A QUALITATIVE ANALYSIS ON THE FACTORS OF ACADEMIC

DISHONESTY AMONG STUDENTS IN SAN AGUSTIN NATIONAL HIGH

SCHOOL

A Research Paper
Presented to the Faculty of Senior High School
SAN AGUSTIN NATIONAL HIGH SCHOOL
San Agustin, Naujan
Oriental Mindoro

In Partial Fulfillment
Of the Requirements for the Subject
PRACTICAL RESEARCH I
Science, Technology, Engineering and Mathematics

By

SUSANA MAE G. BERCASI

KAYLA R. ARELLANO
JUSTIN RALPH R. DE VILLA

April 2023
 CHAPTER I

The PROBLEM and its SETTING

Introduction

Education is an essential aspect of an individual's life, as it provides them with

the necessary skills, knowledge, and intelligence to lead a productive and successful

life. However, despite its importance, education is still considered a luxury rather

than a necessity, with many individuals unable to afford it. This has led to the

creation of a society where education is valued highly, and individuals especially

students will do anything to achieve academic success, including engaging in

academic dishonesty.

Academic dishonesty, also known as academic misconduct, is a serious problem

that plagues educational institutions at all levels. It encompasses any form of cheating

or dishonest behavior that undermines the integrity of the academic process, such as

plagiarism, falsification of data, cheating on exams, and unauthorized collaboration

on assignments. It is not only a violation of ethical principles, but it is also a breach

of trust that can harm the reputation of the institution and compromise the value of

the degrees earned by the students (McCabe & Trevino, 2019).

Yang et al. (2017), define academic dishonesty as an act of fraud that violates the

ethics of academic honesty in schools and will damage public trust in educational

institutions. Meanwhile, Eriksson and McGee (2015) describe academic dishonesty

as cheating, creating information (fabrication), helping others commit academic fraud

(facilitation), using other people’s work or ideas and being recognize as one’s own

(plagiarism).
 Furthermore, according to Marques et al., (2019), the seed of unethical actions in

various industries, the most famous of which is corruption is academic dishonesty.

The problem of academic dishonesty is a serious problem faced by the world of

education (Orosz et al., 2016). In connection with the prevalence of academic

dishonesty, many studies have been conducted regarding this matter.

Academic dishonesty is a serious act that has far-reaching consequences beyond

just the person who commits it. It can cause incompetence, meaning that students

who cheat or plagiarize are not learning the material and are not prepared for future

academic or professional challenges. This can be particularly damaging to the

individual's reputation and future prospects (Tabsh et al., 2017).

Additionally, it can lead to declining ethical norms, as students who engage in

cheating or plagiarism may begin to justify their actions and believe that it is

acceptable to cut corners and take shortcuts. This can create a culture of dishonesty

within an institution, which can further erode trust and undermine academic integrity.

Moreover, it can also cause distrust, both within the institution and in the broader

community. When academic dishonesty is discovered, it can damage the reputation

of the institution and cause people to question the validity of academic achievements

and credentials.

Overall, academic dishonesty is a serious issue that has wide-ranging

consequences, and that it is important for institutions to take steps to prevent and

address it.

In recent years, academic dishonesty has become more prevalent in all types of

educational institutions. The level of cheating in high school, according to statistics,

is extremely high. In a study carried out by McCabe (n.d.), 95% of polled students,
both undergraduates and graduates, admitted to having cheated in some form. This

survey involved 70,000 students and was conducted for 12 years (from 2002 to

2015).

According to Harding, et al. (2004), the issue of honesty in education has

become a polemic that questions the credibility of education itself. One of the global

phenomena in education related to dishonesty or academic fraud. Academic

dishonesty is the most prominent issue since it has continually occurred over the

years at all levels of education (as cited in Journal of Positive School Psychology,

2022).

On top of that, in San Agustin National High School, many students experience

or engage themselves on different kinds of academic dishonesty. In school, some

students still commits academic dishonesty. This topic piques the interest of the

researchers thus; they conduct analysis on this certain idea. The gathered data will be

a fundamental source to provide information about the factors that contribute to

academic dishonesty of students and can be a reliable source of knowledge. The

researchers want to analyze the different factors among students in San Agustin

National High School and raise awareness among everyone about academic

dishonesty and its effects or consequences.

