1

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

In the field of education, integrity serves as the

cornerstone upon which knowledge, innovation, and scholarly

progress are built and shaping the character and future of

its students. However, despite the emphasis placed on

honesty and ethical conduct, instances of academic

dishonesty persist within educational institutions

worldwide. In the halls of Southern Mindanao College (SMC)

in Pagadian City, this challenge manifests itself in various

forms, posing a significant barrier to the holistic

development of its learners.

The issue of academic dishonesty encompasses a

range of behaviors, from plagiarism and cheating to

falsification of data, all of which undermine the

fundamental principles of learning and intellectual growth.

Whereas, overcoming the effects of academic

dishonesty helps restore the integrity of the academic

institution, reinforcing trust in the academic community.

Students who overcome the effects of academic dishonesty may

develop a stronger sense of ethics and integrity,

understanding the importance of honesty in their academic

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and professional lives. Confronting academic dishonesty can

be a learning experience, leading to personal growth and

maturity as individuals reflect on their actions and their

consequences.

This comprehensive overview seeks to delve into the

multifaceted nature of academic dishonesty, exploring its

root causes, prevalent forms, consequences, and strategies

for prevention. By examining the various facets of this

complex phenomenon, we aim to shed light on the challenges

it poses to the integrity of educational systems and the

broader implications for scholarship and society.

As we embark on this exploration, it is imperative

to recognize that academic dishonesty transcends mere

violations of rules and regulations; it strikes at the heart

of the educational ethos, eroding trust, diluting the value

of credentials, and compromising the pursuit of knowledge.

Through this endeavor, we endeavor to equip educators and

students alike with the knowledge and tools necessary to

confront academic dishonesty effectively, thereby

safeguarding the integrity of our educational institutions

and upholding the principles of scholarship and intellectual

honesty.

Academic dishonesty refers to committing or

contributing to dishonest acts by those engaged in teaching,

 3

learning, research, and related academic activities, and it

applies not just to students, but to everyone in the

academic environment. (Cizek, 2003; Whitley, Jr. & Keith-

Spiegel, 2002).

Academic dishonesty refers to any behavior that

undermines the integrity of the educational process. This

can include activities such as plagiarism, cheating,

fabrication, and unauthorized collaboration. Before moving

forward, it is important to learn that the consequences vary

largely on the nature of academic dishonesty. (Keith

Althman,2024)

Ethical values are principles and beliefs that

guide individuals and organizations in making decisions and

evaluating actions as morally right or wrong. These values

serve as the foundation for ethical behavior, helping to

shape personal character and promote social cohesion.

Ethical values can stem from various sources, such as

cultural, religious, philosophical, or personal beliefs.

While the specific ethical values held by individuals and

groups may differ, some common themes include honesty,

fairness, responsibility, respect, and compassion. By

adhering to ethical values, individuals can navigate complex

moral dilemmas, maintain their integrity, and foster

positive relationships with others.

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Southern Mindanao Colleges (SMC) formerly Southern

Mindanao Institute (SMI), is a private, non-sectarian school

in Pagadian City, Zamboanga del Sur. It was founded in 1940

in Misamis Occidental and was relocated to Zamboanga del Sur

after the Second World War. The institute became a college

in 1956, and later on, it opened more programs, like law and

graduate courses—the first in Pagadian.

It is located in Jamisola St, Sta.Lucia, Pagadian

City, Zamboanga del Sur. The college currently offers

various undergraduate programs in the fields of Teacher

Education, Business, Criminology, Engineering, Liberal Arts,

and Information Technology. In the Graduate

School department are a Doctor of Education program and

Master's degree courses in Education, Business

Administration, and Public Education. The school also

provides programs in elementary, junior high school, and

senior high school. Academic and Technical-Vocational-

Livelihood (TVL) strands are available in the SHS

department.

Southern Mindanao Colleges is recognized by the

Commission on Higher Education (CHED) and the Department of

Education (DepEd). It is also a member of the Philippine

Association of Colleges and Universities (PACU).

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Constant development of technology nowadays also

contribute to academic dishonesty because all information

are readily available online. Hence this study is conducted

to determine the factors in overcoming the effects of

academic dishonesty for personal growth in SMC: an essence

to strengthen ethical values.

