to be more increasing (Garcia & Herrera, 2014).

(Galloway, 2012) shows that students in his study did not so much describe

cheating as wrong (though they may believe it is), but rather they described it as

necessary and reported feeling forced to sacrifice their integrity, morals, and ethical

standards. However, students do not think much about the legality of this action since

improving their grades and passing the course come up as their only concern and

ultimate goal that they hope to achieve (Hosny and Fatima, 2014).

Perception

Perception has a lot to do with how students behave in this kind of doing, many

students think it's like they are not in school to learn anything, they are just learning to

learn the system, cheaters are basically decent kids whose values are being totally

corrupted by a world which is sanctioning stuff that even they know is wrong. But they
 23

can't understand why everybody allows it (Rajendran, 2015). Along with this, a study

perceived by the school principals that students cheat because of the fear of failure,

laziness or procrastination and ease of cheating along with this is the expectations of

others, a desire to keep up with others, and parental demands for good grades.

Additionally, changing societal norms was perceived as contributing factors of academic

dishonesty (Nichols, 2014) the study also revealed that cheating was not perceived as a

large issue to address. A perception from another study shows that academic cheating

varied by culture. This includes the differences in how people from West and East

perceived cheating. Chinese students see academic cheating as more permissible than

the Australian students do (Ehrich, Howard, Mu, & Bokosmaty, 2016).

Studies in Asia shows another perception of academic cheating. In one study

revealed that academic dishonesty is more common (Ramzan et al., 2012). In addition,

a study shows that academic dishonesty is not seen as wrong or a major problem in

Central Asia (Lescroart, 2014). In a different study, it was found that there was a low

level of awareness as to what constitutes academic cheating, as well as the university's

policies regarding this topic (Ramzan, Munir, Siddque, & Asif, 2012). Moreover,

students having fixed mindset have a desire to appear intelligent while avoiding

opportunities to learn (Schunk, 2012). An individual with a fixed mind-set also avoids

taking the risk, making mistakes, and putting the effort in something that their doing, for

academic performance, individuals having fixed mind-set are at a significant

disadvantage (Ravenscroft, Waymire, & West, 2012; Yan, Thai, & Bjork, 2014).

However, individuals with a growth mind-set love challenges and working hard (Dweek

& Schunk, 2012).

 24

In addition, a growth mind-set ten have more creativity, problem-solving skills,

and even higher intellectual achievement (Dweek, 2012; Karwowski, 2014).

Furthermore, a student who has this growth mind-set also appreciate opportunities for

self-evaluation and are more interested to learn new things (Ravenscroft et al., 2012).

Moreover, self-evaluation contributes to an individual learning from their mistakes and

thus further developing their improvement (Thomas, 2017). On the other hand, other

studies confirmed that motivated students are more likely to have a growth mind-set

(Clinkenbeard, 2012; Schunk, 2012).

Prevention/Solution

This part shows several studies that academic cheating can be prevented. A

study indicates that academic integrity is the moral code or ethical policy of education,

an ethical culture is a climate that promotes honest and honorable conduct and

discourages dishonest, deceitful and dishonorable behavior, in an ethical culture it's

easier and more rewarding to do the right thing than the wrong thing and everyone is

expected to be concerned with discerning and doing the ethically right thing,

furthermore monitoring in examination helps students maintain integrity and promptly

confront any suspicious conduct (Sarita et. al, 2015). Henning 2014 found that

awareness of school policies, as well as the development of an honor code which

defines ethical academic behavior, has been found that can reduce academic cheating.

Thomas (2016) found that developing a stimulating learning environment that leads to

the development of a growth mindset could motivate students and decrease acceptance

of academic dishonesty. A perception from Thailand found that Thai's love of fun, called
 25

Sanuk, as well as their focus on the present moment rather than long-term contribute to

learned helplessness as the students rely on relationships rather than academic rigor to

succeed (Young, 2013).

Another study revealed one possible solution to assign unique homework to each

student, a measure that seems unlikely because of the additional worked for teachers,

and the omission of exercises in gap-fill short answer formats, in addition, cheating

comprises related behaviors, yet a clear definition of academic cheating is elusive

(Wager, 2014).

However, the knowledge that something cannot be eradicated does not mean

that it should be tolerated; instead, it calls for the establishment of well-defined honor

codes of instructional culture bearing in mind that such a culture should not produce

new inequities (Linden & Lewis, 2014). Another study revealed that developing a

comprehensive, whole-school approach that improves students‘ mind-set through

collaboration among staff, community, and students who was found helpful (Lee, 2013).

At the practical level, the simplest plan would be for teacher and institutions to

reduce their tolerance of cheating and take action to prevent it. However, in reality, it

would be even more important to change attitudes and norms so as to modify student

behavior in the direction of honest classroom practices, furthermore changing

adolescents' behavior cannot be the responsibility of school alone, and whole families

(Wright, 2013). There is evidence that a learning style that focuses on the rote

memorization contributes to academic dishonesty, this indicates that the way the

climate of learning is structured may play a role in perceptions of academic dishonesty

 26

(Espinoza & Najera, 2014). Learning climate also reduces the frequency of cheating in

students if self-directed learning positively influences the motivation to learn about an

individual (Tongsilp, 2013).

The literature mentioned above discussed all Academic cheating. As a broader

term, it presents the several reasons of how students engaged in academic cheating. It

indicates who among the students more tolerates the cheating behavior. It includes the

predictors and influences of society to students such as ethics, honor codes, goals and

values. Methods or strategies that are used by students in performing academic

cheating in their exams, homework or other academic performance are also been

discussed.

The literature also reviews on how academic cheating became a part of a

student‘s culture. The acceptance and seeing academic cheating as a necessity in

order to survive and achieve their goals. And recommendations for the school and

students to take action in reducing the cases of academic cheating. The studies

philanthropy to the supporting details based on their researches is mounting our study

to gain another recent study that was collaboratf2waszded by each exploration.

 Chapter 3

METHODOLOGY

In this chapter, we will focus on the methods to be used in order to give

appropriate measurements and results that can be used in our daily lives as a student

as well as those teachers who can greatly benefit from this study. We will keep in touch

with the proper process and methods for us to pin-point the main objective of this study.

It will also cover the role of the researcher in this study where there will be a descriptive

elaboration of the relevant aspect of self, including any biases and assumptions, any

expectations, and experiences to qualify the researcher‘s ability to conduct the research

(Greenbank, 2003).

The participants/materials to be used and involve where the informants for In-

Depth Interview (IDI) and the observation for each participant will be tackled as well as

how they were chosen, its criteria for inclusions and exclusions will be included, and

how to gather data or the data collection where intensive and step by step process will

also be seen. A detailed description and reference on how the analysis is done will be

added in here, as well as the validity of the findings like credibility, dependability,

conformability, and transferability are to be discussed further. We will also ensure the

confidentiality of each participant and informants with regards to the said issue, anent to

this, informed consent document will be properly discussed.

Research Design

A Qualitative research method will be used in this research. We as a Qualitative

research researcher will be collecting ideas in a flexible manner as we will not uphold

any ideas from and to any of our research participants and/or material to be involved.
 28

We will emerge each data from the research participants to develop related themes that

will eventually carried-out and will generate results that can further help us researchers

as well as all the beneficiaries of this study, we will also use these data to make

recommendations. Some of the characteristics of a qualitative research include taking

place in a natural environment/setting, using multiple methods that are interactive and

humanistic, emerging data rather than prefigured data, and being fundamentally

interpretive (Creswell, 2013).

Also, in a qualitative research vocabulary, there are terms which are common

these are replicability, testing hypothesis, and objective procedures (Cho & Tent, 2006).

A case study approach will be the appropriate methods/design to be used in this

research. We chose only to study the case in which our case is cheating among High

School students. We will not focus entirely on the experiences only of the participants

but merely using it to analyze each data for interpreting and making proper way of

making results and recommendations in the future that can help us generate the main

point of this study and also the beneficiaries of this study, the teachers and other

instructor related profession in specific. This study will be analytically and holistically,

entirely by repeated measures or hermeneutically, organically or culturally, and by

mixed method (Denzin & Lincoln, 2005). We will analyze and understand the whole

case of cheating in the totality of the environment.

Role of the Researcher

Denzin & Lincoln (2003) states that the researcher is considered an instrument of

data collection. So, the role of the researcher will be the one who will make these things

happen, in other words, the researcher is the one who makes data collection for
 29

research possible. The researcher should control itself from giving ideas to the

participants to avoid any biases and alterations on the mind of the participants/materials

involve. The researcher needs to describe relevant aspects of self, including aby biases

and assumptions, any expectations, and experiences to qualify his or her ability to

conduct the research (Greenbank, 2003). So as a researcher, we will keep the flow of

the study independent from our own assumptions, reactions, and reflections towards

our topic.

We also upheld any insights from our own experiences from the past, and create

an environment where, we, will pertain this as if we did not exist. In that way, it will

prevent any alterations and give own reflective experience towards this topic to make it

more credible and useful. We researchers of this study will be gathering data comes

directly from the person who was involved in the said issue. Knowledge and

interpretations of Emic are those existing within a culture, that are ‗determined by local

custom, meaning, and belief‘ (Ager and Loughry, 2004: n.p.), thus, the kind of ―field

research is done or knowledge and interpretations‖ we will be Emic. We conducted this

in accordance with the participants and informants involved in this research.

It is expected that we will act as a human instrument to carry out this study. It is

also expected that this study is independent and free from alterations. As a student

researcher, our knowledge about this is limited only to the best of our ability. We will

determine why an individual behaves as he or she does and not merely to record

behavior.
 30

Research Participants/Materials

The informants of this research study will be only limited to four to five person.

The number of individuals for a case study is supported by (Creswell, 2013) stating that

a case study should have no more than 4 to 5 cases to collect extensive details about a

few sites or individuals. The informants for IDI are all involved in academic dishonesty

cheating.

We will try to get those informants who were actively engaged in the said

phenomena and is part of its daily life and the reason for his or her big achievements in

school, for getting higher grades, or for topping academic performances. Criterion

sampling will be used in choosing our participants, in which we will set criteria and pick

all cases that meet that criteria (Patton, 1990). These participants were chosen in

accordance with our own criteria. First, the participants/informants should be

knowledgeable enough to the said cheating phenomena or the issue not only to the

common knowledge about cheating but to their own definition of cheating and the way

they use it. Second, we will be choosing those people who made cheating a part of their

own success in school, may be academic or any school performances. Third, we will not

be choosing those people who cheat in a way cheating we knew all along or simply the

cheating we usually do as a student and is a common denominator for us. Fourth, will

get those participants/informants who are willing to be part of this study.

We will try to know their experiences and the way they did it, also the how‘s and

why‘s. But, we will not focus on that thing independently instead we will focus on the

case and nature of the phenomena cheating itself. The setting or context of this study
 31

will take place in school as to where the cheating mostly happened and is rampant most

of the time.

Data Collection

This study is a case study. So, the data collection will not be only limited to one

technique. We will impose various techniques as for data collection. But we knew that

our topic is sensitive, so it must be hard for us to gather the participant in a simple way.

So, what we are going to do is to approach first several teachers and ask some

questions to get access to that person where we intended to make them as the

participant. We will elaborately explain our topic when we get access to that individual

persuading him or her to participate but we will not try to get them when there are any

hesitations and doubts coming from them, thus, we will be gathering participants

according to their own will and preferences. We will not stop until we get 8 to 12

participants for In-Depth Interview (IDI), when there is not enough results coming from

them or any failure to form new concepts and themes, we will repeat the steps on

finding participants until there will be a data saturation that will eventually use to formed

related themes that will be interpreted unbiasedly by the researchers to get appropriate

results and recommendation to help future researchers as well as the beneficiaries of

this study. We will be imposing trustworthiness among the participant to get honest

answers and responses as possible as we can.