In relation to that, researchers will conduct this study to address the problem of

academic dishonesty among students. The researchers also want to propose an

activity that aims to help students to avoid engaging in academic dishonesty.

Research locale

The study will be conducted in San Agustin National High School (SANHS), a

school situated at the boundary of San Agustin I and II, just across S. Garong

Memorial Elementary School.

It was founded and formerly known as San Agustin Barrio High School. It was

recognized in 1967 based on R.A.1604 (The Law permitting to open a Barangay

High School) through the leadership of the present principal of the adjacent

elementary school, the first PTA president of the mentioned school with the

Barangay official, in particular the Barangay captain. The 1.6 hectares of land was

donated, where school buildings were built for the students.

SANHS currently has twenty-four (24) concrete buildings for instructions and

administrative functions. It has fifty-three (53) Teaching and Non-teaching

personnel: One (1) Principal III, six (6) Head Teacher III, one (1) Head Teacher I,

four (4) Master Teacher II, three (3) Master Teacher I, seventeen (17) Teacher III, ten

(10) Teacher II, seven (7) Teacher I, one (1) Senior Bookkeeper, two (2)

Administrative Assistant II, and one (1) Disbursing Officer.

The researchers will select eight (8) students from Junior High School and four

(4) from Senior High School.Two (2) students per grade level that has research

subject. The participants will be randomly selected for the researchers to know the

factors that contribute to the academic dishonesty of students.

Theoretical framework

This study will be anchored on the following theories.

The Social Learning Theory developed by Albert Bandura (1977), emphasize the

role of observation and modelling in the learning process. This suggests that students

learn new behaviour by observing the actions of others and the consequences of those

actions. If the observed behaviour leads to academic success, the student is more

likely to imitate that behaviour. The social learning theory is highly relevant to our

study on academic dishonesty. This theory proposes that individuals learn through

observing and imitating the behaviour of others, especially those in their social

environment. In the context of academic dishonesty, the theory suggests that students

may engage in such behaviour if they have observed others doing so and have

learned that it is acceptable or even expected.

The Rational Choice Theory (1776) developed and expanded by various scholars

over time. This is a social science theory that proposes that individuals make

decisions based on a rational assessment of the costs and benefits associated with

different courses of action. In other words, individuals weigh the potential gains and

losses of a particular decision before making a choice. This theory suggests that

individuals are motivated by self-interest and will make decisions that maximize their

benefits and minimize their costs. The rational choice theory is highly relevant to our

study on academic dishonesty as it provides a theoretical framework for

understanding the decision-making processes that underlie such behaviour. This

theory suggests that individuals make decisions based on a cost-benefit analysis of

the potential outcomes of their actions, and in the context of academic dishonesty,

students may engage in such behaviour if they believe that the benefits outweigh the
costs.

The Self-efficacy Theory developed by psychologist Albert Bandura (1977),

proposes that an individual's belief in their ability to perform a task influences their

motivation and behaviour. Self-efficacy refers to an individual's belief in their own

competence and ability to complete a specific task successfully. This theory suggests

that an individual's perceived self-efficacy can significantly affect their motivation,

effort, and persistence in pursuing goals. Also, students with low self-efficacy in their

academic abilities may be more likely to cheat to compensate for their perceived

deficiencies. Additionally, students who believe that they will not get caught or

punished for cheating may have higher self-efficacy and therefore be more likely to

engage in academic dishonesty. If a student believes that they can cheat without

being detected or punished, they may be more likely to do so, regardless of their

actual ability to perform the task honestly. The self-efficacy theory is highly relevant

to our study on academic dishonesty as it provides a theoretical framework for

understanding how students' beliefs about their ability to succeed can influence their

decision-making processes. This theory suggests that individuals are more likely to

engage in behaviours that they believe they can perform successfully.

Research paradigm
 This model displays the framework of the researcher’s study.

