Academic Integrity Batangas Eastern Colleges

Senior High School Level
S.Y. 2020-2021
CHAPTER I
THE PROBLEM
Introduction
Education in the 21st century has been challenged with rapid change and constant
transformation that opens the door to new opportunities as well as risks. The advancement
of technologies with the supplement of Internet have been continuously helping not only
the students but also the educators who are supplying knowledge to students. Many
educational institutions have addressed the needs of adopting to digital technologies with
the right purpose. However, adoption to digital technologies may induce risks to the
integrity of the students. The fact that finding information on the Internet is such an easy
task to do makes the students abuse their literacy in digital technologies and use it to cheat
on their home works or any other academic activities. The teachers may sometimes
distinguish if a work of a student is done with honesty or just a copy from the Internet, but
sometimes, they don’t. This dishonesty in class environment makes the learning process
less effective. Academic dishonesty is an insult to academically honest students as well as
most teachers whose purpose is to teach. Academic dishonesty has been documented in
most every type of educational setting, from elementary school to graduate school, and has
been met with changeable degrees of respect throughout history. The integrity that
significantly defines a civilization must be at the center and core values of any institution.
“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

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The University of North Carolina (UNC) defines academic integrity as the
commitment to and demonstration of honest and moral behavior in an academic setting.
This is most relevant at the higher levels as it relates to providing credit to other people
when using their ideas. In simplest terms, it requires acknowledging the contributions of
other people. Failure to provide such acknowledgement is considered plagiarism.
There is limited research regarding the actual prevalence of academic dishonesty in
the online classroom. Most of the existing body of research focuses on aspects of
plagiarism. Given the context of the world right now, where education is done through
online means, academic dishonesty becomes more common. In traditional education,
dishonesty among students can still be minimized because the teachers can observe and
watch his/her students face-to-face. But, in online classes, it is even more difficult to notice
if the students are committing dishonesty because they can now go to different websites
while having classes. Some even have a spare gadget so whenever they are asked to answer
a particular question, they can easily search the answers up. This just shows how online
education affects the integrity of students as well as their learning outcomes.
In this paper, the main objective is to gather perceptions on plagiarism and
academic integrity of Grade 12 Humanities and Social Sciences (HUMSS) students of
Batangas Eastern Colleges (BEC). It will also review the context of education where online
learning platforms are heavily utilized. With this, students will get to know the value of
academic integrity in education, especially in online class environment.

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Statement of the Problem
This study aims to determine the perceptions on plagiarism and academic integrity
of grade 12 HUMSS students of BEC. Specifically, this study aims to answer the following
questions:
1. What are the perceptions of the respondents towards plagiarism?
2. What are the causes of plagiarism?
3. What are the perceptions of the respondents towards academic integrity?
4. What is the level of academic integrity of the respondents?
Significance of the Study
This section presents the significance of the study entitled “Perceptions on
Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas Eastern
Colleges.” The beneficiaries of this research are as follows:
Students. This study will help them determine how online education affects the learning
process. It will also make them acknowledge the value of academic integrity in learning
environment, may it be face-to-face or online classes.
Teachers. Through the findings of this research, the teachers may determine the factors
that encourage the students to commit academic dishonesty practices. It will help them

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know what interventions should be done in order to strengthen the academic integrity of
their students.
School. This may serve as a springboard in creating appropriate plan about online
education. The output of this study may be added to the learning resource materials of the
institution.
Future Researchers. The content of this study may serve as reference and guide for future
researchers who will conduct similar study.
Scope and Delimitation
This study primarily focuses on the perceptions on plagiarism and academic
integrity of the grade-12 HUMSS students. The subject of the study are the grade-12
HUMSS students of BEC. This study was conducted on the first semester of school year
2020-2021. The researchers used quantitative method in gathering data wherein survey
questionnaires were distributed to the selected respondents. The researchers also utilized
the purposive-convenience type of sampling. The result of this research is not generalizable
to students of all levels since grade 12 students are the sole subject of this research.
Conceptual Framework
Conceptual framework explains the path of a research and grounds it firmly in
theoretical constructs (Adom, 2018). In this section, the researchers provides the overview

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of the underlying theories, concepts, principles, general truth, and postulates that are related
to this study. Three theories were emphasized in this section. These are decision theory,
social learning theory, and student development theory.
Rettinger (2007) believes that the principles of the decision theory can be applied
to field of academic integrity in order to improve understanding of how these factors lead
to cheating by individual students. It is widely believed that both deliberative and
emotional processes are involved in making decisions. Subjective expected utility theory
and prospect theory were built to explain how people make decisions under risky
circumstances. The utility theory and those following are intended to explain how one
chooses among options in cases where one is unsure of the outcomes. In the case of
academic integrity decisions, the choices are roughly whether or not to cheat/plagiarize—
answer a question oneself, skip it, and so on. The outcomes in both cases are measured in
a handful of ways, including the number of points received for the exam question, possible
sanctions if caught, and any personal value the student places on learning and self-reliance.
Prospect theory can be used post hoc to explain certain features of the cheating literature.
This theory is more sophisticated because it postulates that the decision maker recalibrates
both the values and the likelihoods of events. These recalibrations (based on the value
function and decision weight function) allow prospect theory to explain a wide range of
decision behaviors, including gain/loss framing and temporal discounting.
Bandura’s (1977) social learning theory posits that students learn both indirectly
and interactively. In this theory, learning occurs as a combination of personal factors,

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environment, and behavior. As a result, there are many opportunities to engage in the
learning process for students through face-to-face, indirect, and online educational efforts,
including role modeling, observation and imitation. The theory describes both the learner
and act of learning as active concepts. Opportunities to achieve learning 13 present
themselves through observation, consequence (both observed and experienced), decision-
making, and reinforcement (through instruction and through self-reinforcement). Bandura
also noted that while gains in knowledge occur, motivation is necessary on the part of the
learner to act on learned behavior. Social learning theory identifies peer modeling as key
in helping individuals make choices on learned behavior. Support for this theory is plentiful
as an educational framework in academic integrity research (Finn & Frone, 2004; Grijalva,
2006; McCabe, 1992; McCabe & Trevino, 1997; McCabe et al., 2006).
Student development theory strongly relates to the tenets of social learning theory.
Student development theory, a set of theoretical concepts largely taken from educational
psychology (Evans et al., 2009), identifies psychosocial and cognitive or morality based
theories. Psychosocial theories include those focused on identity development. These
designations include age, gender and sexuality, race and ethnicity, spirituality, and
relationship building. Student development relies on a variety of cognitive and
psychosocial theories that affect decisions students make (Evans et al., 2009). Cognitive
theories include those related to epistemology, including ethics, values, judgment, and
reflection. My research focuses on elements of moral and ethical development. In student
development, moral and ethical development are theories that relate to the developmental

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process that occur intellectually and are dependent on the values, morals, and maturity of
a student (Evans et al., 2009). These theories refer to the changes that occur in traditionally
college aged students. In student affairs administration, these theories assist students and
inform professionals as they transition through college. 14 Linking student development
theory to academic integrity, Kibler (1993a, 1993b) developed a national study addressing
the need for a student development perspective in academic integrity cases. In this work,
Kibler (1993) outlined the need for educational activities outside of the punitive act of
failing students for violations in order to support a student development perspective.
Kibler’s research outlined several tools including clearly written policies, equity in
decision-making, and discussion around academic honesty. Kibler’s resulting student
development framework provides three clear goals supported by the findings of the study:
training of administrators responsible for academic integrity, faculty resources and support
for promoting academic integrity, and the promotion of academic integrity through honor
codes, policy, and programming.