As said earlier, one of the techniques to gather the data from the participant will

be the IDI (In-Depth Interview), where each informant will be interviewed individually as

to where they like to get interviewed, we will always keep in mind their personal

standard. They get to choose when and where the interview will be happening. We will
 32

ensure the safety and comfortability of the environment where the interview will take

place. Each informant will be given the same three questions with a number of sub-

questions for each. We will respect, appreciate, and give importance of their responses

as they are the key element of our study. We will ensure the confidentiality of their self

and so does the environment where the interview will take place. Another technique to

gather data will be an observation in their respective classroom, to know their behavior

independently. We will observe in a respectful manner, so we will not give any hints or

information as to what topic we are in and to whom the observation is all about to

protect the participant and the study in general. We will be using these three (2)

methods to gather data and will be interpreted independently to get appropriate and

related results to validate the credibility and to get a comprehensive view the said

phenomenon.

In this study, we will ensure the confidentiality of each participant as well as their

responses were given, we knew that it is not easy to trust someone easily for giving

sensitive answers for a sensitive research topic. Also, we will impose another technique

if possible to gather more reliable data to validate the information. So, in general, we will

be gathering sensitive data from limited participants, it will not be easy to gather so we

put a limitation on the number of participants involved.

Data Analysis

Multiple data collection methods were used in this case study. Each will be

generating its own references and results that can be used as a whole to formulate

related themes that will further develop reliable and effective results and

recommendations. We will be finding different patterns and relationships across each of

 33

the method. This is one of the most comprehensive processes where we will be

comparing and contrasting each pattern that can fit each other to discover differences

and similarities. We will be looking at a big picture until further looking into its details.

According to National Science Foundation or NSF (1997), a qualitative data analysis is

(1) not guided by universal rules (2) a very fluid process that is highly dependent on the

evaluator and the context of the study (3) likely to change and adapt as the study

evolves and the data emerges.

In the same way from NSF (1997), the researcher should be the one who will

interpret becoming the data analysis dependent on the evaluator. We will be interpreting

each data based from our own judgments and will not alter or change any ideas and

results that are in accordance on our own likeness and will that will make the data

unreliable and credible.

The purpose of the study, research questions, and the main objective of this

study will be always kept in our minds to follow the right trail and path as we go on

interpreting different data and result coming from different data collection methods to

develop credible and reliable results, conclusions, and recommendations.

Trustworthiness

The issue that is being tackled in our study is quite sensitive in a way that the

respondents/informants where the one who is directly the one who cheats. It is a more

challenging task to get them as their doubts are inevitable where their personal

information can be tracked. So, from this, it is important to gain their trust for the study

to be reliable and trustworthy in a way that all information is credible and came from a
 34

real participants/informant. The following are the four elements proposed by Guba

(1981):

Credibility

According to Guba and Lincoln (1985), there are a series of techniques that can

be used to establishing credibility, one of which is the triangulation method.

Triangulation method involves using multiple data sources. In our study, we used the

Methods Triangulation as identified by Denzin (1978) and Patton (1999) involves

checking out of the consistency of findings generated by different data collection

methods. To address credibility, we used different methods of data collection to ensure

the validity and credibility of the data. The first one was, In-Depth Interview or IDI where

the informants undergo a one-on-one interview with the researcher where data are

recorded. Second is the observation, where the researchers will be observing the

natural setting of the said participants/informants.

Transferability

Guba and Lincoln (1985) state that transferability is the degree to which the

findings of this inquiry can apply or transfer beyond the bounds of the project. In relation

to this, we have put the documents that were used in data analysis to help clarify some

possible inquiry and to give the future researchers a basis giving them additional

information for their own study.

Dependability

To show that the findings are consistent and could be repeated. According to

Lincoln and Guba (1985), an External Audit can be used as a technique for

dependability. The external audit provides an opportunity for an outsider to challenge

 35

the process and findings of a research study. To show the dependability, instructors and

teachers are welcome to examine the process and the findings of this study.

Confirmability

A degree of neutrality or the extent to which the findings of a study are shaped

by the respondents and not researcher bias, motivation, or interest (Lincoln and Guba,

1985). Anent to this, we have recorded each response of the participants and

informants in some respects like note-taking and audio/video recording to validate the

confirmability of the findings that came from them.

Ethical Considerations

Academic Dishonesty ―Cheating‖ among High Students are inevitable. This issue

has been around in many institutions. This case study involves participants and

informants that are directly doing this kind of academic dishonesty. In some way, the

confidentiality of these participants and informants should be considered one of the

most sensitive materials in this study as we have a sensitive issue to be studied about.

According to the Department of Education (DepEd), cheating and stealing are

punishable by suspension or expulsion (Sections 145-151, Part VI Chapter III, Service

Manual). Knowing the identity of the participants can harm them in any possible cause.

But, the confidentiality of their identity will be secured under terms and conditions.

We will be ensuring that the participants/informants should understand that (a)

they are taking part in research and (b) what the research requires of them. This may

include the methods being used in the study, the purpose of the study, and the possible

outcomes of the research. Also, associated demands, discomforts, inconveniences and

risks that the participants may face will be elaborated to them through informed consent.
 36

It is also assured that all of the participants and informants are all volunteers to be part

of this study and they are willing to cooperate. It is supported by Belmont Report

created by National Commission for the Protection of Human Subjects of Biomedical

and Behavioral Research (1979) stating the ethical framework for ensuing human

participant research regulations and still serves as the basis for human participant

protection legislation. There are three core principles identified: (1) respect for persons

(2) beneficence (3) and justice. With regards to the application of these principles when

conducting a research requires careful consideration of (1) Informed consent (2) risks

benefit assessment and (3) selection of subjects of research. So, in this study, a formal

informed consent will be discussed under right consideration to the participants and

informants to protect their identity and for the confidentiality of their responses in

relation to this sensitive issue involving cheating.

 Chapter 4

RESULTS

In this section of the study, the in-depth interview with the participants who were

actively engaged in cheating were all undergone comprehensive interview with an

allotted time having a designated place for each. Their behaviors and the factors why

they cheat, their own perceptions about cheating, their answer were recorded and

analyzed properly using thematic analysis. These were all gathered thoroughly by three

main research questions which had specific uses on its own.

The three main questions used in this study are the following:

1. What comes first in your mind when we are talking about academic dishonesty

―Cheating‖?

2. How do you envision academic cheating in a students‘ life today?

3. What are your insights on how to avoid academic cheating in your life as a

student?

This chapter is divided into three parts. Which serves as the guide to elaborate each

results of this study. The first part will be the profile of the participants from whom these

data came from. The second part will discuss on how the data were categorized, that

includes the data analysis and the step-by-step process on how the themes were

formulated. The third part will present each responses of the participant for the in-depth

interview for each research question with their translation.

Profile of the Participants

The participants who willingly participated this study were all asked about their

personal information which is very helpful for us to make this study. Their real names
 38

are all hidden through their pseudonyms to protect their identity but their personal

information they shared with us stays the same as shown in the Table 1.

Table 1.

Profile of the Participants for the In-depth Interview

Class Grading
Participants Gender Grade Level Age
Ranking Average

15 years
Libra Male Grade 9 Top 1 93.88%
old

15 years
Gemini Male Grade 9 Top 1 93%
old

14 years
Virgo Female Grade 8 - 93%
old

16 years
Aquarius Female Grade 10 Top 9 92.98%
old

Categorization of Data

After all the data were collected from the in-depth interview and observation for

triangulation method, transcribed and translated, we applied the process of thematic

analysis where we carefully and analytically analyze each data to form related themes

having connections with each other. We then organize each data through the table of

familiarization where we categorized each answer according to their corresponding

questions for us to easily formulate and create relationships and patterns for making
 39

major themes. We use analytic strategy of numeration as introduced by Smith et al.

(2009), where we note the frequency with which emergent themes appear. We only

chose those emergent themes who appear more than half or half of the participant‘s

answer involved in this study.

Research Question Number 1: What comes first in your mind when we are talking

about academic dishonesty “cheating”?

This research question number 1 aims to discover the participants‘ insights on

what they think of when they heard the word ―cheating‖. Simply, we wanted to know

what is cheating for them students who were the primary sources of the data. This is a

case study, so we wanted to know the students‘ own definitions of the term ―cheating‖

for their everyday lives. Their own perception about the issue not their experiences with

the issue only.

 40

Table 2.

Themes and Core Ideas of the Students about Academic Dishonesty “Cheating”

Major Themes Core Ideas

 Admitting that people think cheating

is bad
Cheating is Naturally Bad  Cheating is about copying others
answer
 School is for learning not cheating
 It is something bad, and it is not right
to tolerate.
 In God‘s eyes cheating is a sin
 Cheating is a bad habit
 Relying on others for being highly
educated
 Getting used to copy answers and
Depending on Others time comes where no one will longer
help you
 Always copying results to not study
 Depending to others for not trusting
ourselves and results not to learn
anything
 Comparing to make sure your answer
is right
 Other Ideas and answers from others
 Others answer is not yours
 Afraid of failing
 Hard to accept low grades
Coping Academic Pressure
 Concern about their reputation
 Wanting to receive appreciation of
having big grades
 Afraid of being left behind
 Did not reconcile effort of others
Cheating is Injustice  Unfair of easily copying to others
 Achieving high ranks because of
cheating
 41

This question has a sub-question to dig more the conversation and the idea

imposed mainly by the participant and of course to follow-up the answer they gave to

us. This includes the theme cheating is bad as described by these students according to

their own perceptions, another is dependent, dependent in the way that cheating makes

them very dependent to others as they always rely on cheating than self-endeavor,

academic pressure where cheating is one of their resort when they were force to

achieve academically, and lastly is the unfairness or unfair where they thought of

cheating being unfair to others.

Research Question Number 2: How do you envision academic cheating in a

students’ life today?

This second research question aims to understand the life of the cheating

nowadays or how do cheating portrayed in this generation. We wanted to know the

implication of cheating these days. As a student-researcher, we always envision to find

out the perceptions of the students in today‘s generation, does it have a greater impact

today than these past years. So, this question will figure out the general commonality of

cheating being done by many of the students.

 42

Table 3.

Themes and Core Ideas of the Students about the Nature of Cheating Today

Major Themes Core Ideas

 Practice of needing to cheat

 Culture of a student in every ways of
Student’s Culture cheating
 It won‘t be easily taken away as a
culture
 Can‘t be avoided for practice
 Cheating became a habit for students
and they can‘t restrain their selves in
cheating.
 Lack of study
Insufficient Time to Study  Giving Surprise Quiz
 Unable to study because of laziness.
 Unable to finish on the given deadline
Time Pressure  A surprise quiz after discussing a
lesson.
 Giving two workload in a day

The following major themes for the research question number two was derived

from the participants‘ answer to the sub and follow-up questions. The participants

identify the nature of cheating to today‘s generation as culture/practice as majority of the

students are engaged to the said issue. The next one is that, they identify cheating as

the last resort for being unable to study their lessons due to different causes and root of

their doings. The last one was the time pressure, there is a great factor that short of

time or the minimal time given draws one person to be pressured that results to cheat

as their second option. These major themes are derived only to the ideas answered by

the participants.
 43

Research Question Number 3: What are your insights on how to avoid academic

cheating in your life as a student?