Conceptual Framework

Cheating in academics has serious consequences on

an individual's life, affecting their grades, integrity, and

relationships with teachers, peers, and mentors. Academic

dishonesty hinders learning and growth, and its effects can

follow individuals into their future pursuits, casting a

shadow over their reputation. To break this cycle, it is

crucial to acknowledge the wrongdoing, repair the damage,

and commit to genuine learning, ethical behavior, and

personal redemption.

Reflecting on past academic dishonesty is crucial

for personal growth. It involves taking responsibility for

wrongdoings, analyzing underlying reasons, and learning from

mistakes. Self-reflection provides an opportunity to

strengthen ethical values and avoid dishonesty in the

future. It also inspires individuals to commit to integrity

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and responsibility in their pursuit of knowledge. The

discussion of the variables in this study is shown below:

OVERCOMING THE EFFECTS OF ACADEMIC DISHONESTY FOR PERSONAL

GROWTH IN SMC, PAGADIAN CITY

OVERCOMING THE EFFECTS RESPONSES

OF ACADEMIC DISHONESTY

4 – Always Applied (AA)

1. Letting go of the
past
3 – Often Applied (0A)
2. Embracing moving
forward
2 – Sometimes Applied (SA)
3. Make new strategies

4. Seek guidance 1 – Never Applied (NA)

AN ESSENCE TO STRENGTHEN ETHICAL VALUES

Fig. 1 Schematic Diagram of the Study

 7

Letting Go of the Past. One of the most important

steps on the road to personal healing and development is

letting go of the past, especially in the case of academic

dishonesty. Progress can be hampered, and bad feelings can

be sustained by holding onto shame and sorrow for past

deeds. It's crucial to understand that concentrating on

these errors only serves to divert attention from the

present and future rather than to change the past. People

can let go of the weight of earlier academic dishonesty by

owning up to their mistakes, learning from them, and

actively resolving the issue.

This emancipation gives individuals the opportunity

for a new beginning and enables them to concentrate on moral

behaviour, real learning, and beneficial self-improvement.

It opens the door to a more promising future in both

academics and personal life to embrace the power of

forgiveness, both for oneself and others affected.

Embracing Moving Forward. After academic

dishonesty, moving forward calls for a proactive strategy as

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well as a dedication to constructive change and personal

development. Here is how to go about it:

Accept responsibility for your actions and the result. This

is essential for progress. Consider your experience with

academic dishonesty while comprehending the underlying

causes, stresses, and triggers that led to it. Remember that

moving forward from academic dishonesty is a journey that

requires patience, self-reflection, and continuous effort.

By embracing the opportunity for growth and positive change,

you can reclaim your academic integrity and thrive in your

academic pursuits.

Make new Strategies. Establish definite, value-

based academic and personal goals. Creating value-based

academic and personal objectives involves identifying one's

core values, principles, and beliefs and using them to guide

decision-making. These objectives prioritize continuous

learning and growth, both personally and within the

community. They emphasize the importance of contributing to

the community while striving for personal excellence.

Overall, value-based goals serve as a compass for achieving

one's full potential while remaining grounded in one's

values and beliefs. Value-based academic and personal goals

guide individuals' educational and life journeys, aligning

with their core values and principles. Academic goals,

 9

driven by intrinsic passion, reflect intellectual growth,

social responsibility, and long-term visions. Personal goals

provide clarity of purpose, fostering balance, self-

authenticity, meaning, and fulfilment. These goals empower

individuals to lead purposeful, authentic lives, allowing

them to evolve as their values and priorities change. Think

about the plans you have for the future. Make a strategy to

deal with the problem regions. This might entail improving

study techniques, time management, and moral judgment.

Seek Guidance. Contact advisers, teachers, or

mentors who can help you as you strive to become a better

intellectual and ethical person. Make the most of this

experience to advance personally. Spend time honing your

abilities, enhancing your routines, and enhancing your

persona.

The schematic diagram in this study will serve as

overcoming the effects of academic dishonesty for personal

growth in SMC, Pagadian City which belongs to the

independent variables while the extent of the responses are

the dependent variables.

Statement of the Problem

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This study sought to determine overcoming the

effects of academic dishonesty for personal growth in SMC,

Pagadian City: strengthening ethical values.