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INPUT PROCESS OUTPUT
 Perceptions of the
respondents towards
plagiarism and Perceptions on
academic integrity Plagiarism and
 Causes of plagiarism Survey Academic Integrity of
 Perceptions of the Questionnaires Grade 12 HUMSS
respondents towards Students of Batangas
academic integrity Eastern Colleges
 Level of academic
integrity of the
respondents

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Research Paradigm
The figure above shows the Input, Process and Output (IPO) paradigm that leads
the researchers to their focus which is seeking answers and gathering information about the
perceptions of grade 12 HUMSS students of BEC on plagiarism and academic integrity.
The input consists different issues and problems that the researchers aim to address
in this study. This includes the perceptions of the respondents towards plagiarism and
academic integrity, the level of academic integrity of the respondents, and the causes of
plagiarism.
The process of the paradigm shows how the researchers used all gathered
information and eventually analyzed and classified each data accordingly. In this research,
the researchers used survey questionnaires.
The output of the research would be the research paper entitled, “Perceptions on
Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas Eastern
Colleges.” This research may be added to the learning resource materials of the school,
which may serve as a reference to the future researchers who will conduct similar study.

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Definition of Terms
The key terms used in this study and their conceptual and operational definitions
are as follows:
Academic Integrity. Academic integrity is the moral code or ethical policy of
academia. In this research, it is the commitment to and demonstration of honest and moral
behaviour in an academic setting.
Academic Dishonesty. Academic dishonesty refers to committing or contributing
to dishonest acts by those engaged in teaching, learning, research, and related academic
activities, and it applies not just to students, but to everyone in the academic environment.
In this study, it is defined as a student's use of unauthorized assistance with intent to deceive
an instructor or other such person who may be assigned to evaluate the student’s work in
meeting course and degree requirements.
Batangas Eastern Colleges. Batangas Eastern Colleges (BEC), formerly known
as Batangas Eastern Academy (BEA), is a private school in San
Juan, Batangas, Philippines. In this study, it is where the research was conducted.
Cheating. Cheating is an act of deception, fraud, trickery, imposture, imposition
or infidelity. In this study, it is a form of academic dishonesty.
Credit. Credit is a public acknowledgment or praise, typically that given or
received when a person's responsibility for an action or idea becomes or is made apparent.
In this study, it is what students should include in their academic works to avoid plagiarism.
Face-to-Face Classes. Face-to-face classes is when the instructor and the students
of an educational institution are in a place devoted to instruction and the teaching and

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learning take place at the same time. In this study, it is tested together with online classes
to determine the difference between the occurrences of academic dishonesty in these two
forms of classes.
Internet. Internet is a global computer network providing a variety of information
and communication facilities, consisting of interconnected networks using standardized
communication protocols. In this study, it is where most of the students find information.
Online Education. Online education is a form of education where students use
their home computers through the internet. In this study, it is a form of education where
plagiarism becomes more prevalent.
Online learning. Online learning is education that takes place over the Internet. In
this study, it is an increasingly important component of higher education institutions’ mode
of learning.
Plagiarism. Plagiarism is the practice of taking someone else's work or ideas and
passing them off as one's own. In this study, it is the most frequently observed form of
academic dishonesty.

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CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
The literatures and studies that are provided in this chapter discuss the several
findings, concepts, ideas, generalities or inferences that can give support to the present
study. In other words, this chapter contains the related literatures and studies after the
systematic and comprehensive search done by the researchers. Those that were presented
in this chapter also help in familiarizing information that are pertinent and linked to this
study.
Related Literature
‘Academic integrity’ is a problematic phrase as it is open to different
interpretations. The term ‘academic integrity’ is widely used as a proxy for the conduct of
students, notably in relation to plagiarism and cheating. It is the commitment to and
demonstration of honest and moral behaviour in an academic setting. This is most relevant
at the higher levels of education as it relates to providing credit to other people when using
their ideas. In simplest terms, it requires acknowledging the contributions of other people.
Failure to provide such acknowledgement is considered plagiarism (UNC, 2020).
According to UNC Charlotte (2009), academic honesty and integrity are the
foundation of educational institutions. "Without maintenance of high standards of honesty,
members of the instructional faculty are defrauded, students are unfairly treated, and

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society itself is poorly served" (UNC Charlotte, 2009). Instructors are primarily responsible
for maintaining and enforcing academic honesty and integrity. "Students are obligated not
to violate the basic standards of integrity, and they are expected to take an active role in
encouraging other members to respect those standards" (UNC Charlotte, 2009).
On the other hand, the International Center for Academic Integrity (ICAI) stated
that academic integrity is "a commitment, even in the face of adversity, to five fundamental
values: honesty, trust, fairness, respect, and responsibility. From these values flow
principles of behavior that enable academic communities to translate ideals into action."
The ICAI defines courage as an element of character that allows learners to commit to the
quality of their education by holding themselves and their fellow learners to the highest
standards of academic integrity. Palmer College of Chiropractic concurs that these
fundamental values plus the courage to act on them is foundational to fostering a teaching
and learning environment of academic integrity.
The University of Illinois Springfield (UIS) (n.d.) defined academic integrity as the
heart of the university’s commitment to academic excellence. Violations of academic
integrity demean the violator, degrade the learning process, deflate the meaning of grades,
discredit the accomplishments of past and present students, and tarnish the reputation of
the university for all its members. The subjects of the academic integrity policy of UIS are
the faculty and students. Both the faculty and the students have responsibilities of being
aware of the academic integrity policy of the university.
In the evolving field of academic integrity, perspectives have consistently
emphasized the importance of enhancing assessment practices as a key part of institutional