This research question was able to generate four themes. These themes were all

categorized as the ways to prevent cheating. The first one is self-esteem, improving

self-esteem plays a big role in avoiding doing such issue. The second one is to study

hard, it may be common, but it helps a lot to gain self-trust. Cheating can be Avoided

comes third, this means distancing yourself from temptation to cheat. The last one is the

teacher‘s strict imposition of rules, it has a great role minimizing the effect of cheating to

the students.
 44

Table 4.

Themes and Core Ideas on the Participants’ Viewpoints Involving Ways of Avoidance

Major Themes Core Ideas

 Believe in yourself
Improving Self – esteem  Trust yourself.
 Always trust your own knowledge.
 Study the lessons further.
Study Hard  Take studying seriously.
 Strive hard to study.
 Study harder
 Distance from those who have the
intention to cheat
Cheating can be Avoided  Do not be tempted to look at
anyone‘s answer
 Know to recognize what is right and
wrong.
 Need to be very strict
 If the teachers would be strict the
Teacher’s Strict Imposition of Rules students will fear to cheat for their
papers might be confiscated.
 Students will keep on cheating until
they will get used to it—if the
teachers will remain silent.
 Chapter 5

CASE 1 - LIBRA

Libra (pseudonym) is a 15-year-old Grade 9 student in Tagum City National High

School in Davao Del Norte division. He has been an SRC (Special Regular Class)

student since his first year in high school, Libra has been a top performer and was the

first honor of their class with the average of 93%.

He was randomly picked from his class which is also the subject of our study, he

agreed to be the participant to help working this study. As said earlier, he was already

an SRC student when he entered this institution. He also agreed with the place and time

of his interview which takes place in his classroom after the class hour. He answered

the research questions in a serious manner though he smiles sometimes. He did not

hesitate to answer even the most sensitive question we have even though the

environment we are in is noisy.

Cheating is Naturally Bad

It was a fine afternoon when we arrived at their classroom, it was their vacant

time when we approached him to ask his permission to conduct the in-depth interview

and to get the parent‘s consent we gave to him a day before. We asked him where his

comfortable place to be interviewed, before the interview started we introduced

ourselves and asked him if it is okay that we would be using a cellphone recorder for the

answers to be more credible. When we asked our first question about what comes first

in his mind when we are talking about academic cheating, this was his answer:

Feel nako kay kuan na siya… murag common na siya nowadays and then tas
ay naga amin ko na isa ko [sa] naga cheat I think kay kanang ingon nila bad
daw na pero I think… bad jud na siya and then for me kay as…as…as. a
 46

student kay dili man jud na namo malikayan mag cheat so ang akoa ang pag
cheat jud kay kanang isa jud na siya ka technique na para maka-asnwer ka
sa mga … kana sa mga kuan... question na mga di jud nimo makaya answer-
ran. (IDI, Libra)
I feel that it is common nowadays and I admit that I have cheated, and others
say that it is bad, yes, it is bad. But as a student, it is hard to avoid cheating.
Cheating for me is one of a technique to answer questions that is hard for me
to answer.
While he was saying all of these, we sensed his sincerity in his answers and noticed that he

was focused throughout the interview despite all the distraction in their classroom. Libra

continued answering the question and mentioned that he was not satisfied with the results

of cheating brings to him. He continued:

Dili,50-50, kay ang isa… ang isa ka kuan kay ang 50 isa kay kanang kay
maka answer lage ko pero sa ikaduha kay feeling nako kay bad biya na
siya sa mata.. ay sa… with God kung God man gani atong I label ana kay
bad jud na siya kay dapat kay mag dili…ay… ingon pati teacher kay bawal
jud manikas so feel nako 50-50 ang effect ana… nay negative ug positive
effect. (IDI, Libra)
No, it‘s 50-50 because it‘s true that I can answer but I can also feel that it is
really bad. And if we label it with God, it is bad. Even the teachers prohibit it
sot it has a50-50 effect. There are negative and positive.
I really don‘t like the results because they just easily copy, and you put an
effort and hard work on answering it, and if he finds out that it is wrong, he will
change his answer to make it right without you knowing what the right answer
is.
Cheating is Injustice

When we asked the question about what comes first in his mind about cheating,

aside from being bad, he also revealed that when students perform cheating, it is unfair

when it comes on whether who is putting an effort in answering.

 47

Kanang murag malain ko kay unfair man gud sya sa uban kay
naningkamot ang isa ka tao tapos…igo ra manundog ang uban…murag
makalain pud siya. (IDI, Libra)
I feel bad because it is unfair for everyone. A person tries so hard and you
just easily copy.
He tried to answer it specifically, he stated an example on how cheating become

an unfair act. We observe that the time he answers this question it looks like he already

experienced the exact scenario because he answered it with all knowledge.

dili pud ko ginahan sa kuan…dili ko ganahan sa results kay ikaw na

naningkamot tapos gisundog niya…makit-an niya na tama tapos… naa
pud siyay makit-an na mali…iyang tamaon didto unya dili ka niya ingnon
nga… ay! mali mana…murag malain pud ka. (IDI, Libra)
I really don‘t like the results because he just easily copies, and you put an
effort and hard work on answering it, and if he finds out that it is wrong, he
will change his answer to make it right without you knowing what the right
answer.
As we conduct our observation in their classroom during their long test, we noticed:
there are students in their section who were looking in their seatmate’s test
paper without his/her seatmate noticing it. (Observation)
Coping Academic Pressure

Libra also mentioned that academic pressure is the reason that he will pursue

academic cheating, he was afraid to fail because of his reputation as an SRC students and

he even indicates another reason that he does not have trust in his own knowledge

because of the questions that were given to them was hard. He said:

Para sa akong sarili kay mahadlok jud ko mabagsak kay as a SRC

student… kami kay needed jud namo na dako ug grado kay…kay… lisod
nalang jud kayo matagak unsaon nalang among reputations so kami mag
cheat nalang pud mi… dili lang man kay ako mag cheat kami jud halos
 48

tanan so maningkamot jud mig cheat kay para maka pasar jud mi so mao
jud na siya…usa ka rason kay lisod ang answer…ay! Lisod ang
question…tapos naa puy is aka rason na di pud ka…wala kay salig sa imo
answer ba..mangita ka ug kuan…wala kay salig sa imo answer…mangita
ka ug laing opinion sa uban para masure na tama jud imo answer. (IDI,
Libra)
For me, I am afraid of failing because as a SRC student, we needed to
achieve high grades. It would be hard for us to accept that we fail. What
about our reputations if we fail? that is why almost all of my classmate
commits cheating to pass.
One reason is that the questions are hard, and another reason is that
being unsure of your own answers. You don‘t have trust to your answer
and so, you really need to find others opinion to make sure of your
answer.
Student’s Culture
As the interview went deeper, Libra revealed that in his perception he thinks of

cheating as part of student‘s culture and he even stated that cheating is needed for

students to get high grades. These statements of Libra were answered in the question

was about how he envision academic cheating in his life as a student. He told us:

Feel nako kay needed kay siya… feel nako needed kayo ang pag cheat
karon pero dili gud siya ingon na kanang… kanang isa jud siya sa pina
pero… feel nako kay isa pud na siya sa mga factor na mga help sa mga
students para maka dakog grado and then… and then feeling nako kay
cheating pud kay kuan pud na siya maka help pud na siya sa ato para mo
kanang mo ano ta sa atong sarili… mag improve na dapat ko murag diha
naka ma hunahuna na dapat mag study najud ko tas believe in your own
talents nalang guro. (IDI, Libra)
I feel that it is needed. Cheating is also considered as a factor to help
students to get high grades. And also, I feel that cheating can help us to
 49

provoke ourselves to make an improvement and that we shall realize that

we should study hard and believe in your own talents.
When we conduct our observation to their classroom during their test, we noticed that:
most of the students were having a discussion with their seatmate,
students were sharing, exchanging, and comparing their answers even
though they knew it was a test. We observe when the class were noisy
most of the students grab this chance to dictate their answers to their
classmate. The students were having a collaborative cheating and it
seems like it was a normal act. (Observation)
Insufficient Time to Study
There was a point in Libra‘s life that he did not study, and the teacher declared a
quiz, he has no choice but to do this kind of act. We noticed that when we asked the
question about what forces him to cheat we feel that he sincere. He said:
kanang kuan kanang wala jud ko ka study tas wala ko ka study and then
kanang nay I test among teacher tapos mao jud na siya na time na
kanang like dili najud nako siya makaya mag cheat nalang ko sa akong
classmate. (IDI, Libra)
I did not study, and our teacher gives us test. And it is the time that I need
to cheat because I cannot make it.
Improving Self – esteem

When we asked Libra what his insights on how to avoid academic cheating, he

mentioned that to avoid cheating was to believe in yourself, we noticed that Libra

repeatedly mentioned the statement believe in yourself in some question. Libra said:

kuan mag study pa, study the lessons tapos and then kanang believe in
yourself number 1 jud na siya. (IDI, Libra)
We should study hard, study the lessons and believe in yourself is the
number 1 solution
The observation that we conducted shows that:
 50

Students in their classroom were having a doubt with their answers, there
were students who looked and ask their classmate about the answer,
most of the students keep asking at their seatmate, and there were
students who showed their test paper to their classmate. (Observation)
Cheating can be Avoided

Libra revealed that cheating can be avoided, and that avoiding cheating can

avoid you from discrimination especially about what is his state as a student of SRC.

uhm kuan kanang oh naga cheat ko sometimes pero feel nako ma avoid
nako siya ay oh naga avoid man kog cheating kay feel nako labaw na
kung kuan kanang isa jud na sa number 1 mag avoid kag cheating kay
sawayunon ka… ingnan kag cheater mana siya nganong naa mana siya
sa SRC class so gina avoid jud nako ang pag cheating murag in ana jud
ang factor nganong maulaw ko mo cheat. (IDI, Libra)
I cheated sometimes but I think I can avoid it. Yes, I avoided cheating
especially because they will judge you. They will say that you are a
cheater but why is he in the SRC class? That is why I avoid cheating and
that is also a factor why I am ashamed when I cheat.
 Chapter 6

CASE 2 – ARIES

Aries (not her true name), has entered the public school—Tagum City National

High School in June 2015, she takes up the entrance exam and then fortunately passed

it and proceeded to take the DOST exam, but she didn‘t passed the second exam—so

she was in to the SRC (Special Regular Class). Now she already a Grade 9 student of

class Mahogany, she is 15 years old, and belongs to an above average kind of family—

she has 3 siblings.

We conducted our research and as we randomly pick our participants—

fortunately she‘s one of it. So, we approach her and ask her if she is willing to be a part

of our research as a participant. She then agreed, and even though she confessed that

she is one of those students who are engaged in cheating—she is one of those

achievers in their classroom, actually she ranked top 1 in their class with an average of

93%. Since Grade 7 she maintained herself as an SRC student.

Cheating is Naturally Bad

After Aries agreed to have an in-depth interview with me, we decided to find a

place in their classroom where none of her classmates can hear our conversation. First,

I let her read the overview of our study, and then she let me explain why we chose her

to be a part of our study. At the start she felt uneasy, but then I explained to her that

there is nothing to be scared of—for we will keep her personal information to remain

private. When asked on her perception about academic dishonesty ―cheating‖, she

replied:

Ano ahm… ang mukuan sa akong huna-huna is kanang all about kanang
mag kinopyahanay sila which is bad na siya kay ano kay dapat man jud ta
 52

mag – ningadto ta diri sa eskwelahan kay para makatoun dili kay

magkapanikas dira sa mga assignment, dili kay sa sa mga, sa mga dili
kay manundog raka sa uban. (IDI, Aries)
The first thing that comes in my mind is the academic dishonesty
―cheating‖ done by my classmate which is considered bad. We go to
school in order to learn, not to cheat especially in making our
assignments. Not just to cheat.
Depending on Others
Conversation with Aries became lighter compared before, it became more natural

for her to talk about academic dishonesty ―cheating‖ in which most student can relate to.

