The purpose of this study was to investigate the perception of examination cheating behavior among business students in higher education institutions. The design of this study is survey responses from 244 business students from a higher education institution located in the Klang Valley were analyzed. The results showed that pressure, self-esteem and peer influence are the main factors contributing to exam cheating behavior among business students.
This study provides strong implications for higher education institutions and stakeholders for raising ethical awareness and moral development among integrity business students.
RESEARCH OVERVIEW
- Introduction
- Research Background
- Research Problem
- Research Objectives
- General Objectives
- Research Questions
- Research Significance
- Chapter Layout
As education has become global now, cheating among higher education institutions seems to be unlimited (Chapman & Lupton, 2004). In response to the above issues, the purpose of this study examines the perception of examination cheating among business students in higher education institutions. It is a common practice at the higher education institutions that, prior to the start of the exam, guidelines and advance notices are read to candidates.
The general objectives of this study are to evaluate the perceptions of examination cheating behavior (ECB) among business students in higher education institutions.
LITERATURE REVIEW
- Introduction
- Underlying Theories
- Theory of Planned Behavior
- Review of Variables
- Cheating
- Attitude
- Pressure
- Self-Esteem
- Peer Influence
- Conceptual Framework
Students often focus on the final result of the exam rather than the skills and knowledge they have learned in the institutions (Kwong et al., 2010). Global self-esteem is defined as the total value of the individual as a person (Bushman & Baumeister, 1998; Rosenberg et al., 1989). The need for self-esteem is the basic motivation for people (Kaplan et al., 2009).
It has also been concluded that the influence of peers has a significant impact and impact on a person's behavior (Carrell et al., 2007).
METHODOLOGY
Introduction
Research Design
- Descriptive Analysis
- Quantitative Research
Sampling Design
- Target Population
- Sampling Location and Sampling Frames
- Sampling Technique
- Sample Size
Through quantitative research, a systematic study of observable phenomena will be seen using mathematical, statistical or computational techniques. Convenience sampling refers to the sample selected based on the convenience of the researcher (Acharya, Prakash, & Nigam, 2013). This method was chosen because the respondents who were selected are in the right place at the right time.
This method is used in this research where respondents who meet the criteria are included in the research. Section A of the self-administered questionnaire was a qualifying question to capture accurate information from the respondents. This study can determine the sample size using the rule of thumb suggested by Roscoe (1975).
The sample size of this study used a software named G*Power Version 3.1.9.2 to calculate effect sizes and to graphically display the result of effect analysis, and the required sample size is 129. This study has successfully collected 250 sets of questionnaires that were distributed in higher education institutions in the Klang Valley, however, only valid respondents of a total of 224 respondents.
Data Collection Method
- Primary Data
Research Instrument
- Questionnaire Design
- Pre-Test
- Pilot Test
However, if one of the answers is no, the respondent need not continue to answer the questionnaire. Section B is designed to measure the independent variables which are Attitude, Pressure, Self-Esteem and Peer Influence, section B also measures the dependent variable which is cheating behaviour. In section B, respondents are required to indicate the level of agree or disagree, on a 5-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree).
Section C deals with the demographic profile of the respondents such as gender, ethnicity, age, types of higher education institution, level of education and status. A pre-test is carried out prior to a comprehensive study to identify any problems, such as unclear wording or prolonged use of the questionnaire. The pilot test is carried out in this study to test the feasibility of a method that will eventually be used in large studies.
Therefore, 30 sets of the questionnaire are distributed to lecturers from various institutions and students who are in higher education institutions.
Construct Measurement
- Scale Measurement
- Nominal Scale
- Ordinal Scale
- Interval Scale
- Origin of Construct
The interval scale represents an ordinal scale where zero has no meaning (Francis & Mousley, 2014). A 5-point Likert scale ranging from 1 to 5 will be used for section B, where 1 indicates Strongly Disagree and 5 indicates Strongly Agree. For example, the researcher asked respondents about the perception of exam cheating behavior among business students.
The dependent variable for the question in the questionnaire is fraud and was adopted by Scrimpshire (2016), Zauwiyah et al.
Data Processing
- Data Checking
- Data Editing
- Data Coding
- Data Entry
The data that was coded in the previous step will now be entered into the SPSS system.
Data Analysis
- Descriptive Analysis
- Scale Measurement
- Inferential Analysis
- Pearson’s Correlation Coefficient
Reliability refers to the extent to which measures are error-free and will produce consistent results (Zikmund et al., 2013). Cronbach's Alpha refers to a technique used to give an estimate of the reliability of the test. Cronbach Alpha coefficient ranges from value 0 to 1 and can be used to test the reliability of factors extracted from multi-item formatted questionnaires or scales.