Definitely, this investigation answers the

following sub-problems:

1. What are overcoming the effects of academic

dishonesty applied by students on the following outlooks:

1.1. Letting go of the past;

1.2. Embracing moving forward;

1.3. Make new strategies; and

1.4. Seek guidance?

2.How often are overcoming the effects of academic

dishonesty applied by students?

3. What is the extent of comparability between the

responses of the instructors and students along with the

four variables?

4. Is there a significant difference between the

responses of instructors and the students along with the

four variables?

Null Hypothesis

HO: There is no significant difference between the

responses of instructors and students along with four

variables.
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Scope and Delimitation of the Study

This study involves 10 full-time and part-time

Liberal Arts instructors and 30 selected Political Science

students from 1st year to 4th year in Suothern Mindanao

Colleges, Pagadian City. The researchers exclude themselves

as part of the student respondents to avoid prejudice to the

study conducted.

This study is delimited to the four variables on

overcoming the effects of academic dishonesty for personal

growth in SMC, Pagadian City: an essence to strengthen

ethical values. The variables included are: letting go of

the past; embracing moving forward; make new strategies; and

seek guidance.

The study was conducted during the second semester

of school year 2023-2024.

Importance of the Study

The output of the study could help the students to

overcome academic dishonesty since it will supply factual

data as basis in helping and motivating them to move on or

do not engage anymore in academic dishonesty.

The teachers/instructors can also gain benefits in

this study since it will help them to always remind students

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the consequences of doing academic dishonesty and will help

them to encourage students to overcome it.

Teachers play a crucial role in upholding academic

integrity within their classrooms and institutions. By

addressing and overcoming instances of academic dishonesty,

teachers contribute to maintaining the integrity of the

educational process and ensuring a fair and equitable

learning environment for all students.

Overcoming academic dishonesty provides teachers

with opportunities to educate students about the importance

of ethical behavior and the consequences of dishonesty.

Through discussions, interventions, and support, teachers

can help students understand the value of integrity and the

detrimental effects of cheating and plagiarism.

By overcoming academic dishonesty, students

cultivate a sense of personal integrity and honesty, which

are essential virtues in both academic and professional

settings. This fosters a strong moral character and ethical

decision-making skills. Students who overcome academic

dishonesty often learn from their mistakes, gaining a deeper

understanding of the subject matter through honest effort

and study. This enhances their critical thinking skills and

overall academic development.

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DEFINITION OF TERMS USED

To give a vivid meaning on the words which are

operationally use in this investigation, the following are

hereby defined.

Academic dishonesty. Refers to any form of

unethical or fraudulent behavior that compromises the

integrity of academic standards, assessments, or

achievements. It encompasses a wide range of actions that

violate academic norms, rules, or expectations and undermine

the principles of honesty, fairness, and academic integrity.

Effects. Refer to the outcomes, consequences, or

impacts resulting from a particular action, event, or

phenomenon.

Embracing moving forward. Refers to the attitude

or mindset of accepting and welcoming the process of

progressing in life, despite past challenges, setbacks, or

obstacles.

Instructors/Teachers. It refers to the secondary

respondents, 10 full-time and part-time liberal arts

department instructors.

Letting go of the past. Refers to the

psychological process of releasing attachment, resentment,

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or emotional baggage associated with events, experiences, or

people from one's past.

Make new strategies. Refers to the process of

creating fresh plans, approaches, or methods to achieve

desired goals or objectives.

Overcoming. Refers to the act of successfully

facing and surmounting challenges, obstacles, difficulties,

or adversities. It involves demonstrating resilience,

determination, and perseverance to prevail despite setbacks

or hurdles.

Pagadian City. It is where SMC is located. Is a

1st class city in the province of Zamboanga Del Sur,

Philippines. It is the capital city of the province, and the

regional center of the Zamboanga Peninsula.

Personal growth. Refers to the continuous process

of self-improvement, self-discovery, and self-development

that individuals undergo throughout their lives.

(SMC)Southern Mindanao Colleges. Refers to the

place where this investigation conducted on overcoming the

effects of academic dishonesty for personal growth in

strengthening ethical values.

Strengthening ethical values. Is the end result of

the study which can only be attained when students and

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teachers/instructors would be able to apply the standards in

overcoming the effects of academic dishonesty.