INPUT PROCESS OUTPUT

Factors that Contribute Proposed Activity

Interview with the
to Academic based on the Factors
Selected Students in
Dishonesty of Selected that Contribute to
San Agustin National
Students in San Academic Dishonesty
High School
Agustin National High of Students
School

The researchers used the IPO format to illustrate the process of the study.

According to Johnston (2018) the input-process-output (IPO) model is simply a way

to describe how your business processes information. Usually an IPO chart is

precursor to using software for specific purposes. Making an IPO chart helps you

understand what you can expect to get out of the data you gather and process.

The first box of the research paradigm shows the data the researchers want

to process. The next box contains the procedures to do in order to acquire the data

needed. After assessing the answers of the participants to the given questions, the

researchers will suggest an activity based on the factors that contribute to academic

dishonesty of students. This will serve as the output of the current study which is

showed on the third box of the IPO model.

Research Questions
 Generally, this study aims to understand the factors that contribute to academic

dishonesty of selected students of San Agustin National High School.

Specifically, it will answer the following questions:

1. How do students perceive academic dishonesty?

2. What are the factors that contribute to academic dishonesty of students?

3. What is the the effect of academic dishonesty on students?

4. How do students deal with the consequences of academic dishonesty?

Significance of the study

This research study will be conducted to determine the factors that contribute to

academic dishonesty of the students.

This was also be significant to the following:

Students. This will helps the students of San Agustin National High School to

better understand the consequences of doing academic honesty and students may be

less likely to engage in academic dishonesty.

Teachers. Inform every teacher about the reasons behind the students’ actions in

doing academic dishonesty could help them to provide, avoid and even elude the

possible consequences that it may bring to students.

Parents. Understanding academic dishonesty can help parents recognize the

signs of cheating and plagiarism in their children's work. They can be more aware of
their child's behavior and intervene when they notice something is not right.

Educational institutions. This study can aid in determining the factors of such

behavior because it can have a negative effect on the reputation of educational

institutions. This information can be used to establish policies to avoid and deal with

academic dishonesty.

Future Researchers. In this study, future researchers can have new insights and

a resource for further data about the factors that contribute to academic dishonesty of

students.

Scope and delimitation of the study

This study will focus on understanding the factors that contribute to academic

dishonesty of selected students of San Agustin National High School. This study is

limited on the factors based on the selected students who will participate in the

interview that is guided with a set of questions.

Data in this study will be obtained through interviews with twelve (12)

students, eight (8) from Junior High School and four (4) from Senior High School.

Two (2) participants per grade level that has research subject. An interview guide

with a set of questions will be utilized to carry out the interview process.

This study is qualitative research and the researchers will use data analysis by

Creswell (2014) to interpret results.

Definition of terms
 In order to easily perceive the intended meaning of a certain word or phrase, the

researchers selected important terminologies for a greater understanding of unclear

information.

Academic Dishonesty. It refers to any act of deception or fraud committed by a

student in an academic setting with the intention of obtaining an unfair advantage

over others.

Plagiarism. It refers to the act of using someone else’s words, ideas, or work

without giving proper credit

Education. It refers to the process of acquiring knowledge, skill, values and

attitudes through various learning experiences.

Students. It refers to individuals who are enrolled in an educational institution

pursuing academic through various forms of learning and development. Students will

serve as the respondents of the researchers in conducting the study.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
 This chapter presents the review of related literature and studies gathered from

different readings and sources which are found relevant to the current study.

Nowadays, academic dishonesty is still a widespread issue that has been

extensively researched. This phenomenon refers to any type of deception or fraud

committed by students in relation to their academic work. Plagiarism, cheating on

exams, falsification of data, and unauthorized collaboration are some of the most

common forms of academic dishonesty.

Academic Dishonesty

According to Taradi et al. (2012), cheating or academic misdemeanor refers to

actions taken by students or individuals that violate the principles of academic

integrity and ethical conduct in an educational setting. Cheating or academic

misdemeanor is not a new phenomenon suggests that such unethical behavior in an

academic context has existed for a long time and is not a recent occurrence. Cheating

and academic misconduct have likely been present throughout the history of

education, regardless of the level or type of educational institution, such as schools,

colleges, and universities (as cited in Manar and Shameem,2014).