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strategy for academic integrity (e.g. Macdonald & Carroll, 2006; Morris, 2016; Sutherland-
Smith, 2008). Good practice guidance for institutions has included advice on re-designing
assessment to minimize opportunities for student academic misconduct, primarily focused
on student plagiarism. However, although good practice guidelines for assessment are often
based on evidence (Gibbs & Simpson, 2004), assessment strategies assumed to address
academic integrity issues have, in the main, not be the subject of studies evaluating their
effect or impact on student attitudes or behavior (or the possible reduction in incidences of
student plagiarism). Widely cited strategies have emerged, such as changing assessment
tasks each year or assessing the process of developing an assignment, as well as the final
output (Hrasky & Kronenberg, 2011).
Academic dishonesty, on the other hand, is any type of cheating that occurs in
relation to a formal academic exercise (Berkeley City College, n.d.). Cheating on exams or
problem sets, plagiarizing or misrepresenting the ideas or language of someone else as
one’s own, falsifying data, or any other instance of academic dishonesty violates the
standards of our community, as well as the standards of the wider world of learning and
affairs (Harvard University, 2020). The presence of the phenomenon of academic
dishonesty is unquestionable in all cultures; what differ are its scope, as well as the attitude
it encounters and the penalties it results in (Blachnio & Weremko, 2011).
Academic misconduct involves a range of behaviors. According to Hughes and
McCabe (2006), misconduct may include the following: working on an assignment with
others when asked for individual work, getting questions and answers from someone who

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has already taken a test, copying a few sentences of material without footnoting, fabricating
or falsifying lab data, and receiving unauthorized help on an assignment.
Bernardi, Baca, Landers, and Witek (2008), in an international study, found that
students identified methods of cheatings fairly similarly in three broad categories: writing,
visual / oral communication, and miscellaneous. The writing category involved the use of
crib notes, writing notes on the body, and writing on clothing or other things. The visual
aspect involved copying another’s exam, asking for answers, or having another student
take the exam. The miscellaneous group involved the programming of calculators, using
cell phones, and hiding notes or books in the bathroom.
Murdock et al. (2001) reported a boost in cheating over the last-decades, alongside
with diminished trend in students’ perceived-severity of dishonest-behavior. Cheating
behaviors may be considered a form of academic dishonesty: it is a way to present others’
academic work as ones’ own interfering with the learning and the evaluation process, a
fraudulent-means of achieving grades, being accompanied by the risk of detection and
punishment (Jensen et al., 2002). In this sense, cheating is a form of deviant behavior,
which refers to the violation of shared social norms and may be read through theories of
deviance (Moeck, 2002). Moreover, cheating is a very relentless and prevalent-conduct in
school at all levels; and it increases from elementary schools into middle schools, toward
university (Jensen et al., 2002).
Plagiarism is one type of violation of academic integrity. It is the most frequently
observed form of academic dishonesty (American Public University, 2020). The Council
of Writing Program Administrators states that “Plagiarism occurs when a writer

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deliberately uses someone else’s language, ideas, or other original (not common-
knowledge) materials without acknowledging its source” (Quinn, 2006). With the
proliferation of digital source material on the Web, plagiarism has received renewed
attention, particularly among administrators and instructors involved in online distance
education (Groark, Oblinger, and Choa, 2001; Heberling, 2002; Hickman, 1998). Some
observers believe that the Internet makes it easier for students to plagiarize (Harris, 2004;
Saulnier, 2005). Underwood and Szabo (2003) find that students with more exposure to
Internet use in assignment preparation self-reported greater willingness to engage in copy-
and-paste plagiarism (i.e., copying word-for-word without citing the source).
According to Arizona State University (ASU), plagiarism is an aspect of academic
integrity in that using another's ideas, words, theories, illustrations or graphics, opinions or
facts without giving credit is dishonest. It is thus a kind of fraud: deceiving others to gain
something of value. While plagiarism only sometimes has legal repercussions (e.g., when
it involves copyright infringement—violating an author’s exclusive legal right to
publication), it is always a serious moral and ethical offense (Modern Language
Association, n.d.).
Numerous researchers have documented the extent of plagiarism and student
cheating over the past 60 years (Hart & Friesner, 2004). Plagiarism is acknowledged as a
widespread phenomenon in both traditional and online classrooms, with a majority of
students in most disciplines admitting to some form of academic dishonesty during their
academic careers. Most students understand that submitting another author’s entire work
as their own is clearly plagiarism, but are often confused about how to summarize and cite

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the works of others. Furthermore, students may not understand that submitting their own
previous original work, in whole or in part, is considered self-plagiarism as it misrepresents
their efforts in a current class (McCord, 2008).
In the world of academics, plagiarism takes on moral and ethical dimensions
(Shashikiran, 2014). In what may be a generational issue, students’ plagiarism is usually
viewed in the most negative sense. Incidents of students engaging in blatant or inadvertent
copying of another’s words have remained constant for the past 200 years, although the
medium with which students plagiarize and the sociocultural expectations for academic
integrity have changed. Although plagiarism is clearly an academic issue, the proliferation
of digital media with which students interact daily and the growth of the Internet as a source
of information have made it a literacy issue as well.
Online learning is an increasingly important component of higher education
institutions’ mode of learning. During quarantine throughout most of the Philippines,
education officials have proposed the use of online platforms for school year 2020-2021 to
continue the schooling of millions of Filipino students (The Manila Times, 2020). Critics
of online education suppose that plagiarism may be more prevalent in online environments
than in traditional classrooms. Others suggest that the ease of copying and pasting Internet
information sources contributes to an overall rise in plagiarism for traditional and online
students alike (Stevens, Young, & Calabrese, 2007).
Because it is so easy to plagiarize using Internet sources, students may plagiarize
without recognizing that they are doing so, even though they believe that plagiarism is
ethically wrong (Kraus, 2002). These “casual plagiarists” may also plagiarize due to poor

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time management skills (Beasley, 2004), information overload (Collberg & Kobourov,
2005), or lack of academic preparation prior to college (Adeva, Carroll & Calvo, 2006;
Jackson, 2006; Kirkpatrick, 2006). Many students, however, make self-serving decisions
to plagiarize with the hope of materially improving their grades (Beasley, 2004;
Braumoeller, 2001; Harris, 2004; Hart & Friesner, 2004; Hughes & McCabe, 2006;
McGowan, 2005).
The increased use of the Internet in online and traditional classrooms cannot help
but shape students’ perceptions of the nature of academic work, and of the world itself
(Kraus, 2002). Most students start their class research by using an Internet search engine,
despite understanding that the integrity of their findings may be suspected. Students
enrolled in online classes experience those classes through Internet, post their work via the
Internet, interact with other students via the Internet, and even develop the student-faculty
relationship via the Internet without the benefit of a “known baseline” for instructors to
evaluate the work of individual students (Hafner & Ellis, 2005). Online education is
therefore significantly different from the traditional face-to-face classes as it enables the
students to easily access the Internet while having formal classes.
Related Studies
Ceceilia Parnther (2016) conducted a study that includes a review of 28 documents and
academic misconduct violation data from 2002-2015, a modified survey instrument, the Academic
Integrity Survey (N=57), and semi structured interviews with 10 institutional stakeholders
including faculty, staff, and senior administrators. The resulting case reveals a change in academic