Students. It refers to 30 students from 3rd year

and 4th year Political Science in Southern Mindanao

Colleges, Pagadian City.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related

literature and studies which have similar bearing to the

present investigation conducted.

The researcher utilized reliable source of

information such as books, journals, unpublished thesis, and

internet to enrich the content of the study. To link the

literature and studies, clincher is provided.

Related literature

Feel Academic Dishonesty Ruined Your Life?

Here’s what to do next:

 16

Cheating in academics has serious consequences on

an individual’s life, affecting their grades, integrity, and

relationships with teachers, peers, and mentors. Academic

dishonesty hinders learning and growth, and its effects can

follow individuals into their future pursuits, casting a

shadow over their reputation. To break this cycle, it is

crucial to acknowledge the wrongdoing, repair the damage,

and commit to genuine learning, ethical behavior, and

personal redemption. Reflecting on past academic dishonesty

is crucial for personal growth. It involves taking

responsibility for wrongdoings, analyzing underlying

reasons, and learning from mistakes. Self-reflection

provides an opportunity to strengthen ethical values and

avoid dishonesty in the future. It also inspires individuals

to commit to integrity and responsibility in their pursuit

of knowledge.

Letting Go of the Past

One of the most important steps on the road to

personal healing and development is letting go of the past,

especially in the case of academic dishonesty. Progress can

be hampered, and bad feelings can be sustained by holding

onto shame and sorrow for past deeds. It’s crucial to

understand that concentrating on these errors only serves to

divert attention from the present and future rather than to

 17

change the past. People can let go of the weight of earlier

academic dishonesty by owning up to their mistakes, learning

from them, and actively resolving the issue.

This emancipation gives individuals the

opportunity for a new beginning and enables them to

concentrate on moral behavior, real learning, and beneficial

self-improvement. It opens the door to a more promising

future in both academics and personal life to embrace the

power of forgiveness, both for oneself and others affected.

Embracing Moving Forward

After academic dishonesty, moving forward calls

for a proactive strategy as well as a dedication to

constructive change and personal development. Here is how to

go about it:

Accept responsibility for your actions and the result

This is essential for progress. Consider your

experience with academic dishonesty while comprehending the

underlying causes, stresses, and triggers that led to it.

Make new strategies

Establish definite, value-based academic and

personal goals. Creating value-based academic and personal

 18

objectives involves identifying one’s core values,

principles, and beliefs and using them to guide decision-

making. These objectives prioritize continuous learning and

growth, both personally and within the community. They

emphasize the importance of contributing to the community

while striving for personal excellence. Overall, value-based

goals serve as a compass for achieving one’s full potential

while remaining grounded in one’s values and beliefs. Value-

based academic and personal goals guide individuals’

educational and life journeys, aligning with their core

values and principles. Academic goals, driven by intrinsic

passion, reflect intellectual growth, social responsibility,

and long-term visions. Personal goals provide clarity of

purpose, fostering balance, self-authenticity, meaning, and

fulfilment. These goals empower individuals to lead

purposeful, authentic lives, allowing them to evolve as

their values and priorities change. Think about the plans

you have for the future. Make a strategy to deal with the

problem regions. This might entail improving study

techniques, time management, and moral judgment.

Seek Guidance

Contact advisers, teachers, or mentors who can

help you as you strive to become a better intellectual and

ethical person. Make the most of this experience to advance

 19

personally. Spend time honing your abilities, enhancing your

routines, and enhancing your persona.

The literature above is deemed necessary for

inclusion because it is the source of the set of variables

in this particular research.

Cultivating Honesty and Loyalty

After experiencing academic dishonesty, it’s

important to cultivate honesty and loyalty through

following:

 Indulging in Self-reflection

 Ensuring Self-Accountability

 Engaging in Open communication

 Making amends

 Setting ethical goals

 Being transparent

 Maintaining a positive attitude

 Seeking mentorship

 Developing character strengths

 Celebrating small victories

 Reflecting on one’s actions

 Practicing mindfulness

 Taking care of oneself

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By focusing on these values, individuals can

restore their integrity, strengthen their character, and

positively influence themselves and those around them.

Emphasizing honesty and loyalty can also prevent future

mistakes and establish a strong foundation of integrity.