Additionally, as stated by Clinclu et al. (2021), the tendency to cheat is con-

substantial to any kind of education and training process involving work and effort.

The occurrence of academic dishonesty (AD) is aimed at achieving educational

targets with the economy of effort. So, laziness and the tendency of self-protection

appear to be the first explanation of this phenomenon, but not the last. Eastman et al.

(2008) considered that the decision to cheat is a conscious and rational one because

students had to judge if the benefits of cheating outweigh the risks.

 Meanwhile, Chapman et al. (2004) stated that the incidence of academic

dishonesty has been increasing throughout the past few decades (p. 236). In

accordance with that, Eret & Ok (2014) stated that academic dishonesty is needed for

higher education institutions to review their policies on AD the existence of validated

tools able to measure the multidimensionality of this concept being a strength (as

cited in Mâță et al., 2020).

In numerous social and economic situations, people are often presented with the

option to engage in opportunistic or illegal actions for personal gain, often at the

expense of others. Academic dishonesty is one such fraudulent behavior that is

increasingly becoming a significant issue and challenge for educational systems in

almost every country worldwide.

In relation to a study conducted by Chala (2021), cheating has become a

widespread problem in universities, and unfortunately, many students seem to

tolerate unethical academic behavior. The findings send a clear message that

academic institutions need to reassess their academic integrity policies and take

appropriate actions to prevent academic cheating as it can have far-reaching effects

beyond just violating moral and ethical boundaries at an individual level. Chace

(2012) and Mensah et al. (2016) underlined that it reduces the perceived academic

integrity of the institution, devaluing degrees earned from that institution. Similarly,

Wollack and Cizek (2017) added that academic cheating threatens the validity of

those credentials. Students who cheat rather than learn to pass courses are less

prepared for the workforce and are more likely to engage in behaviors that are

similarly unethical (Smyth et al. 2009; Teixeira and Rocha 2010).

Academic dishonesty leads to deterioration of one’s character and credibility.

There are a lot of consequences affiliated by this behavior. Based on Turnquest

(2014), the President of The University of The Bahamas (then The College of The

Bahamas), Dr. Rodney Smith was found guilty of plagiarism in 2005. This brought

great shame to the college and most importantly, threatened its credibility in the

world of academics and higher learning. Character, achievement, and credibility are

intimately intertwined with one another in the academic community. Academic

dishonesty can damage an individual's credibility. If a person is caught engaging in

unethical behavior, it can undermine their reputation and trustworthiness in the eyes

of their peers, superiors, and potential employers. This can have serious

consequences for their future academic and career prospects. It is essential that

individuals maintain a strong commitment to academic integrity and ethical behavior

in order to promote the pursuit of knowledge and truth.

In the study conducted by Aguilar (2021), he concluded that there is lack of

discipline among students of the 21st century, particularly students who have

enrolled during academic year 2020-2021, whereas, it is in the Senior High School

Level and College Level where academic dishonesty is most prevalent. This also

indicates that senior high school and college students are more likely to finish the

academic year 2020-2021 without learning and not deserving the marks that they

have received

Even the most basic form of academic dishonesty, whether done on purpose or

by mistake, can have a significant impact. The foundation of the academic journey

should be based on essential principles such as integrity, honesty, and fairness. Being

dishonest in academia is crucial to avoid because it reduces the worth of your past,
present, and future work. It also questions your integrity and your capability to

achieve a task through your own expertise and abilities. Academic dishonesty doesn't

only affect the individual who commits it, it also harms the institution they are

associated with. It is crucial to avoid all forms of academic dishonesty as your morals

impact your character, credibility, and success. Academic institutions need to uphold

their standards and values to preserve their credibility. This may involve expelling

individuals who violate these values. In academia, truth and integrity should take

priority. It is better to fail with honesty and integrity than to succeed through

breaking the rules (Turnquest,2014).