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integrity education over the last five years. The institution made policy revisions to promote faculty
autonomy in decision-making. While study participants understood the issue of academic integrity
and recognized its occurrence within the institution, the formal data collected on academic
misconduct was limited. Responses to academic misconduct varied greatly among administrators,
staff, and full and part-time faculty, including refusal to participate in a formal academic
misconduct reporting process. Despite this, most study participants indicate a personal willingness
to prevent academic misconduct and to promote academic integrity. This willingness spans
academic department, faculty rank, and gender within the institution. The findings indicate the most
influential individuals on academic integrity on campus were faculty. Faculty classroom
management and curriculum development emerged as important tools in setting expectations of
integrity. The choices that faculty made in addressing academic misconduct were based on
individual norms of academic discipline, personal, and professional experiences. The study
participants found that limited resources of time, money, and priority were a challenge in providing
institutionalized opportunities for academic integrity education. Recommendations for higher
education leaders in community colleges included increased student engagement, increased
opportunities for part-time faculty to share and disseminate ideas, demonstrated student learning, a
focus on the integrity policies of workforce oriented certification programs, and a clear policy and
shared mission. This study adds to the body of knowledge of academic integrity research, namely
the promotion of academic integrity and prevention of academic misconduct in the community
college setting.
According to the study of Comas-Forgas and Sureda-Negre (2010), the study of academic
plagiarism among university students is at an embryonic stage in Spain and in the other Spanish-

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speaking countries. This article reports the results of a research, carried out in a medium-sized
Spanish university, based on a double method approach—quantitative and qualitative—
concerning the factors associated with academic plagiarism from the students’ perspective. The
main explanatory factors of the phenomenon, according to the results obtained, are: a) aspects and
behaviour of students (bad time management, personal shortcomings when preparing assignments,
the elevated number of assignments to be handed in, etc.); b) the opportunities conferred by
information and communication technologies to locate, copy and paste information; and, finally,
c) aspects related to professors-lecturers and/or the characteristics of the subject-course (lecturers
who show no interest in their work, eminently theoretical subjects and assignments, etc.).
Based on the study of Young-Jones and Miller (2008), 15.7% of the total number
of respondents disagreed and 57.2% agreed that is easier to cheat in online classes. In this
study, the total number of respondents is 639. 104 takes online classes only, 246 takes face-
to-face classes only, and 289 takes both type of classes. Students taking both types of
classes reported more cheating in online classes. The fact that these subjects took
significantly more face-to-face credits than online credits demonstrates that cheating
frequency findings cannot be explained by differences in number of credit hours
completed. Students taking online classes only cheated less than the others. The students
taking online classes only were older and witnessed less cheating in the past year. Older
students were less likely to cheat, more likely to take responsibility for academic integrity,
perceived consequences should be more severe, and witnessed less cheating. In general,
there appears to be more unauthorized use of the crib notes, text, and web searches in online
courses for students taking both types of classes. However, students in only face-to-face

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classes are more likely to use someone else’s work or provide it to another student, receive
improper help in completing an assignment, get questions from those who have taken the
test and give questions to others, and misuse the internet relative to students who take only
online classes. The research done by Young-Jones and Miller supports previous findings
that cheating occurs within the academic setting. However, specific cheating behaviors
differ for students taking both types of classes and face-to-face classes only. Students in
both types of classes were significantly more likely to report the usage of cheat sheets
during tests, paraphrasing without proper citation, assisting others cheat, and unauthorized
use of text or web in answering items. Only students taking face-to-face classes only are
more likely to turn in work done by someone else, complete work for someone else,
give/receive inappropriate help, use a false excuse, or submit previous work in subsequent
classes.
In opposition to the study of Young-Jones and Miller, a review of descriptive
statistics derived from the study of Black, et al. (2008) reveals that students reported the
perception that there was less cheating in online classes as compared to face to face classes
(mean = 2.74, SD = .95). Students also reported perceiving a higher level of learning as
compared to face-to-face classes (mean = 3.32, SD = 1.00). The findings were unable to
directly substantiate motivations for cheating within an online learning environment. The
supposition was that the factors that influence academic honesty within traditional learning
settings would also have significant influence and effect on academic honesty in online
learning environments. This hypothesis wasn’t proven. Based on the results of the study it
is appropriate to evaluate whether online students define cheating in the same manner as

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those engaged in traditional educational environments. Additional studies to gauge this
understanding are needed. In addition, qualitative analysis should be employed in order to
gain a comprehensive perspective regarding measurable constructs that could be utilized
within a valid and reliable instrument to obtain a measure academic honesty in online
educational environments.
In a recent survey by an education publisher Wiley (2020), 93% of educators said
they expected online learning to be more conducive to academic dishonesty. The survey was
conducted among 789 instructors in higher education.
A report on the results, "Academic Integrity in the Age of Online Learning," stated that
while 62% of faculty agreed that students were more likely to cheat in an online class than an in-
person class, most students (95%) said cheating happened in both environments equally. The
student response was pulled from a 2013 paper exploring student perceptions of cheating.
According to the results from the study of Jocoy and DiBiase (2006), no significant
difference was found in means between the groups of the students who have had experience in e-
assessment before and those who haven’t regarding their perceptions towards cheating and
plagiarism and their feelings of trust in e-assessment. However, there was a significant difference
according to the mode of learning the students are involved in on their perceptions towards cheating
and plagiarism and their trust in e-assessment. Students enrolled in distance education had lower
perceptions than students from other groups about cheating and plagiarism and lower trust in e-
assessment. These less favorable perceptions of the distance education students towards cheating
and plagiarism can be attributed to the differences in the assessment format of their exams, which
largely involve multiple-choice questions. As a result, these students have little or no experience in

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assessment activities that require preparation of an assignment and therefore, probably did not have
a clear idea about what constituted cheating and plagiarism in activities like written assignments.
These findings suggest that there is a need to provide more support and information to students
regarding what constitutes cheating and plagiarism, regardless of the dominant assessment activity
type in their courses, in order to establish and maintain a strong culture of academic integrity in the
learning society, as learning is lifelong, not limited to higher education and classrooms alone.
Synthesis
The term ‘academic integrity’ was defined by different sources. But, generally, it is known
as the commitment to and demonstration of honest and moral behaviour in
an academic setting. The UNC and UIS provided similar interpretation to the concept of
academic integrity. The UNC states that academic honesty and integrity are the foundation
of educational institutions whereas the UIS defined academic integrity as the heart of the
university’s commitment to academic excellence. On the other hand, the ICIA identified
academic integrity as a commitment, even in the face of adversity, to five fundamental
values: honesty, trust, fairness, respect, and responsibility.
Academic dishonesty, on the contrary, is any type of cheating that occurs in relation
to a formal academic exercise. Murdock et al. reported a boost in cheating over the last-
decades, alongside with diminished trend in students’ perceived-severity of dishonest-
behavior. Cheating behaviors may be considered a form of academic dishonesty. It is
reported that plagiarism is the most frequently observed form of academic dishonesty.
According to ASU, plagiarism is an aspect of academic integrity in that using another's