She is not reluctant to answer when I asked her if what negative result does ―cheating‖

brings her. She then replied:

Cheating is a great sin ate then gamay nimo na pagpanundog kay is sala
na na siya so daghag negative results na ma-ano sa imoha naa’y
possibility na maanad naka sige ra’g paundog then muabot ang time nga
wala natong tao na imong gisaligan then mubaba ka kay naanad naka na
sige’g kopya sa iyahang mga answers. (IDI, Aries)
Cheating is a great sin, even if it‘s not that worst kind of cheating—it‘s still
considered as a sin. There are lots of negative results that cheating may
bring to you, there is a possibility that you‘ll get used of copying answers
and time comes that the person you are copying will no longer help you.
You‘ll become so down, because you‘re used of copying his answers.
Coping Academic Pressure
Aries also shared her reasons for academic dishonesty ―cheating‖—in which she

confessed that she was also involved in some of these dishonest behaviors. She tells

her reason why she keeps on pursuing this dishonest behavior. She revealed:
 53

Ano siguro kay tungod pud sa pressure kay gusto pud nako nga mudako
akong score mao nang bisag dili ko makastudy kay manundog nalang pud
ko para ingnon nga dili baba akong score. (IDI, Aries)
Because of the pressure that I felt of wanting to get high score, I keep on
―cheating‖ –so that they will not mock me if I‘ll get low score.
Cheating is Injustice
Even though Aries is involved in some dishonest behaviors, she mentioned

several reasons why she always tends to cheat—reasons that a normal student does

when they have no other choice. But despite of that Aries also realized that cheating

contributes bad effects in both students who are involved in these. I asked her if she is

satisfied with the results. She continued:

Dili kay dako lagi ka’g score pero ang katong ang ang huna-huna nimo
kay dili dili man to imohang answer dili to imohang gipaningkamotan nga
ano nga score. (IDI, Aries)
No, because even though you got high score, it is registered in your mind
that it is not your answers. You are not the one who put an effort on it.
Student’s Culture
As our conversation continued I observed that for Aries—it seems like ―cheating‖

is natural for her as a student. The way she talks, it looks like she is really engaged to

this kind of act— like all of her fellow classmates also did what she does. So, I once

asked her if how she envisions academic cheating in a student‘s life today. Then

immediately she replied:

Typical na estudyante man gud te is nagacheat jud para sa sa daily nga

kuan sa assignment sa quizzes sa exams, mao rato te.
A typical student does cheating every day in their assignments, quizzes
and exams, that‘s it
 54

Insufficient Time to Study

According to Aries there are lots of reasons why a student always tends to cheat.

But Aries stated one of the most common reasons why a student ―cheats‖—and being

unable to study is one of it. She continued:

Tungod sa kalisod gud sa isa kalesson te then pagkahuman kay kanang

agadagad gud kayo na pagka-ano te then wala ka kastudy. (IDI, Aries)
Because of the difficulties of the lessons, then the teacher will give us a
surprise quiz—and we did not study.
Time Pressure
Our conversation went deeper, and Aries have shared lots of experiences she

faced in pursuing academic dishonesty as an SRC (Special Regular Class) student.

And as what she has told me, being part of the higher class is really hard, there are lots

of projects to be passed immediately, and then I asked her if what situations does she

think will force her to cheat. She replied:

Mostly te sa assignment labi na sa math karon kay kanang sa buntag kay

sayo kaayo 7:30 kay wala man koy lain wala man ko kabuhat sa
assignment so manundog rajud. (IDI, Aries)
Mostly in some of my assignments, especially in our Mathematics
subject—the assignments should be passed as early as 7:30 in the
morning, and because I didn‘t do my assignment, I probably cheat.
Improving Self – esteem
The topic went far, and Aries seemed to be serious about the topic. The

conversation went much lighter when I asked her a positive question; I asked her if what

are her insights on how to avoid academic cheating in her life as a student. She politely

replied:
 55

Ano kanang mag magstudy ug tarong then pagabot sa sa activity or sa

quiz nga day kay musalig na lang ka sa imong self. (IDI, Aries)
You should study seriously, and then if the activity will come or a quiz—
the only solution is that you should trust yourself.
Study Hard
Aries seemed slightly tired, but she is still very polite in answering the questions.

She doesn‘t seem as if she was hesitant before. But still the conversation didn‘t get

boring. She talks about how to get rid of ―cheating‖. She then continued:

Ahm magstudy lang jud ka te para makalikay ka ana na ano magstudy

lang jud kag hard. (IDI, Aries)
You should study to avoid temptation.
 Chapter 7

CASE 3 - VIRGO

Virgo (pseudonym) is a 15-year-old Grade 8 student in Tagum City National High

School in Davao Del Norte division. She has been an SRC (Special Regular Class)

student since his first year in high school. Her average this last grading is 93 percent.

She is also the only child of her parents. When we asked her about her class rank for

the last grading, she was not able to answer because according to her, her adviser did

not make a class ranking due to some reasons.

When we finished asking their adviser for her consent we then do some draws to

randomly picked a student from the class which is also one of the subject of the

Observation and she was the one who was chosen. She was all smiles when she

answered the questions, but you can still see the sincerity on her face despite all the

distractions and the noisy environment we are in. Before the interview, we asked her

when and where will we going to interview her, it is just the same as the other

participant, she agreed to be in her classroom.

Cheating is Naturally Bad

It was a fair afternoon when we arrived at their classroom, it was their vacant

time which is the time to go home from school when we approach her to ask her

permission to conduct the in-depth interview and to get the parent‘s consent we gave to

her a day before. We ask her where her comfortable place is to be interviewed and if

she is okay to be at a place where can give us the silence we need, before the interview

started we just have a little conversation and asked him if it is okay that we would be

using a cellphone recorder for the answers to be more credible. When we asked our
 57

first question about what comes first in his mind when we are talking about academic

cheating, this was her answer:

Ummm.. When it comes to cheating te kanang... syempre kita as students

maagian jud nato na sya tungod kay...naay uban nga dlili contented sa
ilahang answer na naa sa ilaha so makacommit silag cheating te ug
murag kanang bad pud siya te. (IDI, Virgo)
When it comes to cheating, of course we as a student this kind of act is
passable for there are others who are not contented of their answers that‘s
why they can commit cheating and also it is bad.
While she was saying all of these, we sensed her integrity on her answers and

noticed that he was not just focused throughout the interview but having fun also on

answering such questions despite all the people in their classroom she without any

hesitation answer it directly. Libra continued answering the question and mentioned of

how she felt about cheating. She continued:

Ummm.. For me, akoang feel na akoang makuha nako is kanang gaba.ah
yes makakuha kag dako na scores pero at the end of the day kanang
maka..magmahay ra gihapon ka kay makuan man ka sa imong
konsensya. (IDI, Virgo)
For me, I felt that I would have at least is ―karma‖. Yes, you can have big
grades but in the end of the day you still had regrets because of your
conscience.
She also mentioned that she was not satisfied with the results of cheating brings

to her. She continued:

Kanang, kanang murag pag abot sa imong self kay mura napud kag
nanikas sa imong sarili kung maghimo kag hisgo- or maghimo kag ing-ana
kining butang. (IDI, Virgo)
 58

When it comes for yourself it was like you are cheating in your own self if
you ever did such thing.
She not just mentioned the results and how she feels about cheating, she also

mentioned that cheating is a sin. She continued:

Kay..um.. maghuna huna man ta kay kay siyempre atong... atong

konsisyensiya nagkuan pod sa atoa then, kanang.. diba for example te
nag… naa na ta sa isa ka situation na nag ..nga gina..gitagaan naka og
opportunity para mucopy sa imong kuan kanang imong seatmate pero naa
ra gihapon na imoha kanang na mali na siya kay tungod sala then..
naapoy.on the other side tama pod siya kay gusto tungod nimo na
mudako imong score..(IDI, Virgo)
We also think about our conscience that is connected to us, for example
we are in a situation that you were offered an opportunity to copy on your
seatmate, but the choice is in yours too, that this doing is a sin. On the
other side it is also correct because you will have had good grades.
In our observation during a test their teacher told them that they should not cheat

and do not make any noise and if ever they have any questions they should approach

the teacher who is conducting the test. And as we observed:

the longer the test takes the more students 66 keep making noises and
grabbing opportunity to talk to their classmate and look at their
classmates’ paper. (Observation)
Cheating is Injustice
When we asked the question about what comes first in her mind about cheating,

aside from being bad, she also revealed that when students perform cheating, it is

unfair when it comes on whether who is putting an effort in answering or studying while

some people are always cheating and relying to others.

 59

Oo te kay,um..base on my experience um..naka try napod ko na nalain ko

kay tungod kay unfair para sa akoa nga naningkamot kog study then, ang
ubang akoang akoang ubang clasmate nako kay kang kanang natingala
nalang ko kay sige nalang silag cheat, kay murag unfair kaayo sa akoang
part nga naningkamot ko niya sila kay nagsalig lang sila ana. (IDI, Virgo)
Base on my experience, I even try being in the state of this unfairness in
me because I studied then some classmates of mine where I was even
shocked that they are always cheating, I felt unfair in my part for I strive
hard then they are only relying.
She tried to answer it specifically, she stated an example on how cheating

become an unfair act especially on a collaborative cheating. She continued:

Aahmm… Ay feeling nako mas kining lisod ang kanang manikas nga
teamwork me kay daghan ma-involve or kanang ang uban musalig mas
lalo na silang musalig sa imo kung daghan mo nagatubag kay kining
daghan man mog source. (IDI, Virgo)
I felt that teamwork cheating is more difficult for many people can be
involved or some people are only relying especially when they are relying
more it on you and those who are answering especially when you have
many sources.
In the observation we observe that:
there are some female students who are looking at their classmates’
paper and even tried to ask them but then maybe the fear of being
cheated even though they are not aware of what they are doing, they are
covering their paper, but most students do not cover. This might be an
action of being unfair and not equal to bring back the favour of you
cheating. (Observation)
 60

Coping Academic Pressure

Virgo also mentioned that academic pressure is the reason that she will pursue

academic cheating, she was not afraid of her reputation but only indicates of competing

against her costudents. She said:

Kuan te kanang. gusto jud nay.dli man..dli man ta makaingon nga

everyday ta naga cheat pero naa jud na sya sa atoa nga magcheat kay
gusto nato makalabaw gani sa atong co students. (IDI, Virgo)
We cannot say that every day we cheat but there is really something
about us that wants us to be higher to our co-students.
She even indicates another reason for her why students cheat for academic. She

continued:

Para sa-- kung para sa akoa kay ang uban kay maulaw sila nga gamay
ilang score or gusto nila makalabaw sa uban mao nang manikas sila (IDI,
Virgo)
For me some students cheat because they might feel ashamed of their
low score or they might also want to get higher than other that‘s why they
cheat.
She even specifies that teamwork cheating is also another way to get high

grades. She said:

Ah Siyempre te.naa tay naa tay konsyensiya ana pero naa juy mga times
nga kanang ma…ma attept na jud kang makipag.. makipag teamwork sa
lain te..kay gusto jud nimo na makakuha ka og higher grades.(IDI, Virgo)
We have conscience for that but there also times where we attempt to
have teamwork to anyone who wants to get high grades.
She even indicates of how cheating and conscience are really connected and

another side of cheating. She continues:

 61

Diba naga paminaw ta sa atong teacher sa esp naa silay ginatudlo nga
about konsiyensiya which iskanang gina observe nato everyday.kanang
diba pag magcheat ta naa.murag mahuman na nga mahuman na nga test
murag ma konsiyensiya ka ba nga nganong nabuhat nako to.. naa poy
others. na poy side ngakanang murag mag thank you nalang ka ana nga
kuan tungod kay naka kuha ka ana nga kuan grades. (IDI, Virgo)
We are listening to our teachers especially when they teach about
conscience which is we observe every day. Like on a test a we are
cheating we felt conscience why we did such thing, but there are others
that on the other side of them are being thankful for having those grades.
In our observation while the test is about to start there are 4 students who are

late maybe being part of academic pressure they need to stay late to study. And as the

test is on-going some students are grabbing different opportunities especially when the

teacher is not on action or distracted. (Observation)

Student’s Culture

As the interview went deeper, Virgo revealed that in her perception she feels of

cheating as part of students practice and he even stated that cheating is known and

bearable. She told us:

Ahm murag feeling nako mura nay nailhan na na practice na nila murag
sometimes dili na nila mapugngan nga dili manundog. (IDI, Virgo)
I felt that this is known as a practice to them and sometimes it is bearable
not to cheat
She indicates that cheating as a part of practices of students and it can may also

affect a students‘ trust to itself. She said:

Kining ang bad things nga mahitabo sa ato is kanang murag wala na tay
trust sa atong sarili nga muasa nalang ta sa uban unya kanang wala tay
matun-an.(IDI, Virgo)
 62

The bad things that might happen is like we do not trust ourselves
anymore and we are only hoping for others then we don‘t have any
learnin‘s‘ by doing it.
In our observation, collaborative cheating is on work and students find it very

normal. As we observed further students are making signs like a nod or thumbs up as a

yes. We even notice that students who finish first gives answers to other students and

keep on talking or looking like it is something very usual. (Observation)

Insufficient Time to Study

There was a time in Virgo‘s life that she did not study, and it is like cheating is the

only reason why she would do such action. We asked her about the questions what

situations do you think will force you to cheat? And she said:

Umm... kanang lack of study. (IDI, Virgo)

Like lack of study.
She also specifies that lack of study pushes you to cheat, this was her answer in

the question why do you cheat? And she said:

Kay tungod sa usahay nga dili ta katubag sa answer or mablack-out ta or

kanang magstudy ka nga dili nimo mahinumduman or ug kanang usahay
wala ka study. (IDI, Virgo)
Because sometimes I cannot answer or like I was black-out or even you
studied you can‘t remember or/and sometimes you didn‘t study.

Depending on Others
As a student same as Virgo, she cannot reconcile the depending of answers to

her classmate, especially on academic cheating. The answer of this is questioned by do

you consider teamwork as an academic cheating? Why? And she said:

 63

Yes, kay kay ang laing idea nga makuha man pud nimo didto kay sa uban
man japon so dili japon nimo own knowledge na dili nimo stock
knowledge, mauna matawag sad nako siya na cheating. (IDI, Virgo)
Yes, beacause the other idea that you get is still from others, so it is not
still your own knowledge, it is not your stock knowledge that‘s why it can
also be called cheating.
Also cheating can also be a reason of being independent on answers and can be

the cause of forgetting what you‘ve studied. She continued:

Kanang..mag ask kog answer sa sa akoang seatmate kay kanang

nakalimot ko. (IDI, Virgo)
Like I will ask answers on my seatmate because I forgot.
She also specifies about how they observed or know a student that is capable of

studying and base on her experience that they will have a trust and depend on that

specific individual. She said:

Kay according sa uban nga kanang makuan nako sa kanang naagi-an

nako te.sila nagabase sila para maka..nagabase sila sa ilang sundugan
nga kanang naga study jud og maayo. (IDI, Virgo)
Because according to them, like what I have experience they base on a
student who has studied well.
She also initiates that comparing answers can be another reason to less your

trust on yourself and have a full trust to those who you compared at.

Kay ginacompare man nako ang akong answers te, then as a student na
man jud tay naa man jud nasa atoa sa kanang sa pagcompare nato sa
atong answer mas mutuo pa ta sa lain kaysa sa atong sarili. (IDI, Virgo)
Because I compared my answers, as a student we have this guts that if
we compare answers, we are more reliable on someone‘s answers than
our own.
 64

Another reason to be dependent to other people is the exchange of giving

answers which she specifies. She said:

Yes sometimes I consider um ano yon academic cheating as teamwork

kay tungod.siyempre sila naga naga hatag give silag answer sa
atoa.parayou know para makatabang.then sila pod nanginahanglan pod
para you know cheating. (IDI, Virgo)
Yes, sometimes I consider academic cheating as teamwork like of course
they give us answers for you know to help then they also needed answers
for you know cheating.
In our observation some male students wait for the teacher to pass by and

secretly ask their classmate which another action of is being dependent to others. After

the checking some areas in a classroom has the same scores in the test. (Observation)

Improving Self-esteem

When we asked Virgo about how she coped up with those negative results, she

mentioned of believing in you and to study always.

Umm...Umm... gina ano nako sya te.........ano te more on. kanang

magstudy lang ka as always lang te..then kanang believe in yourself na
kaya nimo na. (IDI, Virgo)
I am like, you should be more on studying always then believe in yourself
that you can do it.
 Chapter 8

CASE 4 – AQUARIUS

Aquarius (pseudonym), a 16 years old student of Tagum City National High

School. She was rank Top 9 in her class this last grading. When she entered this

school, she was in a Regular class until grade 8. In her Grade 9 days, she was in SRC

class also known as Special Regular Class. It was a class intended for students who

was in the first ranks that comprises the two sections for each grade level. According to

her, her life is just like any other students nowadays, having friends, peers, been

stressed out with school workloads, do homework, projects and many things a student

does every day. She is also an ―Otaku‖ fan, it is a person who loves anime.

This year was her last year being a Junior High student. She was chosen to be

part of this research as a participant, she was randomly picked from her class who was

the subject of our observation. She also undergone an In-Depth interview along with our

research question. She answered our questions without hesitations, also she was a little

bit serious when it comes to talking even if the surroundings are noisy.

Cheating is Naturally Bad

It was a pleasant afternoon upon our arrival in their classroom; it was their vacant

time when we approach her with my partner to ask her permission if we can already

start our indepth interview and to get the parent‘s consent we gave to her a day before.

Before we start I ask her first where is the place she is comfortable with to be

interviewed and if it is okay to use a cell phone to record our conversation for the

answers to be credible and after that we introduced ourselves to her. When we asked
 66

our first question about what comes first in his mind when we are talking about

academic cheating, this was his answer:

uhhm.. something murag bad, dili dapat angay buhaton.(IDI, Aquarius)

Something that is bad and must not be done.
Upon hearing her answers, we sensed that she‘s sincere with her answers and

noticed that he was focused and concentrating throughout the interview despite all the

noises and distraction in her surroundings. She continued:

Satisfied pero murag naa poy kanang kuan ba… kanang.. something
kanang konsensiya ana gud. (IDI, Aquarius,)
I‘m satisfied but there is still conscience.
Cheating is Injustice
When we asked the question about what come first in her mind aside from being

bad, she also revealed to us that it is unfair to others who study hard to be one of the

top students that when other students perform cheating.

First of all, malain ko then, kanang… feel nako na ang kadtong mga
nanikas kay kuan, lain kay siya sa’kong paminaw, manikas sila then sila
ang mahimong top kay unfair kayo para sa’ko, unfair kayo para sa ako
kay… na top sila na kuan, in… lain siya na pamaagi (IDI, Aquarius)
First of all, I would feel bad for those people who cheat because it is not
good to hear that their cheating then they will be one of the top students.
For me it‘s so unfair because they became one of the top students in
wrong way
She tried to answer it specifically, but when we asked her if she is satisfied with

the result she answered neutrally. We can see that while she is answering it, it looks like

she already experienced the exact scenario because she answered it with all

knowledge.
 67

Hmm… sometimes dili, sometimes yes kay… sometimes maningkamot ka

ug kuan so… okay lang siya kay naningkamot man ka ug panikas so
yes—pag dagko imong kuha then happy kay ka, but then sometimes
bisan naningkamot ka lain man gud sa imo kay nakakuha lagi ka ug dagko
but dili ano, dili nimo gi kuan… dili jud ikaw nag study ana. (IDI, Aquariu)
Sometimes no, sometimes yes, It is because occasionally I study hard and
it is okay for me because I did my best to receive high scores but
sometimes it is a no because you are not the one who study hard for it.
Coping Academic Pressure
Aquarius also mentioned that academic pressure is one the reason why she is

forced to do academic cheating, she was afraid to fail because of her reputation as an

SRC students. She said:

Para murag, dili ko ma behind gud sa among kuan… labo na kay SRC
and murag oh ana Ah… ay sa ako as… as SRC kanang lisod man gud
kung ikaw ang ma lowest so wala kay choice, but then manikas jud ka—
wala kay choice, manikas jud ka. (IDI, Aquarius)
As a SRC student, it is hard for me to get the lowest score among the
class, you do not have any choice but cheatand for me not be left behind
in our class especially because I‘m an SRC student.
Student’s Culture
As the interview went deeper, Aquarius revealed that in her perception she thinks

of cheating as a part of student‘s culture and everyday life. She even stated that

cheating is not Cheating can be Avoided for students. This statement of Aquarius was

answered in the question on about how she envisions academic cheating in her life as a

student. She told us:

Daghang pamaagi, but then—di man jud na maiwasan jud kay ang
student naa man juy time nga needed jud nato ang manikas…mmm... feel
nako ay kuan kanang.. dili na siya mawala sa studyante.kanang sa
 68

panahon karon kay murag, pag dilil man gud ka mag cheat, dili jud ka
kakuan, di jud ka kanang murag ka kuha ug taas na score labaw na ug di
jud ka pala study pareha nako. (IDI, Aquarius)
There are many ways, but then it‘s not Cheating can be Avoided for
students because there are times that students need to cheat I think, it is
inevitable in a student‘s life. Because today, when you do not cheat, you
cannot get high grades and also you do not always study especially like
me.
Insufficient Time to Study

When we asked Aquarius about what situations will force her to cheat. She

revealed that whenever she doesn‘t have the chance to study for their test she tends to

cheat. We noticed that when we asked the question about what forces her to cheat we

feel that she is being honest and sincere with her answers.

Situation nga mag test mo nga wala ka kastudy, mao jud na siya. (IDI,
Aquarius)
In a situation where I didn‘t have the chance to study for our test.
After hearing her answer, we asked her what kind of cheating it is. She answered:

kuan kanang mag tan-aw ko sa ay kanang mangutana ko unsay answer

and then mutan-aw pud ko unsay answer mga ana. (IDI, Aquarius)
Like looking and asking what the answer is and then looking at their
answers again.
Cheating can be Avoided

This part discusses the theme Cheating can be Avoided. Cheating can be

Avoided in way that the cheating itself aside from its nature and characteristics, it can

also be avoided. It is possible to avoid it when you have the will to do it. But the process

may take you long especially when you are drowning with it. Aquarius shares her
 69

thought about it, she was asked if somehow, she cheated many times, do she think she

can avoid it, then she responded:

Yes, I can avoid it sometimes when the teacher is especially—strict. Maka

avoid pud siguro ko, mag kuan lang study. (IDI, Aquarius)

Yes, I can avoid it sometimes when the teacher is especially—strict. I think

I can avoid it, just study.