Factors of Academic Dishonesty

According to Whitley and Spiegel (2002), literature on academic dishonesty cites

a number of factors that contribute to dishonest academic practices. Psychological

factors include peer pressure, performance anxiety, excuse making, and self-

justification habits. Peer pressure can occur when students feel pressure to conform to

the behavior of their peers, even if it involves cheating. Performance anxiety can

occur when students feel overwhelmed by the academic demands placed on them and

resort to cheating as a way to cope. Excuse making and self-justification habits can

occur when students rationalize their dishonest behavior by blaming external factors

or minimizing the seriousness of their actions. Furthermore, environmental factors

include situations that encourage academic dishonesty, such as high-stakes exams,

competitive academic environments, or a lack of oversight and accountability. These

situations can create a culture of cheating and make it easier for students to engage in

dishonest behavior. Moreover, educational factors include unfamiliarity with what

constitutes academic dishonesty and a lack of understanding about the consequences

of such behavior. Students may not be aware of what behaviors are considered
dishonest or may not fully understand the potential consequences of engaging in such

behavior (as cited in Board of Trustees of Northern Illionois University,2023).

These factors suggest that addressing academic dishonesty requires a multi-

faceted approach that includes education, prevention, and intervention strategies. This

may involve educating students about what constitutes academic dishonesty, creating

a culture of academic integrity, providing support for students who are struggling to

manage academic demands, and implementing policies and procedures that

discourage dishonest behavior and hold students accountable for their actions.

According to Baird (1980), Haines et al. (1986), and Hughes & McCabe (2006),

academic dishonesty in college cannot be explained by one single cause. There are

several factors that contribute to why some students engage in academic dishonesty,

despite knowing that it is ethically wrong. One factor that can contribute to academic

dishonesty is external pressures or influences. College students often face high

expectations to perform well academically, with pressure to maintain high grades or

meet certain academic standards. This pressure can come from various sources, such

as parents, peers, or even self-imposed expectations. In such cases, students may feel

compelled to engage in dishonest behavior to meet these external expectations,

viewing it as a means to an end. Another factor that can contribute to academic

dishonesty is the phenomenon of "neutralization." Neutralization is a psychological

process in which individuals justify their dishonest actions by rationalizing or

neutralizing the guilt associated with the behavior. Students may employ

neutralization techniques to justify their academic dishonesty, convincing themselves

that their actions are acceptable under certain circumstances (as cited in Spiegel,

2018).
 Academic dishonesty in college is a multifaceted issue that arises from a

combination of factors. While most students recognize that it is ethically wrong,

external pressures, the use of neutralization techniques to justify dishonest behavior,

ignorance of academic integrity rules, skewed perceptions of academic success, and

individual personality traits and values can all contribute to academic dishonesty.

Addressing academic dishonesty requires a multi-pronged approach that involves not

only enforcing consequences for violations but also educating students about the

importance of academic integrity, promoting a positive learning environment, and

providing resources and support for students to develop effective study and time

management skills.

Additionally, according to Whitley (1998), at times, a student may have to

uphold a specific grade point average (GPA) to be eligible for financial aid based on

merit, sports participation, or ongoing financial assistance from their family. Even

students who perform well academically may resort to cheating to achieve their

desired GPA. The academic pressure can intensify in courses that are graded on a

curve, where only a limited number of as can be awarded. Under such circumstances,

students may feel compelled to engage in academic dishonesty to outperform their

peers (as cited by Spiegel, 2018).

Furthermore, according to McMurtry (2001); Jones, Reid, and Bartlett (2008);

Curran, Middleton, and Doherty (2011) the rapidly increasing sophistication of

digital technology has opened up new avenues for students bent on academic

dishonesty. Beyond simply cutting-and-pasting from web pages, an entire Internet

economy has sprung up that offers essays for students to purchase and pass off as

their own. Students may also use wireless technology such as Bluetooth to share

answers during exams, take pictures of exams with their smart phones, and the like
(as cited by Spiegel, 2018).