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ideas, words, theories, illustrations or graphics, opinions or facts without giving credit is
dishonest. It is acknowledge as a widespread phenomenon in both traditional and online
classrooms.
Online education has been an important medium of learning especially in this time
of pandemic. Critics of online education suppose that plagiarism may be more prevalent in
online environments than in traditional classrooms. Stevens, Young, & Calabrese states
that others suggest that the ease of copying and pasting Internet information sources
contributes to an overall rise in plagiarism for traditional and online students alike.
In a study of Ceceilia Parnther, a review of 28 documents and academic misconduct
violation data from 2002-2015 was included. The resulting case reveals a change in academic
integrity education over the last five years. The findings indicate the most influential individuals on
academic integrity on campus were faculty. Faculty classroom management and curriculum
development emerged as important tools in setting expectations of integrity. The choices that
faculty made in addressing academic misconduct were based on individual norms of academic
discipline, personal, and professional experiences.
The results from the study of Young-Jones and Miller and Black et al. were
different. In the study of Young-Jones and Miller, it was discovered that cheating is more
common in online education. Contrastingly, statistics derived from the study of Black, et
al. reveals that students reported the perception that there was less cheating in online classes
as compared to face to face classes.
On the views of the instructors, academic dishonesty practices are more common
in online classes. In a recent survey by an education publisher Wiley, it was revealed that

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most of the educators expected online learning to be more conducive to academic dishonesty. This
was supported by a report from the study, "Academic Integrity in the Age of Online Learning,"
which also states that majority of the faculty agreed that students were more likely to cheat in an
online class than an in-person class.
In conclusion, there are more evidences that prove the conception that academic dishonesty
practices occur more often in online education than in the traditional face-to-face education. Even
the educators agrees that academic dishonesty is more prevalent in online classes than in face-to-
face classes. But, these findings do not give a perfect reasoning as to why this happens. The results
may change depending on the variables in the study such as the locale and the respondents.

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CHAPTER III
RESEARCH METHODOLOGY
Research Design
The research design used in this study was the descriptive research design. According to
Shona McCombes (2019), the aim of descriptive research is to accurately and systematically
describe a population, situation or phenomenon. A descriptive research design can use a wide
variety of research methods to investigate one or more variables. In this study, survey
questionnaires were utilized to describe and determine the perceptions of grade 12 students on
plagiarism and academic integrity.
Research Locale
This study was conducted in Batangas Eastern Colleges, an educational intitution that
lies on the province of San Juan, Batangas. The location was chosen by the researchers for them
to have a better access to the participants and to have an easier way to communicate. However, due
to pandemic, the researchers were not able to meet the respondents in person at the said place, so,
the researchers used social media to reach the selected respondents.
Respondents of the Study
The participants of the study were chosen from grade 12 students of Batangas
Eastern Colleges. 30 students were selected from the Humanities and Social Sciences
(HUMSS) strand of grade 12. The survey was completed by both male and female students.

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All the participants are willing to participate in the study and were briefed about the
research topic.
Research Instrument
In this study, the researchers used the adopted-modified survey questionnaire which is
divided into four parts to make it easier for the researchers to make conclusions. A questionnaire is
a research instrument consisting of a series of questions for the purpose of gathering information
from respondents (McLeod, 2018). The survey questionnaires were distributed online through
google forms since face-to-face interactions are prohibited in compliance to safety.
Data Collection Procedure
In data collection, the first thing that the researchers did was making sets of survey
questions. Then, the survey questions were submitted to the research adviser for validation. After
that, the researchers conducted the survey through google forms since face-to-face interactions are
not allowed because of the threat of COVID-19. The researchers ensure that the respondents are
willing to participate on the study and their private information will not be disclosed. After the data
collection, the researchers then proceeded to the analyzation and interpretation of data.
Data Analysis Procedure
After the data collection, the researchers proceeded to the analyzation and
interpretation of data. The gathered data were reviewed and analyzed to determine the
perceptions of grade 12 HUMSS students on plagiarism and academic integrity. The

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researchers used document analysis to gather the important information and data needed for the
study. The researchers also conducted data cleaning to yield more valid and reliable information.
After data cleaning, tallying and tabulating, the researcher asked for the help of a statistician in
treating the obtained data from the questionnaire. The researchers presented, interpreted, and
analyzed the treated data. The researchers also used tables to have better understanding in the
presentation of data. The responses were measured and treated by means of different statistical
tools.
To analyse and interpret data, the following statistical tools will be used:
Mean. It is the respondents’ average answers, divided by the amount of data. When comparing
various sets of response from the respondents, it is an efficient tool.
Weighted Mean. A mean is multiplied by a number (weight) dependent on the relative value of
the statement in any statement being averaged. This is used to obtain and extract conclusion of the
average data from answers to career preferences.
Scoring of Responses
The data were interpreted in terms of criteria based on the following scale:
Option Range Verbal Interpretation

4 3.26 - 4.00 Highly Agree/Highly Accepted
3 2.51 - 3.25 Agree/Accepted

2 1.76 - 2.50 Disagree/Fairly Accepted
1 1.00 - 1.75 Highly Disagree/Not Accepted

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CHAPTER IV
PRESENTATION, ANALYSIS AND DISCUSSION
This chapter presents the findings of the study in illustrative tables and analysis as well as
the interpretation based from the treatment of data.
1. Perceptions on Plagiarism
In this portion, the perceptions of the students regarding plagiarism were presented. This
will also show how often students commit plagiarism.
Table 1
Perceptions on Plagiarism
Perceptions on Plagiarism Mean Verbal Interpretation

1. I copy assignments from classmates/peers. 2.70 Sometimes
2. I plagiarize articles from Internet. 2.07 Rarely
3. I copy from notes in quizzes/examinations. 2.00 Rarely
4. I copy my classmate’s answers in examinations or 2.23 Rarely
quizzes.
5. I copy my own previous work whenever there’s a 2.80 Sometimes
similar given task.
6. I use quotations without citing the source. 2.00 Rarely
7. I include information from various sources on my 1.83 Rarely
work without citing each source.
8. I paraphrase other’s work but I do not always include 2.03 Rarely
proper citations.
9. I pay others to do my homework. 1.03 Never
10. I do individual work with a friend or classmate. 2.47 Rarely
Weighted Mean 2.12 Rarely