Additionally, engaging in self-care and mindfulness

exercises can help manage stress and regulate emotions.

Lessons from Mistakes

It’s essential to take responsibility for past

academic dishonesty, reflect on what led to it, and learn

from mistakes. Seek feedback from mentors or counsellors and

develop a plan for improvement. Focus on strengths, set

clear goals, practice self-compassion, and celebrate

progress. Remember, personal growth is continuous and

dedication to improvement shows resilience and

determination.

Seeking Guidance and Decision-Making

To navigate the fallout and forge a successful

future following academic dishonesty, it can be quite

beneficial to seek advice and make decisions. You can learn

a lot from seasoned folks who can offer advice, support, and

a different viewpoint on your problem by speaking with

mentors, professors, or counsellors. Their guidance can

assist you in developing a plan for enhancing your academic

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performance and ethical behavior as well as in better

understanding the effects of your choices and personal

growth techniques. Involving dependable people in your

decision-making can also help you stay accountable and

motivated to make improvements. Their advice can also assist

you in re-establishing your credibility with colleagues and

teachers and in laying the groundwork for a successful

academic career focused on honesty and integrity.

Example of Seeking Guidance and Decision Making:

Emily, feeling overwhelmed and ashamed after

submitting a plagiarized paper, sought advice from her

professor. The lecturer listened without judgment,

discussing academic honesty, its impact on learning, and

Emily’s betrayal of peers’ confidence.

What is 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 (Cizek, 2003).

The attempt of any student to present as his or her

own work that which he or she has not produced is regarded

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by the faculty and administration as a serious offense.

Students are considered to have cheated if they copy the

work of another during an examination or turn in a paper or

an assignment written, in whole or in part, by someone else.

Students are responsible for plagiarism, intentional or not,

if they copy material from books, magazines, or other

sources without identifying and acknowledging those sources

or if they paraphrase ideas from such sources without

acknowledging them.

The aforementioned literature about academic

dishonesty is relevant to the study because it will help the

reader understand more about the main problem which is

academic dishonesty.

Academic Dishonesty Forms

Academic dishonesty can take many forms, which can

be broadly classified as follows (Whitley & Keith-Spigel,

2002; Pavela, 1978; Stern & Havelick, 1986):

 Cheating

 Plagiarism

 Fabrication or falsification

 Sabotage
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Cheating

Cheating involves unauthorized use of information,

materials, devices, sources, or practices in completing

academic activities. For example, copying during an exam

that should be completed individually is an unauthorized

practice, and, therefore, is considered cheating. A student

who allows another student to copy from his or her work is

facilitating or contributing to cheating.

Plagiarism

Plagiarism is a type of cheating in which someone

adopts another person's ideas, words, design, art, music,

etc., as his or her own without acknowledging the source,

or, when necessary, obtaining permission from the author.

For example, copying and pasting material from a web site

into your own document without proper citation is considered

plagiarism.

Fabrication or falsification

Fabrication or falsification involves the

unauthorized creation or alteration of information in an

academic document or activity. For example, artificially

creating data when it should be collected from an actual

experiment or making up a source of information that does

not exist is considered fabrication or falsification.

Sabotage
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Sabotage involves disrupting or destroying another

person's work so that the other person cannot complete an

academic activity successfully. For example, destroying

another person's artwork, experiment, or design is

considered sabotage. Failure to contribute as required to a

team project can also be considered academic sabotage.

The two key ideas to remember in understanding the

four types of academic dishonesty are:

1. Unauthorized practices

2. Improper use of another person's work in the course of

completing an academic activity

Even if a student unintentionally uses another person's work

improperly or does something that was unauthorized while

completing an academic activity, he or she is still guilty

of academic dishonesty. Instructors have the responsibility

to educate students on these issues in order to promote

academic integrity.

Meanwhile, in "Detecting and Preventing Classroom

Cheating: Promoting Integrity in Schools", Thomas M. Cizek

outlines several forms of academic dishonesty, including:

1. Cheating on tests: This involves various methods such

as copying from another student's paper, using cheat

sheets, accessing unauthorized materials or electronic

devices, or obtaining advanced copies of tests.