McCabe (1999) suggested that students are more likely to engage in academic

dishonesty if they observe their peers doing so. Adolescents are heavily influenced by

the behavior of their peers, and they tend to form peer groups based on shared

interests. Therefore, if academic dishonesty is prevalent within their peer group,

students may feel encouraged or compelled to follow suit (as cited by Sarita, 2015).

Meanwhile, according to Wahidah and Royanto (2019), persistence can

completely mediate the relationship between growth mindset and academic

dishonesty (full mediation). This means that to have good school well-being, students

with a growth mindset need to have persistence. The study found out that there was

an influence of growth mindset on academic dishonesty mediated on students.

Wahidah and Royanto concluded that academic dishonesty behavior isn’t motivated

by the growth mindset factor only, but other variables ultimately make a person

decide to commit academic dishonesty or not. This study have shown to pay more

attention to how important to considered a non cognitive variable that affects

academic achievement but can also be a strong-hold for someone to decide whether

to behave honestly or dishonestly.

In addition, in the study conducted by Haines et al. (1986), during the initial

years of college, a considerable number of students struggle with effective time

management. They encounter various demands on their time outside of classes, such

as participating in sports, clubs, fraternities, and sororities. As a result, they may

delay studying or completing assignments until it becomes too late to perform

satisfactorily. Under such circumstances, cheating may seem appealing as a means of

avoiding failure(as cited in Spiegel, 2018).

Synthesis of the study

The literature and studies cited in this research have established a clear

association with the current study. These discussed and related concepts have

provided a deeper understanding of the research undertaken. The literature presented

has explained the factors of academic dishonesty among students, which has given

the researcher a clearer background and direction for the study.

Additionally, studies have offered associations between the variables of the

study, which have been incorporated to establish the foundation of the present

research. By connecting and relating the present study with other research outputs,

the researcher has gained a deeper understanding of the meaning and implications of

the data gathered and presented.

The findings and recommendations of different authors will help in deriving

meaningful outputs from this study that can be beneficial for educational institutions,

educators, and students in knowing the factors of academic dishonesty and they can

work together to promote academic integrity, develop effective strategies to detect

and prevent academic dishonesty, and create a culture that values academic honesty.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research process. Methodology and

research design direct the researchers in arranging and executing the study in a way

that is most likely to achieve the intended goal. This chapter expounds the research
methodology and procedure including the research design, description of the

subjects, research instrument, data gathering procedure and data analysis.

Research Design

The major methodological framework that the researchers will apply in this

research is a qualitative phenomenological study. This is to gain an in-depth

understanding on the factors of academic dishonesty among students. According to

Delve & Limpaecher (2022) phenomenological research is a qualitative research method

that aims to comprehend and portray the fundamental nature of a phenomenon. This

approach delves into the ordinary encounters of individuals, while setting aside any

preconceived notions or assumptions that the researchers may have about the phenomenon.

As mentioned by Smith (2016) phenomenology investigates the various ways in

which consciousness is structured, as perceived from the perspective of the individual

experiencing it. Phenomenology as a philosophical approach was first introduced by

the German philosopher Edmund Husserl in the early 20th century, and it has since

been adopted and adapted for use in various fields, including psychology, sociology,

nursing, education, and more.

In a phenomenological study, the researcher aims to explore the lived

experiences of individuals who have experienced a particular phenomenon, such as

an event, situation, or phenomenon, from their own subjective perspectives. In simpler

terms, phenomenological research explores the lived experiences of people to gain

profound understanding of their perceptions and interpretations of those experiences . The

focus is on understanding the meanings, feelings, thoughts, and interpretations that

individuals attribute to their experiences, rather than on trying to objectively measure

or explain the phenomenon. The research process in phenomenological studies

typically involves gathering data through methods such as interviews, observations,

and/or written accounts (e.g., diaries, narratives) from individuals who have

experienced the phenomenon of interest. The data is then analyzed using thematic

analysis, which involves identifying patterns, themes, and commonalities in the data

to derive an understanding of the essence or nature of the phenomenon being studied.