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As can be seen on table 1, which is the perceptions of the respondents on plagiarism, it
shows that the statement “I copy my own previous work whenever there’s a similar given task”
has the highest mean which is equivalent to 2.80 with a verbal representation of “sometimes.” This
is an act of self-plagiarism. “I pay others to do my work” ranks the lowest in the table with a mean
equivalent to 1.03, which corresponds to “never” in the verbal interpretation. Only 0.3% or one of
the total number of respondents have experienced paying someone to do the homework for his/her.
All the statements in this part garnered a total weighted mean of 2.12 with “rarely” as the verbal
interpretation. To sum it all up, the overall perceptions of the respondents on plagiarism is that it is
a rare phenomenon for them.
The results was supported by Hart & Friesner. According to them, numerous
researchers have documented the extent of plagiarism and student cheating over the past
60 years. Plagiarism is acknowledged as a widespread phenomenon in both traditional and
online classrooms, with a majority of students in most disciplines admitting to some form
of academic dishonesty during their academic careers. Most students understand that
submitting another author’s entire work as their own is clearly plagiarism, but are often
confused about how to summarize and cite the works of others. Furthermore, students may
not understand that submitting their own previous original work, in whole or in part, is
considered self-plagiarism as it misrepresents their efforts in a current class (McCord,
2008).

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2. Causes of Plagiarism
The causes of plagiarism among grade 12 HUMSS students of Batangas Eastern Colleges
were interpreted and discussed in this portion.
Table 2
Causes of Plagiarism
Causes of Plagiarism Mean Verbal Interpretation

1. Lack of time to complete assignment 3.27 Highly Agree
2. Having a lot of assignments to do at the same time 3.27 Highly Agree

3. Wanting to have good scores 3.33 Highly Agree
4. To keep grades up for college admission, scholarship 3.10 Agree
eligibility, etc.
5. Low chance of being caught or reported 2.80 Agree
6. Penalties are minimal 2.77 Agree
7. Normal behavior (everyone does it/not considered 2.97 Agree
serious)
8. Lack of understanding of how to complete 3.07 Agree
assignment
9. English not good enough 2.90 Agree
10. Lack of interest on the subject 2.90 Agree
Weighted Mean 3.04 Agree
The table above shows the causes of plagiarism among students. Wanting to have good
grades got the highest mean which is 3. 33 and has a verbal interpretation of highly agree. Most of
the respondents agreed that students commit plagiarism for good grades. Lack of time to complete
assignment and having a lot of assignments to do at the same time ranked second and got the same
mean which is 3.27 and has highly agree as the verbal interpretation. To help grades up for college
admissions, scholarships eligibility ranked third with a mean of 3.10. Lack of understanding of how

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to complete assignment got a verbal interpretation of agree with a mean of 3.07. The statement
“Penalties are minimal” got the lowest mean which is 2.77. The respondents do not think that
penalties are minimal for plagiarism. To sum it up, the weighted mean of the responses on this part
is 3.04 which means that the respondents agree to the statements regarding to the causes of
plagiarism.
The outcomes of the result was supported by the study of Comas-Forgas and Sureda-Negre
which states that the main explanatory factor of plagiarism is the aspects and behaviour of students
towards the tasks which include bad time management, personal shortcomings when preparing
assignments, the elevated number of assignments to be handed in, etc. Specifically, lack of interest,
belief that lecturers don’t correct the assignments, excessive number of assignments set at bad
times, and causes ascribed to the development of the Internet are the ones which got the highest
approval as to what causes the students to commit plagiarism.

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3. Perceptions on Academic Integrity/Honesty
The perceptions of grade 12 HUMSS students on academic integrity/honesty were
presented in this portion.
Table 3
Perceptions on Academic Integrity/Honesty
Perceptions on Academic Integrity/Honesty Mean Verbal Interpretation

1. I think, academic integrity/honesty is hardly seen 3.50 Highly Agree
among students nowadays.
2. I guess, academic integrity is more observed in face- 3.53 Highly Agree
to-face classes than in online classes.
3. I think, cheating becomes easier in online education. 3.50 Highly Agree
4. I find it hard to be honest at all time. 2.83 Agree
5. I believe that academic dishonesty is an insult to 3.53 Highly Agree
academically honest students, as well as to teachers
whose purpose is to teach.
6. I feel that many students are cheating because of the 3.37 Highly Agree
competition for good grades.
7. I think, students cheat because it didn’t seem like a 3.17 Agree
big deal for them.
8. I always feel the need of internet whenever I have 3.37 Highly Agree
assignments.
9. Having lots of homework makes me commit 3.10 Agree
academic dishonesty.
10. I believe that academic dishonesty is caused by 3.20 Agree
poor time management.
Weighted Mean 3.31 Highly Agree
Table 3 shows 10 statements regarding the perceptions on academic integrity of the
students, which is answered by 30 respondents. Based on the result of the surve, senior high school
students highly agree to the statements “Academic integrity is more observed in face-to-face classes

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than in online classes” and “Academic dishonesty is an insult to academically honest students, as
well as to teachers whose purpose is to teach.” Those two statements have the highest rank in the
for having the highest mean which is equivalent to 3.53. On the other hand, the statement “it is hard
to be honest at all time” ranks last in the table for having the lowest mean which is equivalent to
2.83. In conclusion, there are more evidences that prove the conception that academic dishonesty
practices occur more often in online education than in the traditional face to face classes.
The results was supported by the study of Young-Jones and Miller. In the study, it
was discovered that cheating is more common in online education. This study also supports
previous findings that cheating occurs within the academic setting. However, specific
cheating behaviors differ for students taking both types of classes (online and face-to-face)
and face-to-face classes only. Students in both types of classes were significantly more
likely to report the usage of cheat sheets during tests, paraphrasing without proper citation,
assisting others cheat, and unauthorized use of text or web in answering items. Students
taking both types of classes reported more cheating in online classes.