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2. Plagiarism: Presenting someone else's work, ideas, or

words as your own without proper attribution. This can

include copying passages from sources without citation,

paraphrasing without giving credit, or purchasing

papers from online sources.

3. Fabrication: Creating or falsifying data, citations, or

information in academic assignments or research without

proper verification or evidence.

4. Deception: Engaging in deceptive practices to gain an

unfair advantage, such as lying about reasons for late

submission, falsifying excuses for absence, or forging

signatures.

5. Collusion: Illegitimate collaboration with others to

complete assignments or exams when independent work is

required. This can involve sharing answers, dividing up

work unfairly, or allowing others to copy one's work.

6. Bribery or corruption: Offering or accepting bribes,

favors, or other incentives in exchange for academic

dishonesty, such as paying someone to take an exam or

write a paper.

7. Unauthorized access: Gaining unauthorized access to

exam materials, answer keys, or other confidential

information to gain an unfair advantage in assessments.

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These forms of academic dishonesty can undermine

the integrity of educational institutions and the value of

academic credentials. Cizek emphasizes the importance of

detecting and preventing cheating behaviors to uphold

academic integrity and maintain trust within educational

communities.

What are the causes of Academic dishonesty?

Literature on academic dishonesty cites a number of

factors that contribute to dishonest academic

practices (Whitley and Keith-Spiegel, 2002). Contributing

factors include:

 Peer pressure

 Performance anxiety

 Excuse making

 Inability to manage the demands of student life

 Situations that encourage academic dishonesty

 Self-justification habits

 Unfamiliarity with what constitutes academic dishonesty

 Lack of understanding about consequences

Peer pressure

Students can pressure other students to commit acts

of academic dishonesty in many ways: pressuring others to

 27

work together or split assignments when course policies

prohibit collaboration, seeing other students cheat and then

joining them, engaging in academic dishonesty as a group and

helping friends on assignments or exams when the professor

has prohibited collaboration.

Performance Anxiety

Anxiety about academic performance can cause some

students to cheat in academic activities. Students may cheat

to avoid failing a course or receiving a bad grade. Some

students may use cheating as a way to cope with poor test-

taking skills.

Excuse making

Some students blame their course instructors for

their cheating, complaining that the professors expect too

much or are too difficult to understand. Students also may

use the excuse that the exams were unfair or a course was

not in their major. Occasionally, students reason that other

students are cheating, so they have no alternative but to

cheat as well.

Inability to manage demands of student life

One of the most common reasons for academic

dishonesty is students’ inability to manage the pressures of

their social and academic lives. Students who cannot plan

 28

and manage their workload and other activities and are

usually behind in meeting their deadlines and can at times

resort to cheating or plagiarism as an easy solution.

Situations that encourage academic dishonesty

When course policies do not spell out clearly what

students may or may not do regarding collaboration, or when

an instructor is not careful in enforcing academic integrity

standards, some students may use the situation to commit

acts of academic dishonesty. For example, if the penalties

for violating academic integrity standards are too minimal,

some students may consider cheating to be worth the risk of

being caught.

Self-justification habits

Some students engage in self-talk in order to

justify their actions to themselves, even though those

actions may not be appropriate. For example, they justify

cheating by telling themselves that they were cheating:

 Only once

 Only in one academic activity

 Because they were sick and couldn't catch up

 29

Other self-talk justifications include students telling

themselves that:

 "This particular assignment is not very important"

 "I do not need this particular course for graduation, so

it's okay"

 "No one will get hurt by this"

 "I had to help a friend in need"

 "The instructor doesn't really care"

 "Everyone cheats in this class"

Regardless of the causes of academic dishonesty,

it cannot be justified under any circumstance. Furthermore,

the consequences of being caught can be devastating for

students. Instructors have the professional responsibility

to increase students' awareness of academic dishonesty

issues and help them avoid committing academic dishonesty.

Consequences for Academic Dishonesty

The most obvious consequences of academic

dishonesty are the penalties the university can impose on

the offending student. In addition to official university

sanctions, other consequences include serious moral,

ethical, social and academic concerns, as cited by Cizek

(2003).