After that, we asked her the follow up question to her answer. The question is ―In

what ways you can avoid cheating‖ then she responded:

mag study and then kanang siguro mag rely ay kanang mas i.ikuan pa
nako ay mas kanang tuuhan nalang nako akong sarili ay akong
knowledge kaysa sa uban. (IDI, Aquarius)
Study and also, I will trust myself or my knowledge rather than relying unto
other people.
Study Hard

When we proceed to the next question, her attention was a little bit serious. This theme tackles about s

were unable to study. So, when asked if what they think are/is the possible ways they

can make in order to avoid cheating. Aquarius also answered the question about the

possible ways and then she answered:

Kay pwede man… ay pwede man gud ka mag study and para. para mas
mu dako imong scores, dili man gud… dili man gud ko studios na person
so mag salig lang jud ko sa akong stock knowledge unya wala man koy
stock knowledge. (IDI, Aquarius)
You can…. You can study in order to get a high score, I‘m not that person
who always study I always rely on my stock knowledge and I do not have
it.
 70

Strict Imposition of Rules

Upon asking the participants by the last question which is number three and all of its sub and follow-u

gave her answers just the same as what everyone in the participant answered the

questions.

Kuan kanang mag study nalang jud and kanang much better kung mag
test is ano jud kanang tag one seat apart aron ma prevent ang mga
cheating …mas maging strict ang mga teachers kay ug dili man gud sila,
mag… mag strict and then ilaha lang pasagdaan ang mga students kay
ma mabuhat jud to nila. Siguraduhon nga ang teacher strikto sa
studyante. (IDI, Aquarius)
You have to study and also it is much better if you are in the test if your
class position is one seat apart and teachers must be stricter to their rules
implementation, making sure that they really are strict to the rules.
After she answered, we asked her on what the implication was if the teacher is much strict in imposi

Kay kung strikto ang teacher lisod kayo manikas, lisod kayo mag cheat
kay basin i-confiscate imong papers. (IDI, Aquarius)
Because when the teacher is strict, it is impossible to cheat.
This theme was triangulated through class observation. The class was taking their quiz where the q

Their teacher is keeping them reminded and follow her rules, she keeps
on watching them answering the test. (Observation)
 Chapter 9

CROSS-CASE ANALYSIS

Case study research is a qualitative approach that explores a true to life,

contemporary bounded system or multiple bounded systems over time, through a

detailed and in-depth collection of data from multiple sources of information achieved

using interview, observations, audio-visual material, documents and reports (Creswell,

2013). This chapter will present a cross-case analysis or thematic analysis across

themes. Each theme will be used in this chapter to generate a much descriptive

understanding of each theme. According to Patton (2005), comparison of data across

different cases can be used to deepen the understanding of the phenomenon under

study.

Chapter 5 to chapter 9 from the previous pages presented the experiences of the

TCNHS junior high school students about cheating. These previous chapters also

presented each case derived from each participant. The following are the themes

formulated from the previous chapters: cheating is naturally bad, cultural/practice,

unfair, Depending on Others, Cheating can be Avoided, academic pressure, insufficient

time to study, time pressure, strict imposition of rules, improving self-esteem and study

hard. However, this chapter presents similarities, differences, and comparison between

the four participants.

Cheating is Naturally Bad

This theme about cheating is one of the most common things that all informants

are aware of. All of the participants have mentioned this when asked about their
 72

perception of cheating. Libra revealed that others told him that cheating is bad, and he

approved this kind of perception. When we asked Aries, what comes in her mind when

she hears the word ―cheating‖—she told us that ―cheating‖ is really bad. While Aquarius

also said that cheating is bad and that this act must not be done.

Based on the responses of the informants—most of the student‘s perception about

cheating is all the same, for them even if they are engaged to this kind of act—they are

still aware that cheating is really bad, and it must not be done. We can see that if the

students are experiencing difficulties in terms of academic performance—they will do

anything even if it seemed bad.

Student’s Culture

In terms of the reasons why students always tend to cheat—our culture or practice

is one of those contributors to student‘s academic dishonesty ―cheating‖ kind of act. As

what Libra said about her perception when it comes to cheating—for her, it is a culture

considered as a factor that helps students to get high grades. Aries also said that a

typical student does cheating every day in their assignments, quizzes, and exams.

Virgo felt that ―cheating‖ is known as a practice to them and sometimes it is unbearable

not to cheat. While Aquarius think that it is inevitable in a student‘s life.

From the perceptions of the informants, we can conclude that because cheating is

a culture to a student‘s life—they always tend to cheat again for they think that it is a

natural act that a student does. The student‘s culture is a big contributor to their mind
 73

set about cheating. Even if they are aware that it is bad, they always keep on pursuing

it.

Cheating is Injustice

This has been observing from the participants‘ answers, the meaning of the theme

Unfair. Most of them answered unfair when we ask them what their thoughts are or

what comes first in their mind when we are talking academic dishonesty ―cheating‖.

This refers to the cheating itself being unfair in some way. Unfair when someone who

cheats on another person who studies the lesson. Doing this act is unfair in the totally

and the nature of cheating. Aquarius noted that for her it is so unfair because for those

people who topped the class in a wrong way or they topped the class because they

usually cheat is unfair. Also, Libra has his own thought about this. According to him he

somehow thinks of cheating as unfair it is because other people are working and

studying on their own and other people will just cheat on that person who studies. His

face became more serious when answering this question. Virgo also shared the same

thought about this but in another way, she thinks that when you cheat you are just lying

to yourself and it is unfair. Aries thinks that it is also unfair because it is not through

your own hard work that makes you to the top, but it is the other people who study.

Based on their answers, cheating itself is unfair as an act. This study focuses on

the nature and characteristics of cheating and one of its nature is the unfairness when it

comes to doing this act.

 74

Depending on Others

This theme was also observed along with the other themes formed. Depending on

Others on others is one the participants‘ idea. It is when you are doing the act of

academic dishonesty ―cheating‖, you are vulnerable in building or making yourself to be

dependent to other people because you cannot be Depending on Others when you are

confident with yourself. Libra thinks that you are prone to be dependent because you

are relying on that person who knows and who study. Aries also shared the same

thought, it will become a habit when you start cheating, so as it becomes a habit you

are into relying on the other people than your own. Virgo shared her thought about this

and she thinks that if your cheat you will eventually lose trust in yourself because you

always rely on others and also you only learn nothing she added.

Based on their answers, cheating makes an individual be more Depending on

Others. Especially, when you are more into it or you made cheating a habit for your

everyday life as a student. Depending on Others is also one of the nature of cheating in

totally.

Cheating can be Avoided

This theme pertains if cheating is Cheating can be Avoided or not. According to

Libra, one of our participants, she can avoid cheating because she does not want to be

judged by her classmates and friends. Our other participants stated the same that

cheating is Cheating can be Avoided if you will just give time to study seriously before

the exam or the quiz, some of them stated that they will avoid cheating if their subject
 75

teacher or adviser is strict in implementing academic honesty. However, Aquarius

expressed an opposite idea, according to her cheating cannot be avoided because

students need to cheat from time to time. Academic dishonesty can be avoided by any

students who are committed to being honest and be serious in studying all the time.

It can be avoided if the students will focus on gaining new knowledge and will not

depend on someone‘s answers. In addition to this theme, it can be avoided if the

students will be industrious and be hardworking in all academic aspects.

Coping Academic Pressure

This theme discusses the academic pressures of students such as the competition

among students, high expectations of the family, and the other related factors. Libra

stated that she needs to cheat because she does not want to have a failing grade and

she wants to maintain her rank as an SRC student. Same as Virgo, Aquarius, and to

our other participants, they need to cheat sometimes so that they can maintain their

grades and sometimes get a higher score or grade than their classmates. And they also

want to fulfill the expectations of their parents to be a good student.

Primarily, academic pressure gives stress to students and gives more problems for

students. It is also one of the reasons why the students need to cheat. But on the other

hand, it sometimes has a positive attitude because it will help them to be motivated to

be serious in studying and be focus on gaining new knowledge.

 76

Study Hard

Informants had also shared some reasons regarding on why students must study

independently. Moreover, studying independently will help students to gain trust in their

self to avoid cheating. However, laziness is one of the reasons why students don‘t

study. Some of them are discouraged to study independently because of their low self-

trust. All of the participants stated that in order to avoid academic cheating students

must study hard and believe in their self to achieve high grades without any conscience

bothering them.

Studying independently gives students opportunity to achieve high grades without

relying on others. It is also one of the strategies for avoiding academic cheating.

Through studying independently, students will be more discipline, laziness will be

eliminated, and students will be more independent without relying on others.

Insufficient Time to Study

It can be seen as a majority of all the participants that having lesser time to study

be a reason why students perform academic cheating, especially during quizzes or

exams. It is very important to have enough duration of time to review all notes and

lessons of the student before the day of examination comes. Failure to do this task can

be a driving force for the student to copy with their seatmates and be tempted to cheat

because of pressure.

But the main confusion among insufficiency of time is why they have lesser time to

study. In support of this, all participants stated that the environment they belong has in
 77

some way connected to the performance of students in their school. Libra gave an

example of it. According to him, a common scenario of this is in their home. Libra only

have the short time in studying because of many commands of his parents in their

home. And due to many subjects and projects to comply, it is hard for Aries to choose

in which project or subject should he study first. Including many summative tests,

quizzes, and many written works that are needed to be performed on the same day.

And it is hard to put all you've studied in your mind. It is obvious that lack of time to

study is one of the main reason why students force to cheat.

Time Pressure

In relation to time insufficiency in studying, time pressure emerged as a new

theme from the same question regarding what are the situations that force students to

cheat. Time pressure in here refers to a time during assignments or during

examinations. According to the participants, they became rattle when it is already time

and they did not finish the test. Specifically, Libra stated that their test usually takes 1

hour to finish the test and there are times that it is hard to finish it and it is very hard for

him to overlook the temptation to copy with their seatmates when they are in rush to

pass the papers. This situation is present especially in mathematics or other subjects

that are needed time to solve each item.

Time pressure also happens not only in examinations but also in assignments or

home works. The participant stated regarding time pressure in assignments is that

there is a time in his life that mathematics subject is their first period and he forgot to do

his homework. So, he is left with no choice but to copy as fast as he can.
 78

Strict Imposition of Rules

Informants in this study emphasized that Strict Imposition of Rules is seen as a

great factor that can be reduced and possibly avoid academic cheating. Most of the

participants show that academic Cheating usually happens if the teacher was lacking

Rules during quizzes and examination, a participant shows that if the teachers would

be strict, and have the strict implementation of rules, students will be afraid to commit

academic cheating.

Virgo indicates that one way to prevent academic cheating is to have strict rules

inside the classroom and the strong implementation of this can prevent the academic

cheating that is now rampant among students, especially in high school. Thus, the

researchers can say that if the teachers are not strict with the rules--the students will

always tend to cheat.

Improving self-esteem

This theme was perceived by most of the participants, wherein informants show

that one way to prevent academic cheating is to improve the one‘s self-esteem. A

reason for the students to commit this act is that they doubt their own learning and

chooses to pursue academic cheating despite the consequences they will receive when

pursuing academic cheating moreover, Libra clearly states that the number one thing to

put in mind that academic cheating is Cheating can be Avoided, students should have

self-trust in order for them to avoid cheating. All the informants have the same
 79

statement regarding on how to avoid this kind of act, Furthermore, an informant

indicates that student‘s only choice to avoid cheating is to trust your own self.

Libra also indicates 3 actions he will do as a start to avoid academic cheating: 1)

he will not put in mind that his own answer is wrong 2) he should have trust in his own

answer 3) do not look in your classmate‘s answer for it will distract your mind and

eventually tempt yourself to do academic cheating. Among all the informants in this

study, Libra, Gemini, and Virgo state the same answer regarding on preventing

academic cheating, in which informants suggests that students need to have self-trust

in order to avoid this kind of issue.