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4. Level of Academic Integrity of the Respondents
In this portion, the level of academic integrity of the respondents were presented and
discussed.
Table 4
Level of Academic Integrity of the Respondents
Level of Academic Integrity of the Respondents Mean Verbal Interpretation

1. I use the Internet to aid my school 3.33 Highly Agree
assignments/works.
2. I always include the original author of the work that 3.20 Agree
I used as reference.
3. I always cite the sources in my works. 2.90 Agree
4. I am always honest with my answers in tests/exams. 2.93 Agree
5. I make sure that the ideas in my work are mine. 3.10 Agree
6. I do not mind my wrong grammar as long as it is not 3.33 Highly Agree
plagiarized.
7. I do not use the excuse of having no enough time to 3.00 Agree
cheat on my homework.
8. I always do my work without the help of others. 2.90 Agree
9. I believe that having integrity is more important than 3.33 Highly Agree
having good grades.
10. I am an academically honest student. 2.93 Agree
Weighted Mean 3.10 Agree
The table above shows the level of academic integrity of grade 12 HUMSS students of
Batangas Eastern Colleges. The value of the weighted mean at the level of academic integrity of
the respondents is 3.10, having the verbal interpretation of “agree.” This means that the grade 12
HUMSS students of BEC are academically honest student. The statement "I use the internet to aid
my school assignments/works" ranked first (3.33 total mean), which simply means that now the

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Internet has made it easier for students to do their homework, activities, and much more, due to the
use of the internet. "I do not mind my wrong grammar as long as it is plagiarized" ranks second
(3.33 total mean). That is, students do not mind their grammar as long as they were honest with
their works. "I believe that having integrity is more important than having a good grades" ranks
third (3.33 total mean). These three have obtained “highly agree” on the verbal interpretation. On
the other hand, “I always cite the sources in my work” and “I always do my work without the help
of others” got the lowest mean which is 2.90 though its verbal interpretation still lies at “agree.”
The results were supported by Kraus. According to Kraus, the increased use of the
Internet in online and traditional classrooms cannot help but shape students’ perceptions of
the nature of academic work, and of the world itself. Most students start their class research
by using an Internet search engine, despite understanding that the integrity of their findings
may be suspected. Students enrolled in online classes experience those classes through
Internet, post their work via the Internet, interact with other students via the Internet, and
even develop the student-faculty relationship via the Internet without the benefit of a
“known baseline” for instructors to evaluate the work of individual students (Hafner &
Ellis, 2005).

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CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the research summary, conclusions and recommendations of the
present study.
Summary
Most of the respondents’ feedback as to what they perceive on plagiarism is that they are
rarely doing it. The highest mean was just 2.80 only and that corresponds to self-plagiarism. Self-
plagiarism is commonly described as recycling or reusing one’s own specific words from
previously published texts (Mudrak, 2020). This is the most observed kind of plagiarism among
the respondents.
On the other hand, the reasons why students commit plagiarism were mainly because of
wanting to have good grades, lack of time to complete the assignment, and having a lot of
assignments to do at the same time. These are the top three causes of plagiarism according to the
survey. Moreover, students also plagiarize to keep their grades up for college admission,
scholarship eligibility, etc.; and lack of understanding of how to complete assignment. From that,
it can be illustrated that plagiarism is rooted from poor time management and for acquisition of
good grades.
Students’ perceptions on academic integrity is related to the context of education right now.
Now that the education is done through online means, the respondents believe that academic
integrity is more observed in face-to-face classes than in online classes. The implications of the
Internet is one of the reasons why cheating becomes easier and more common in online education.

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When it comes to the level of academic integrity of the respondents, generally, they are
academically honest. According to the survey, they use the Internet to aid their school
assignments/works but they always include the original author/s of the source that they used as
reference. They do not mind the grammar as long as it is not plagiarized. They also make sure that
the ideas on their works are from themselves.
Conclusions
1. The researchers found out that the grade 12 HUMSS students of BEC, in general, are rarely
committing plagiarism. The most observed kind of plagiarism among the respondents is
self-plagiarism which includes copying or recycling their own previous work whenever
there’s a similar given task. It is also revealed that almost all of the respondents have never
paid someone to do their homework for them.
2. As for the causes of plagiarism, the number one factor is wanting to have good grades.
Lack of time to complete assignment and having a lot of assignments to do at the same
time are also some of the leading causes of plagiarism.
3. The respondents believe that academic integrity is more observed in face-to-face classes
than in online classes. The implications of Internet access must have been the main reason
why plagiarism becomes easier and more common in online education. The respondents
also believe that academic dishonesty is an insult to academically honest students, as well
as to teachers whose purpose is to teach.

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4. The respondents’ level of academic integrity is high. Based from the survey, most of the
respondents think that they are academically honest. They believe that having integrity is
more important than having high grades.
Recommendations
 The institution should develop and implement academic integrity policy for the students to
be aware of the penalties and the seriousness of offense of different academic dishonesty
practices.
 Teachers should be tight in monitoring the behavior and attitudes of their students.
 Instructors should make use of plagiarism detectors to ensure the originality and
truthfulness of the works of their students.
 In online exams, teachers may set varied question types and random numbering of
questions to reduce cheating.
 Since the focus of this study is only the grade 12 HUMSS students, the researchers
recommend the future researchers to extend this study to students of different levels such
as college, junior high school and elementary students. Making a study among students of
other senior high school strands is also an option.
 Future researchers should try to implement other methods and approaches in studying the
students’ perception of plagiarism. This study used survey questionnaires in data collection
which may lack accuracy. Using interview as research instrument may increase the
accuracy of the study since it involves an in depth discussion with the respondents.

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BIBLIOGRAPHY
World Wide Web
The University of North Carolina at Chapel Hill (2020). Academic Integrity. Retrieved
from https://writingcenter.unc.edu/esl/resources/academic-
integrity/#:~:text=Academic%20integrity%20is%20the%20commitment,the%20contributions%
20of%20other%20people.
Arizona State University (2020). Academic Integrity and Plagiarism. Retrieved from
https://libguides.asu.edu/citing/AcadIntegrity#:~:text=Plagiarism%20is%20an%20aspect%20of,
Plagiarism%3A&text=Use%20of%20someone%20else's%20ideas,or%20originator%20is%20c
onsidered%20plagiarism.
The MLA Star Center (2020). Plagiarism and Academic Dishonesty. Retrieved from
https://style.mla.org/plagiarism-and-academic-dishonesty/
Young-Jones (2013). Academic Integrity: Online Classes Compared to Face-to-Face
classes. Retrieved from
https://www.researchgate.net/publication/260969851_Academic_integrity_Online_classes_comp
ared_to_face-to-face_classes
McCord (2008). Improving Online Assignments to Deter Plagiarism. Retrieved from
https://laulima.hawaii.edu/access/content/group/fb8c10fd-5445-420b-0034-
bad118df6196/TeachingResources/DeterPlagiarismMcCord2008.pdf