Social consequences
 30

Cizek (2003) discusses the moral consequences of

cheating, including the "habit-forming" nature of cheating

and cheating's devaluation of hard work, integrity and

fairness. The habitual nature of cheating indicates that

those who cheat in academic activities and think they can

get away with it may continue to cheat at work, in family

life and in other aspects of life. In the long run, this

attitude can be harmful not only to the cheater, but to

everyone else affected by his or her actions.

Loss of intellectual property

Academic dishonesty, such as plagiarism, is the

equivalent of stealing another person’s property. An

original work (idea, writing, design, art, music, etc.)

created by someone is the “currency” for that individual and

when another person uses it without permission, the author

loses his or her intellectual property, recognition and

possible income.

Inaccurate assessment

When students cheat or plagiarize in academic

activities, instructors cannot accurately assess student

performance or evaluate students’ mastery of the knowledge,

skills and applications necessary in their field. As a

 31

result, institutions may grant credentials to those who do

not really deserve them, which can have serious practical

ramifications in the workplace.

Practical concerns

When students who commit acts of academic

dishonesty are granted credentials confirming that they have

successfully completed a course or program of study when

they have not, it can have serious consequences in the

workplace. For example, if someone obtained the credentials

to practice medicine, engineering, or law through habitual

academic dishonesty, public safety and welfare could be

jeopardized.

The practical concerns that impact employers ultimately

impact alumni as well. If an employer hires someone who

obtained his or her credentials dishonestly, the potential

incompetence of the graduate would reflect badly on the

graduate's alma mater-a situation that could hurt future

graduates' employment prospects.

How to prevent Academic Dishonesty

In "Detecting and Preventing Classroom Cheating:

Promoting Integrity in Schools" by Thomas M. Cizek, several

strategies for preventing academic dishonesty are proposed.

These strategies aim to create a culture of academic

 32

integrity and discourage cheating behaviors. Some of these

prevention measures include:

1. Clear expectations: Clearly communicate academic

integrity policies and expectations to students from

the outset of a course or academic program. This

includes explaining what constitutes academic

dishonesty, the consequences of cheating, and the

importance of honesty in academic work.

2. Educate students: Provide students with education and

resources on proper citation practices, research

methods, and academic integrity. This can include

workshops, tutorials, or online modules on topics such

as plagiarism avoidance and ethical conduct in

research.

3. Design assessments thoughtfully: Design assessments

that discourage cheating and promote authentic

learning. This can include using a variety of

assessment formats (e.g., essays, projects,

presentations) to assess different skills and knowledge

areas, as well as incorporating open-ended questions or

case studies that require critical thinking and

application of concepts.

4. Monitor exams effectively: Implement strategies to

monitor exams effectively and deter cheating, such as

 33

using proctors, randomizing exam questions or seating

arrangements, and utilizing technology to detect

cheating behaviors.

5. Foster a culture of integrity: Promote a culture of

academic integrity within the institution by

celebrating honesty and ethical behavior, recognizing

students for their academic achievements, and providing

opportunities for students to engage in discussions

about ethical dilemmas and academic integrity.

6. Encourage academic responsibility: Encourage students

to take responsibility for their own learning and

academic success, emphasizing the value of effort,

perseverance, and genuine engagement with course

material.

7. Use technology wisely: Utilize technology to prevent

and detect academic dishonesty, such as plagiarism

detection software, online proctoring tools, or secure

exam delivery platforms.

By implementing these prevention strategies,

educational institutions can create an environment where

academic dishonesty is less likely to occur and where

honesty, integrity, and ethical conduct are valued and

upheld.

Personal Growth
 34

In "Detecting and Preventing Classroom Cheating:

Promoting Integrity in Schools" by Thomas M. Cizek, personal

growth in the context of academic dishonesty refers to the

development of ethical character and integrity in students

as they navigate their educational experiences. Cizek

emphasizes that the prevention of academic dishonesty is not

merely about enforcing rules or imposing consequences but

also about fostering personal growth and moral development.

According to Cizek, when students engage in

academic dishonesty, they not only undermine the integrity

of their academic work but also compromise their own

personal growth and ethical development. By cheating,

students miss out on the opportunity to learn from their

mistakes, develop critical thinking skills, and cultivate a

strong sense of integrity.

The aforementioned literatures were relevant to

mention since it tackled on the main problem of the study

which is the academic dishonesty and personal growth.