The researcher used five-point Likert scales (1= strongly disagree; 0.5= strongly agree) to conduct this study. If the value is less than 0.6, the association strength is poor, while if the value is greater than or equal to 0.9, the association strength is excellent (Zikmund et al., 2013). This study can draw a conclusion about the relationship between population variables by using the sample data (Hair et al., 2007).
Pearson's correlation coefficient is the test statistic that measures the statistical relationship or association between two continuous variables. It is known as the best method to measure the association between variables of interest because it is based on the method of covariance. Correlation is a technique for exploring the relationship between two quantitative, continuous variables, for example, the independent variables and the dependent variable.
Pearson's correlation coefficient (r) is a measure of the strength of the association between two variables.
Conclusion
In addition, the Cronbach Alpha reliability test will be presented in determining the internal consistency of the multi-item scale.
Descriptive Analysis
- Respondent Demographic Profile
- Gender
- Ethnicity
- Age
- Higher Education Institution
- Education Level
- Central Tendencies Measurement of Constructs
- Frequencies of Variables
Based on Table 4.2, the results revealed that out of 79 male respondents, the majority of male respondents are Chinese followed by Malaysian and Indian 4 (1.64%) respectively. Overall, it can be concluded that most of the respondents are Chinese followed by Malays and Indians. The overall rate is 41% of respondents from public universities and 59% of respondents from private universities.
Referring to Table 4.5, as data shows, there are 76 male respondents (31.15%) with an undergraduate education level, which is the highest, followed by 2 male respondents (0.82%) with the education level of foundation/entrance exam and 1 male respondent (0.41%) with an education level of postgraduate. In addition, there are 159 female respondents (65.16%) with the education level of undergraduate, which is the highest, followed by 5 female respondents (2.05%) with the education level of foundation/entrance and 1 female respondent (0.41%) with the education level of postgraduate. The majority think it is Attitude that drives them to cheat on the exam, followed by Self Esteem, Pressure and Peer Influence.
Scale Measurement
- Reliability Test
Inferential Analysis
- Correlations
- Correlation between Attitude and ECB
- Correlation between Pressure and ECB
- Correlation between Self-Esteem and ECB
- Correlation between Peer Influence and ECB
Because if business students have the right attitude, they will not practice ECB, therefore column C2 showed a negative Pearson correlation. Interestingly, the report on ECB observation (row A4) also has a negative Pearson correlation because business students are unlikely to cheat and tend to be whistleblowers. Because students are relying on financial aid like PTPTN loan to finance their studies.
Because business students may think that they are not good enough to excel in their studies, so ECB takes place. Regarding peer influence, 3 out of 4 indicators (except for row PI2) show a positive and significant relationship with the ECB. Because students don't want to be left alone and maybe they fear that if they don't cheat together, they might not achieve as well as their peers.
Conclusion
DISCUSSION, CONCLUSION AND IMPLICATIONS
Introduction
Summary of Statistical Analyses
- Descriptive Analysis
- Inferential Analysis
From the result of Pearson's correlation coefficient, it can be concluded that the results of this study reviewed that factors that contribute to exam cheating behavior include attitude, pressure, self-esteem and peer influence. The results showed that pressure, self-esteem and peer influence are the main factors contributing to exam cheating behavior among business students.
Discussion on Major Findings
Implications of the Study
Limitations of the Study
Recommendations for Future Research
Prediction of unethical behavior: A comparison of the theory of reasoned action and the theory of planned behavior. Academic dishonesty in a global educational marketplace: A comparison of Hong Kong and American university business students. Understanding academic dishonesty among business school students in France using the theory of planned behavior.
学术不诚实：商学院学生的看法。 1975）行为科学基础研究统计，第二版。作弊还是不作弊，这是一个问题”：本科生的道德推理和学术不诚实。帮助我继续获得经济援助。Saya akan menipu。
为了取得好成绩，父母给了我更大的压力。 Saya beribi pendangan dariba ibu bapa untuk pekalan besutan yang brilian。我需要高 GPA 才能成功。 Saya mesti mendat GPA yang tinggi untuk pekalan 我需要高 GPA 才能找到一份好工作。 Saya mesti namadat GPA yang tinggi untuk namadat。
为了得到朋友们的认可，我会做任何事。 Saya akan malakukan apa-apa sahaja untuk dimitara oleh kumpulan。如果我的朋友作弊，我也会参加。 Saya akan turut menipu bersama rakan- rakan saya 我有一次在考试时查看了朋友的答案。 Saya peranah mengintip。
This section is to allow the researcher to understand the basic information of the participant in this survey which plays a vital role in analyzing the data afterwards.