 Chapter 10

DISCUSSION

In this chapter presents the discussion of each theme under major themes, the

implication for practice, the implication for future research and concluding remarks that

were based on the themes emerge during the data analysis. But, before the discussion

proper of each component, we need to recapitulate the vital proponents of this study.

The purpose of this case study is to analyze and understand the word ―cheating‖ itself

in the school, what nature does it characterize, the causes that drive the students to

cheat, and the possible ways to avoid it. It has been observed in the previous chapters

the different themes which are in connection with the purpose of this study. We utilized

the face-to-face interview with the four informants namely: Libra, Gemini, Virgo, and

Aquarius. The informants were randomly taken from each classroom which is also the

subject of this research observation for triangulation purposes. All the data collected

from each of the informants were analyzed thoroughly and analytically unbiased

through cross-case analysis and it was recorded, transcribed and translated to

generate themes and major themes from each core ideas of the research question.

Major findings of this study were presented and comprehensively discussed with

the relevant studies and theories coming from the other dissertation. These studies

may either support the findings of this study or adds up another finding in relation to the

said topic. Research question one was able to generate four themes: cheating is

naturally bad, Depending on Others, coping academic pressure and cheating is an

injustice. On the other hand, research question number two was able to formulate three
 81

themes: student‘s culture, insufficient time to study and time pressure. Research

question number three was also able to generate four themes namely: improving self–

esteem, study hard, Cheating can be Avoided, the Strict Imposition of Rules.

Defining Academic Cheating that Influence High School Students

Cheating is Naturally Bad. Many of our respondents confirmed based on their

statements that cheating is bad; even though they are involved in this kind of dishonest

behavior they are still aware that it is bad. Most of their response‘s thoughts would say

that cheating is bad and if possible, this act should not be done—but because of some

reasons, they can‘t still prevent from doing it. Moreover, Academic dishonesty can be

defined as the students‘ use of illegal activities, techniques and forms of fraud during

their examination or evaluation process can be defined as the students‘ use of illegal

activities, techniques and forms of fraud during their examination or evaluation process

(Hosny and Fatima, 2014). Another study defines academic dishonesty as a complex

phenomenon that can manifest itself in several forms, this includes using another

person's work and claiming it as one's own, which is plagiarism (Smith, 2012).

Students explained they cheated because it was easy, yet students give many

reasons for cheating even when they believe the behavior is wrong (Rezanejad and

Rezaei, 2013).Perception has a lot to do with how students behave in this kind of doing,

many students think it's like they are not in school to learn anything, they are just

learning to learn the system, cheaters are basically decent kids whose values are being

totally corrupted by a world which is sanctioning stuff that even they know is wrong. But

they can't understand why everybody allows it (Rajendran, 2015).

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Student’s Culture. One of the main causes of academic dishonesty based on our

participant‘s answers predicted that—because ―cheating‖ has become a natural

practice to the students, they always tend to cheat for they think that it is natural for a

student to cheat. A perception from another study shows that academic cheating varied

by culture (Ehrich, Howard, Mu, & Bokosmaty, 2016). For most students cheating is a

'way of life' they have been occasionally indulged in some academic misbehavior. Even

more, it seems a culture tolerant or even supportive of such behavior that has been

established among the group of students, parents, and teacher - all working together to

help students climb the ladder of success.

The students felt wrapped up in the cheating culture (and most indicated

participating at some level), they also felt that somehow their community‘s values had

gone awry. They expressed that the values and behaviors of the community were ―not

normal,‖ were ―ridiculous,‖ or had become ―contorted and twisted. It is also highlighted

that the cultural values and practices, and the actions of the community to uphold those

values, created a climate ripe for cheating, and for justifying one‘s cheating (Galloway,

2012). However, the knowledge that something cannot be eradicated does not mean

that it should be tolerated; instead, it calls for the establishment of well-defined honor

codes of instructional culture bearing in mind that such a culture should not produce

new inequities (Lewis, 2014).

Cheating is Injustice. According to our respondents, copying answers are very

unfair because it is not your own knowledge and you gain your score through the idea

of others, but they also said that they need to do it so that they can gain high scores
 83

and grades. The students knew that academic dishonesty provides an unfair advantage

over other students, it hinders learning, and it is dishonest however they still commit

this kind of dishonesty because they want to pass, achieve their parent‘s expectations

and be happy for the grade they get. A researcher also stated that students tend to

copy during an examination in order to get good grades, make their parents proud,

avoid failing grades, and to be happy still despite knowing that they pass examination

through unfair copying others‘ answers (Diego, 2017).

Depending on Others. Our participants stated that sometimes they depend on

their seatmates or friends to answer their quiz or exam. A perception from Thailand

found that Thai's love of fun, called Sanuk, as well as their focus on the present

moment rather than long-term contribute to learned helplessness as the students rely

on relationships rather than academic rigor to succeed (Young, 2013). The cause of

this act is the decrease of attention and focus because of traditional teaching

pedagogies served as prime factors and causes of learner‘s dependency on cheating

with their seatmates during examinations. It is also highlighted that the cultural values

and practices, and the actions of the community to uphold those values, created a

climate ripe for cheating, and for justifying one‘s cheating (Galloway, 2012).

Cheating can be Avoided. Based on our respondents, academic dishonesty

can be avoided by all students if they commit their selves in avoiding it. They stated

that they can avoid it if they want to however due to the time pressure, lack of study

and other related factors, they choose to do the wrong thing which is academic

dishonesty than avoid it and do the right thing. It is necessary for us to prevent
 84

ourselves from making this kind of activity especially when too much temptations and

distraction that could lead us to stick to it. According to Abeshu (2017), collaborative

effort of education offices, judiciary, schools and parents to minimize or curb the

problem is recommended where all stakeholders of the government and public affairs

work together by advising, guiding and teaching the new generation about badness of

cheating, its ethical and moral failure to pass on development of self-confidence and

self-assertions. Thus, this implies that avoidance to cheat is possible not only to the

single effort made a student, but it needs to be collaboratively guided by everyone in

the society. We are not saying that we should all be part of this as the students‘

perseverance to avoid it is the main driver of this prevention.

Causes to commit academic cheating among High School Students

Academic Pressure. Our respondents stated that academic pressures are

competition among students, high expectations of the family, and the other related

factors. They even stated that they cheat because they do not want to have a failing

grade that they want to surpass the score of their classmate and they want to achieve

their parents‘ expectations. Students tend to copy during an examination in order to get

good grades, make their parents proud, avoid failing grades, and to be happy still

despite knowing that they pass examination through unfair copying others‘ answers

(Diego, 2017).

Academic pressure gives stress to students and gives more problems for students.

Unpreparedness causes stress and triggered by time pressure deeply affected learners

to commit cheating during examinations. One educator even lamented that the
 85

students‘ sense of ethical behavior is diminishing as they face intense pressure to

achieve academically (Lindsey, 2015).

Insufficient time to Study. Based on the responses of the participants, they

commit cheating because they did not have time to study before the day of examination

comes. Also, they justify their answers on how they do not have so much time to do or

enough time to study. Most of them would say that it is due to many subjects they take

before the examination. Subjects that they need to deal each one and give enough

time. But because of many subjects they needed to study, it is hard for them whether to

choose what subject they would go first. Then participants also include that because it

is not just studying every subject that matters to them but for having many projects and

assignments each subject that they have in mind. Having these theme is mentioned

also by Hosny and Fatima (2014) as situational factors on why student to cheat.

The factor include is students find their work boring, pressured by having

insufficient time to study and heavy workloads. In addition, these themes emerged in

the question about what the situation is the forces students to cheat and it can be

considered as factors just like Hosny and Fatima mentioned. Participants of this study

revealed that because of having many subjects, they would not expect their selves to

fully put in mind what they have studied because they are the pressure of having many

subjects to be studied and they did not have enough time to finish all of it. There is

evidence that a learning style that focuses on the rote memorization contributes to

academic dishonesty (Espinoza & Najera, 2014).

 86

Time Pressure. The difference of time pressure in here is that it usually happens

during the day of examinations. Unpreparedness causes stress and triggered by time

pressure deeply affected learners to commit cheating during examinations (Diego,

2017). It is not new for students that every subject contains time duration to finish it in

order to proceed to other subjects. However, according to the responses, they are

being rattled because of being pressured especially when the time is near to end, and

they did not finish taking the exams immediately. Olafson and Scraw (2013) also stated

that aside from getting better grades, the reason is the inability to complete the task in

time. One of the participants gave an example that he performs cheating because he is

pressure including pressure from assignments. Certain pressure forces students to act

as dishonest and it is the presence of these pressure that will determine the frequency

of cheating.

Preventing Academic Cheating to the High School Students

Improving Self- Esteem. One of our participants revealed that through

improving your self-esteem you can avoid academic cheating.According to a study in

Romania students with a high self-esteem and a high mastery feeling cheat less,

meaning that those who value themselves and have a feeling of control and

anticipation, think that a results of an action depend more on their own actions, so they

reduce the amount of incorrect behavior (David 2014). Another study is anchored in this

theme that individuals with low self-esteem more often commit immoral acts than

individuals with high self-esteem, which means that the level of self-esteem determines

to cheat: those with low self-esteem cheat more often than those with high self-esteem.
 87

It also said that self-esteem in pupils and students is important; it is essential to

reinforce it since a student who is sure of his or her knowledge will not use crib sheets.

(Blachnio & Weremko, 2011).

Strict Imposition of Rules. This theme as a prevention for cheating is revealed by our

informant‘s experiences such as having a strict rule during exams and quizzes. A study

from the Philippines stated that the absence of strict policy implementation or low risk of

punishment and poor classroom structure enabled students to freely and easily get

involved in a cheating conspiracy (Balbuena & Lamela, 2015). If such rules aren‘t

strictly enforced, students may perceive that academic dishonesty is tolerated and/or

expected to some degree, which would enable students to rationalize their actions.

However, a strict enforcement of such rules would send a strong message about the

unacceptability of academic dishonesty and eliminate the opportunity for students to

draw incorrect conclusions that could possibly fuel rationalizations for their actions.

Such enforcement includes consequences for student cheaters (Boyle, Boyle and

Carpenter, 2017).

Study Hard. In this study, questions include on what the insights of students on

how to avoid will they avoid cheating. Responses of the participants stated that they

should study hard and put enough time and effort before exams. They should study so

that in the day of examinations, it is not hard for them to overlook the temptation of

cheating and to look at their seatmates answer. According to a result of Küçüktepe,

(2014) the most commonly used cheating technique was sitting behind a friend who

had studied well in advance for the examination. So in order to surpass examinations
 88

without cheating is to study well itself. Minarcik and Bridges (2015) also present data on

the contextual influences of academic integrity violations, or its antecedents. The most

common factor associated with a violation was the student‘s sense of being

inadequately prepared or not having adequate time to properly prepare for the task.

Implication for Practice

The following are the beneficiaries of this study which can gain an awareness of the

different sector in the society most especially in the education sector, while most of the

students define academic cheating as bad and should not be done, however even if

students experience difficulties in terms of academic performance they will do anything

to pursue this act even if it seemed bad. In addition, this study serves as a guide or

reference in order to study the characteristics of cheating. Through careful analysis of

what cheating is really are, students may have the chance not to commit this act:

People in Education Field. Studying academic cheating may use this study to

define, to know more about the characteristics of what academic cheating is, why is it

rampant to high school students, and the possible solution to this issue. The result of

this case study may be used by institutions for educational purposes for establishing an

awareness of this issue for this study greatly benefit the education field. This study may

enlighten the mind of people that academic cheating is an issue that people should be

aware of.