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Mills (2010). Academic Dishonesty in Online Education. Retrieved from
https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1002&context=diss
Black et al. (n.d.). Academic Dishonesty In Traditional And Online Classrooms: Does
The “Media Equation” Hold True? Retrieved from https://files.eric.ed.gov/fulltext/EJ837484.pdf
Krsak (2007). Curbing Academic Dishonesty in Online Courses. Retrieved from
https://laulima.hawaii.edu/access/content/group/fb8c10fd-5445-420b-0034-
bad118df6196/TeachingResources/CurbAcademicDishonestykrsak.pdf
Schaffhauser (2020). Instructors Believe Students More Likely to Cheat When Class Is
Online. Retrieved from https://campustechnology.com/articles/2020/08/04/instructors-believe-
students-more-likely-to-cheat-when-class-is-online.aspx
Kocdar and Karadeniz (2018). Cheating and Plagiarism in E-Assessment: Students’
Perspectives. Retrieved from https://openpraxis.org/index.php/OpenPraxis/article/view/873/481
Ekahitanond (2014). Students’ Perception And Behavior Of Academic Integrity: A Case
Study Of A Writing Forum Activity. Retrieved from
https://www.researchgate.net/publication/276839670_Students'_Perception_And_Behavior_Of_
Academic_Integrity_A_Case_Study_Of_A_Writing_Forum_Activity
Academic Press (2007). Applying Decision Theory to Academic Integrity Decisions.
Retrieved from https://www.sciencedirect.com/science/article/pii/B9780123725417500115

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Parnther (2016). It’s on Us: A Case Study of Academic Integrity in a Mid-Western
Community College. Retrieved from
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3490&context=dissertations
Kennedy (2000). Academic dishonesty and distance learning: Student and faculty views.
Retrieved from
https://www.researchgate.net/publication/236158886_Academic_dishonesty_and_distance_learn
ing_Student_and_faculty_views

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PERCEPTIONS ON PLAGIARISM AND ACADEMIC INTEGRITY OF GRADE
12 HUMSS STUDENTS OF BATANGAS EASTERN COLLEGES
Name (optional):
Grade & Section:
General Direction: Please complete the survey by putting a mark (/) and rate yourself
honestly based on what you actually observe and do given the statements using the scales
provided.
Part I: Perceptions on Plagiarism

4 – Frequently 3 – Sometimes 2 – Rarely 1 – Never
Perceptions on Plagiarism 4 3 2 1
1. I copy assignments from classmates/peers.
2. I plagiarize articles from Internet.
3. I copy from notes in quizzes/examinations.
4. I copy my classmate’s answers in examinations/quizzes.
5. I copy my own previous work whenever there’s a similar given
task.
6. I use quotations without citing the source.
7. I include information from various sources on my work without
citing each source.
8. I paraphrase other’s work but I do not always include proper
citations.
9. I pay others to do my homework.
10. I do individual work with a friend/classmate.
Part II: Causes of Plagiarism

4 - Strongly Agree 3 – Agree 2 – Disagree 1 - Strongly Disagree
Causes of Plagiarism 4 3 2 1
1. Lack of time to complete assignment
2. Having a lot of assignments to do at the same time

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3. Wanting to have good scores
4. To keep grades up for college admission, scholarship eligibility,
etc.
5. Low chance of being caught or reported
6. Penalties are minimal
7. Normal behavior (everyone does it/not considered serious)
8. Lack of understanding of how to complete assignment
9. English not good enough
10. Lack of interest on the subject
Part III: Perceptions on Academic Integrity

Perceptions on Academic Integrity 4 3 2 1
1. I think, academic integrity/honesty is hardly seen among students
nowadays
2. I guess, academic integrity is more observed in face-to-face classes than
in online classes.
3. I think, cheating becomes easier in online education.
4. I find it hard to be honest at all time.
5. I believe that academic dishonesty is an insult to academically
honest students, as well as to teachers whose purpose is to teach.
6. I feel that many students are cheating because of the competition
for good grades.
7. I think, students cheat because it didn’t seem like a big deal for
them.
8. I always feel the need of internet whenever I have assignments.
9. Having lots of homework makes me commit academic
dishonesty.
10. I believe that academic dishonesty is caused by poor time
management.
Part IV: Level of Academic Integrity

Level of Academic Integrity 4 3 2 1
1. I use the Internet to aid my school assignments/works.

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2. I always include the original author of the work that I used as
reference.
3. I always cite the sources in my works.
4 I am always honest with my answers in tests/exams.
5. I make sure that the ideas in my work are mine.
6. I do not mind my wrong grammar as long as it is not plagiarized.
7. I do not use the excuse of having no time to cheat on my
homework.
8. I always do my work without the help of others.
9. I believe that having integrity is more important than having good
grades.
10. I am an academically honest student.
Adopted-modified from:
https://edutechwiki.unige.ch/en/Plagiarism/Student_perceptions_of_the_question_of_academic_
honesty_questionnaire

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Senior High School Level

less effective. Academic dishonesty is an insult to academically honest students as well as

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

commitment to and demonstration of honest and moral behavior in an academic setting.

other people. Failure to provide such acknowledgement is considered plagiarism.

There is limited research regarding the actual prevalence of academic dishonesty in

online means, academic dishonesty becomes more common. In traditional education,

education affects the integrity of students as well as their learning outcomes.

In this paper, the main objective is to gather perceptions on plagiarism and

academic integrity of Grade 12 Humanities and Social Sciences (HUMSS) students of

academic integrity in education, especially in online class environment.

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

Statement of the Problem

1. What are the perceptions of the respondents towards plagiarism?

2. What are the causes of plagiarism?

3. What are the perceptions of the respondents towards academic integrity?

4. What is the level of academic integrity of the respondents?

Significance of the Study

This section presents the significance of the study entitled “Perceptions on

Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas Eastern

Colleges.” The beneficiaries of this research are as follows:

environment, may it be face-to-face or online classes.

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

researchers who will conduct similar study.

Scope and Delimitation

This study primarily focuses on the perceptions on plagiarism and academic

Conceptual framework explains the path of a research and grounds it firmly in

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

social learning theory, and student development theory.

to cheating by individual students. It is widely believed that both deliberative and

decision behaviors, including gain/loss framing and temporal discounting.

and interactively. In this theory, learning occurs as a combination of personal factors,

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

and act of learning as active concepts. Opportunities to achieve learning 13 present

themselves through observation, consequence (both observed and experienced), decision-

making, and reinforcement (through instruction and through self-reinforcement). Bandura

theories. Psychosocial theories include those focused on identity development. These

relationship building. Student development relies on a variety of cognitive and

reflection. My research focuses on elements of moral and ethical development. In student

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

inform professionals as they transition through college. 14 Linking student development

failing students for violations in order to support a student development perspective.

decision-making, and discussion around academic honesty. Kibler’s resulting student

codes, policy, and programming.

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

INPUT PROCESS OUTPUT

plagiarism and Perceptions on

academic integrity Plagiarism and

 Causes of plagiarism Survey Academic Integrity of

 Perceptions of the Questionnaires Grade 12 HUMSS

respondents towards Students of Batangas

academic integrity Eastern Colleges

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

perceptions of grade 12 HUMSS students of BEC on plagiarism and academic integrity.

the researchers used survey questionnaires.

Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas Eastern

“Perceptions on Plagiarism and Academic Integrity of Grade 12 HUMSS Students of Batangas

Academic Integrity. Academic integrity is the moral code or ethical policy of

behaviour in an academic setting.