Description of the subjects

The researchers will apply the Simple Random Sampling which means that they

will randomly choose the participants to study, to exhibit greater understanding about

the phenomenon that they conducted. Simple random sampling is a method used in

statistics to select a subset of individuals or items from a larger population in a

random and unbiased manner. The key idea behind simple random sampling is that

every member of the population has an equal chance of being included in the sample,

which helps ensure that your sample is unbiased and representative of the larger

population. It is a common method used in research and statistical analysis to draw

reliable conclusions about a population based on a smaller subset of data.

The participants of the study will be the selected students of San Agustin

National High School (SANHS).

The researchers will select twelve (12) students, two (2) from Grade 7-SSC

Mendeleev, two (2) from Grade 8-Linnaeus, two (2) from Grade 9-Rutherford, two

(2) from Grade 10-Farday, one (1) from Grade 11-Mark Twain, two(2) from Grade

11- Mark Twain, two (2) from Grade 12- Thomas Aquinas. The researchers will

classify the subjects as S1 to S12.

Research instrument

The researchers will use an interview questionnaire to collect data for this study

to be approved by the research adviser. The researchers will ask the participants

about academic dishonesty among students in San Agustin National High School.

During the interview, the researchers will use a recorder and document the

information. The researchers will use journals, periodicals and the internet for further

researches related to the study.

Data gathering procedure

Once the interview guide questions are validated and approved by the adviser,

the researchers will seek permission to conduct a study from the subject teacher.

The researchers will randomly select participants. After selecting the

participants, an interview will be conducted using the approved interview questions.

The researchers will conduct a face-to-face interview, a widely used strategy known

as “instrument development” (Creswell & Plano-Clark, 2011; Tashakkori & Teddlie,

2010). According to Bryman (2006), instrument development “refers to contexts in

which qualitative research is employed to develop questionnaire and scale items so

that better wording or more comprehensive closed answers can be generated” (p.

106).

In order to collect all the data, a voice recorder or a video recorder will be

used. The responses of each participant regarding the factors of academic dishonesty

will be encoded and analyze. The researchers will conclude and suggest an activity
for the intervention on the factors of academic dishonesty among students based on

the gathered data. In regard with this, the researchers will assure the confidentiality of

the students’ information given.

Data analysis

The researchers will use the John W. Creswell (2014) method which includes the

following procedural steps:

First, the researchers will organize and prepare the data that was collected.

Sorting information from a source is a crucial step in the process of gathering and

organizing data. It involves carefully reviewing the content of the source, such as

documents, interviews, or materials, and categorizing or arranging the information in

a meaningful and systematic way. This step requires attention to detail and accuracy

to ensure that the information is correctly organized for further analysis or use

Second, the researcher will read and look at the data. At this step, the researcher

will begin to look at the data collected. After the data has been collected, the

researcher will move on to the next step of the analysis process, which involves a

thorough examination of the data to understand its various aspects. This step is

crucial as it helps the researcher make sense of the data and draw meaningful

conclusions from it.

Third, the researchers will start coding. Once the data has been collected, the

researcher will engage in the process of categorization and labeling, which involves

placing segments, pictures, and text data into relevant categories and assigning them

appropriate labels or terms. This step is important as it helps to organize and structure
the data in a meaningful way, making it easier to analyze and draw conclusions from.

Fourth, the researcher will go under the description stage. This is about

generating a description of the setting for people, places, or events, as well as

creating categories for analysis, involves careful observation, documentation, and

categorization to provide a comprehensive understanding of the context in which the

data was collected.

Fifth, the researcher will go to representation. This step goes over how to address

the findings from the analysis. This is crucial step in the research process as it

involves interpreting the results and drawing conclusions based on the analysis of the

data.

Sixth, the researcher will go to interpretation. This step is the final step where

one asks what was learned from this report. These steps assist in evaluating criminal

justice data because all crimes can be broken down into different subcategories. It

also helps by having everything organized and broken up into all the correct

categories needed. This would be done by evaluating the question by breaking it up

and following the six steps and analyzing each part to ensure the validity of the

report. Once that is all done one should be able to find out what the lesson the

researcher wanted us to learn from their data report.

DATA ANALYSIS BY CRESWELL (2014)

Organization and Preparation

Evaluation

Coding
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