Teachers. This study will serve as an eye opener to the teacher in which, most of

the student‘s reason to cheat academically is because of the pressure in school. This
 89

different kind of causes can suggest the better of any individual who perceive different

kinds of cheating, suggests different points and reason that can help a teacher or any

person who is fond of this kind of study to be better or understand the causes of

committing academic cheating. To understand and give different suggestion that can

open their mind to this phenomenon who can help not just us but also the students who

are fond and is sticking to cheating since they started it and trying to avoid this

exception.

Parents. This study suggests that preventing academic cheating may possibly

reduce this kind of issue, not just to change this kind of phenomena but for the better of

any individual involved in this academic cheating. Not just the students who commits

but to those individuals who can teach us not to cheat when time comes and everything

in our eyes are all manipulation. Preventing this might not just starting from the student

but started from those people who let students grow as an individual－Parent, handling

this concern when growing up depends on a students‘ perspective with the influence of

their parent.

Implications for Future Research

In this part will pose implication for further research. This shall be a stepping stone

for further development of the said issue or topic which is the cheating viewpoints of

high school students. Since the findings about the ―cheating‖ issue cannot be

generalized as we limit our scope for this study to learn the characteristics and nature

of cheating to the high school students, similar research may be conducted by another

researchers using another set of cases taken from a random class to determine what
 90

difference, comparisons, and common denominator does our findings are, which

strengthen either its validity or may discover a new viewing points and findings. Further,

it is suggested to conduct a study from each grade level, from grade 7 to grade 12, to

further elaborate and see what its implications and it could be is also suggested to

conduct a quantitative study of this to determine its conclusiveness and generalizability.

It is also crucial to make a study that tackles about the different mechanisms that

drive and fits into the Filipino culture as we share the same traits that enable us to be

different from the rest of the world. Although there are some researches on this study

from a different continent that also tackles the same issue but only a few studies were

conducted in our land. Furthermore, it is also suggested to have an inquiry about the

different factors that the ―cheating‖ has, that affects the students thinking and behavior.

It is also found out in this study the factors why some students resort to cheating rather

than relying on their own knowledge which is crucial for us to put a greater attention to

appropriately give a possible action to the said factors. Their coping strategies on how

to avoid cheating was not discussed in this research, for the further researcher,

discussions on such ideas may be elaborated to fully gasp the said issue not just its

nature and characteristics but also its prevention.

Finally, it is also imperative that researchers shall conduct a study based on the

large number of participants from each grade level because it has been observed from

our observation from grade 8 to 10 that those students from the lower level, their

cheating behavior is not that visible compared to the higher-grade level students. It is
 91

also important to find out more about this to give appropriate findings that such event is

really happening around the institution.

Concluding Remarks

It is very clear in this study, that cheating has its own characteristics that greatly

affect a students‘ life in general, it may drive one person to be dependent in a way that

you are making ―cheating‖ as your habit, and also it is cultural as it happens to us

mostly at any grade level. Although it is Cheating can be Avoided but the process of

avoiding it may take time. Students who cheat may have different causes why they

cheat. In this study, one of the causes of this behavior is the academic pressure,

academic pressure may be characterized as a competition in school as one student

may be forced to cheat just to exceed and compete to the other person. Time pressure

is also one of the factors for why students cheat does, short amount of time taking the

test is one of the reasons why students resort to cheating. It must be easier to catch on

time to cheat than to rely on others. Unable to study due to some workloads is also

taking part in this study.

Based on the findings of this study ,lack of time to study is also one of the factors

why student resort to cheating. Too many workloads may be one of the drivers of this

lack of time to study. There are too many subjects and too many projects at one.

However, improving your self-esteem will also help you to be independent of others and
 92

refrain from cheating. Trusting yourself makes a great deal as you can rely on yourself

at any given time when you are also able to study and manage your time wisely.

Furthermore, on coping strategies, studying hard will also help you to avoid

cheating. Students who study can greatly get a high grade by the means of self-

perseverance. Strict imposition of teachers‘ rules when a test or exam is happening is

also one of the strategies to keep students refrain from cheating. Cheating is a great

issue in school that needs a great attention these days, it is also important to know why

students keep on doing such act and give an appropriate action. It is also important to

know their personal affiliations and experiences because we cannot judge a student

based on their behaviors in school not knowing their personal backgrounds in their

home. We cannot judge one another, but we can apply an appropriate measurement on

preventing this kind of issue unto the students.

On the other hand, we can say with all honesty and heartedly that all of our results

are not conclusive, we only able to compare and elaborate the truth based from the

participants‘ owned answer and ideas. It was also based on our investigation to the

case with relevance to what was the finding. This is because we have done this with all

the means and sincerity just to come up with the most relevant and realistic informants-

based findings, conclusions, and discussions.

Many obstacles and sleepless nights we have endured to make this thing possible

to achieve the purpose of this study, we are proud to say that we have learned so much

from this despite being a newbie in this field from the very first process up to the last

sentence in this study. Making this research is not easy, but the outcome is worthwhile
 93

to experience that we as a researcher will cherish forever. With all the determinations

and hard works that we personally and unselfishly were given, we are hoping that this

study will provide a lesson and information about the current issue regarding the

academic dishonesty ―cheating‖. We as researchers of this study are hoping that the

essence and the lessons that this research entails will be put into practice.
 94

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APPENDIX A

Letter to Conduct A Study

Republic of the Philippines

DEPARTMENT OFEDUCATION
Region XI
Division of Tagum City
TAGUMCITYNATIONAL HIGHSCHOOL
Mangga, Visayan Village, Tagum City

January 9, 2018

Dear Participants,

Greetings!

We the Grade 11 students from Tagum City National High School, are conducting
a research entitled ―Cheating Viewpoints of High School Students: A Case Study”
as a requirement in our subject, Practical Research 1. Anent to this, we would like to
ask your participation in the conduct of our study.

If you have some questions regarding our research, please feel free to ask the
researchers. Your assistance and support in our research study will be much
appreciated. Thank you very much for your cooperation.

Very truly yours,

Toni Rose Apostol, Kim Joy O. Coronel, Raven Claire Lagumabay, Grace Zaldivar,
Marco Kyle Colegado, Nick Daniel Mahilum Ejadrian Tolentino

Noted by:

Mrs. Madilyn Ondoy

Research Adviser
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APPENDIX B
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APPENDIX C
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APPENDIX D
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APENDIX E

Member Check

After carefully checking and reading the transcription and translation of my interview

with the researchers regarding my thoughts about the study entitled “Cheating

Viewpoints on High School Students: A Case Study” conducted by the researchers

themselves, Apostol, Toni

Rose, Colegado, Marco Kyle, Coronel, Kim Joy, Lagumbay, Raven Claire, Mahilum,

Nick Daniel, Rapal, Addison, Tolentino, Ejadrian, Zaldivar, Grace. I hereby attest to the

accuracy and trustfulness of the data they transcribed and translated. I therefore

categorically declare it as the same information I have provided to them during our In-

depth interview that was taken place in my classroom.

I have also checked the translation that the researchers have kindly translated and

found them to have an exact ideas and information and correct representation of my

account on cheating viewpoints.

Among other things, I likewise declared that the researchers had correctly described

the circumstances regarding the said interview namely the place where the interview

has taken place, the time of the place of meeting. They also have kept their words that

they will provide me the opportunity to verify the information I had given them during my

interview.
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APENDIX F
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Curriculum Vitae

I. Personal Data

Name: Toni Rose G. Apostol

Date of Birth: November 07, 2000

Place of Birth: Tagum City, Davao del Norte

Residence: Prk. Galingan, Mankilam, Tagum City

Religion: Roman Catholic

Father‘s Name: Antonio D. Apostol

Mother‘s Name: Desiree G. Apostol

II. Educational Background

Elementary: Carmen Central Elementary School (2006 - 2007 )

Antipolo Elementary School ( 2007 - 2009 )

Carmen Central Elementary School ( 2009 - 2011 )

Antipolo Elementary School ( 2011 - 2012 )

Junior High School: Holy Child Academy

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
 139

Drug Prevention and Awareness

I. Personal Data

Name: Marco Kyle D. Colegado

Date of Birth: March 19, 2001

Place of Birth: Tagum City

Residence: 1397 Purok A. Suaybaguio Dist.

Religion: Roman Catholic

Father‘s Name: Rony P. Colegado

Mother‘s Name: Belen D. Colegado

II. Educational Background

Elementary: Magugpo Pilot Imelda Elementery School SPED-CENTER

Junior High School: Tagum City National High School

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 140

I. Personal Data

Name: Kim Joy O. Coronel

Date of Birth: January 28, 2001

Place of Birth: Maragusan, Compostella Vallley

Residence: Blk. 9 Lot 11, North Eagle Homes 3, Prk. Pinya, Brgy. Visayan

Village, Tagum City

Religion: Roman Catholic

Father‘s Name: Matias B. Coronel

Mother‘s Name: Miguela O. Coronel

II. Educational Background

Elementary: Magugpo Pilot Central Elementary School

Junior High School: Tagum City National High School

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 141

I. Personal Data

Name: Raven Claire N. Lagumbay

Date of Birth: June 13, 2001
Place of Birth: Tagum City
Residence: Prk. 3-C Sabina Homes, Apokon, Tagum
city

Religion: Roman Catholic

Father‘s Name: Edwin C. Lagumbay Jr.

Mother‘s Name: Janil N. Lagumbay

II. Educational Background

Elementary: Magugpo Pilot Central Elementary Scho

Junior High School: Tagum City Natinal High School

Senior High School: Tagum City Natinal High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 142

I. Personal Data

Name: Nick Daniel Mahilum

Date of Birth:October 10, 2000

Place of Birth:Laak, Comval Province

Residence: Blk. 2 Lot 52, Bermudez, Apokon,

Tagum City

Religion: Blk. 2 Lot 52, Bermudez, Apokon, Tagum City

Father‘s Name: N/A

Mother‘s Name: Neddie M. Curay

II. Educational Background

Elementary: Saint Lorenzo Ruiz Academy of Tagum Inc

Junior High School: Tagum City National High School

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 143

I. Personal Data

Name: Addison P. Rapal

Date of Birth: November 11, 1998

Place of Birth: Tagum Regional Hospital

Residence: Prk. Ipil Ipil, Visayan Village, Tagum

City

Religion: Roman Catholic

Father‘s Name: Arturo Rapal

Mother‘s Name: Noranor Rapal

II. Educational Background

Elementary: Magugpo Pilot Central Elementary School

Junior High School: Tagum City Natinal High School

Senior High School: Tagum City Natinal High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 144

I. Personal Data

Name: Ejadrian C. Tolentino

Date of Birth: November 24, 1999

Place of Birth: Walohan Drive, Magugpo North, Tagum City

Residence: Purok 4 Santol, La Filipina, Tagum City

Religion: Roman Catholic

Father‘s Name: Jeremias R. Tolentino

Mother‘s Name: Evelyn C. Tolentino

II. Educational Background

Elementary: Don Ricardo Briz Elementary School

Junior High School: Tagum City National High

School

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness
 145

I. Personal Data

Name: Grace K. Zaldivar

Date of Birth: February 22, 2000

Place of Birth: Monkayo, Compostela Valley Province

Residence: Camella Homes, Visayan Vill., Tagum City

Religion: Roman Catholic

Father‘s Name: Mateo S. Zaldivar

Mother‘s Name: Arlyn L. Kadusale

II. Educational Background

Elementary: Casa Amazing Grace School

Junior High School: Assumption Academy of Monkayo – Tagum City

National High School

Senior High School: Tagum City National High School

Seminar Attended: Disaster Readiness and Risk Reduction

Gender Equality
Drug Prevention and Awareness