RELATED STUDIES

Thomas M. Cizek

"Detecting and Preventing Classroom Cheating:

Promoting Integrity in Schools" by Thomas M. Cizek draws

 35

several conclusions regarding academic dishonesty and the

measures to prevent it.

1. Awareness and Education are Key: Cizek likely

emphasizes the importance of raising awareness about

academic dishonesty and educating students, educators,

and administrators about its implications. By

increasing understanding of what constitutes cheating

and its consequences, individuals are better equipped

to prevent it.

2. Proactive Prevention Strategies: The study likely

highlights the necessity of implementing proactive

prevention strategies to deter academic dishonesty.

This might include clear communication of expectations,

designing assessments that discourage cheating, and

fostering a culture of integrity within educational

institutions.

3. Role of Educators and Institutions: Cizek probably

emphasizes the significant role that educators and

institutions play in preventing academic dishonesty.

Educators are responsible for creating environments

that promote honesty and integrity, while institutions

must establish and enforce policies that discourage

cheating and uphold academic standards.

 36

4. Importance of Character Development: The study may

underscore the importance of character development and

ethical decision-making in students. Educators should

not only focus on academic achievement but also on

nurturing students' moral and ethical development to

help them make principled choices in their academic and

professional lives.

5. Continuous Monitoring and Adaptation: Cizek's work

likely suggests that preventing academic dishonesty is

an ongoing process that requires continuous monitoring

and adaptation. Institutions should regularly evaluate

their prevention efforts and adjust strategies as

needed to address new challenges and emerging trends in

cheating behaviors.

Overall, the conclusions drawn in "Detecting and

Preventing Classroom Cheating: Promoting Integrity in

Schools" likely advocate for a comprehensive approach to

addressing academic dishonesty that involves education,

prevention, and a commitment to fostering integrity within

educational communities.

Bernard E. Whitley Jr & Pauline Keith-Spiegel

The study "Academic Dishonesty: An Educator's

Guide" by Whitley Jr. and Keith-Spiegel provides insights

 37

and guidance for educators regarding academic dishonesty.

This book provides insights into the prevalence, causes,

consequences, and prevention of academic dishonesty. It is

intended to serve as a comprehensive resource for educators

to understand and address academic dishonesty effectively

within educational settings.

1. Prevalence and Forms of Academic Dishonesty: The study

likely presents findings on the prevalence of academic

dishonesty among students and the various forms it can

take, including plagiarism, cheating on exams,

collusion, and fabrication.

2. Factors Contributing to Academic Dishonesty: The

research probably explores the underlying factors that

contribute to academic dishonesty, such as pressure to

succeed, lack of understanding of academic integrity

principles, attitudes toward cheating, and situational

factors within educational environments.

3. Impact on Learning and Academic Integrity: The study

may discuss the negative consequences of academic

dishonesty on student learning, academic integrity, and

the reputation of educational institutions. It might

also address the ethical implications of cheating for

individuals and society.

 38

4. Strategies for Prevention and Detection: Whitley Jr.

and Keith-Spiegel likely provide recommendations and

strategies for educators to prevent and detect academic

dishonesty. This could include promoting a culture of

integrity, clearly communicating academic expectations

and consequences for dishonesty, designing assessments

that deter cheating, and using technology and other

tools to monitor for plagiarism and cheating behaviors.

5. Educational Interventions: The study might highlight

the importance of educational interventions aimed at

promoting academic integrity and teaching students

about ethical decision-making, proper citation

practices, and the importance of honesty in academic

work.

6. Creating Supportive Learning Environments: Whitley Jr.

and Keith-Spiegel may emphasize the role of educators

in creating supportive learning environments where

students feel valued, respected, and encouraged to

excel through honest and ethical means.

Overall, the conclusions of "Academic Dishonesty:

An Educator's Guide" likely provide practical insights and

recommendations for educators to address and prevent

academic dishonesty within their educational contexts.

 39

William Damon

"Greater Expectations: Overcoming the Culture of

Indulgence in Our Homes and Schools" is a book authored by

William Damon, published in 1995.

1. Culture of Indulgence: Damon probably discusses the

prevailing culture of indulgence in contemporary

society, characterized by a focus on instant

gratification, materialism, and self-interest. He may

argue that this culture undermines the development of

important virtues such as self-discipline,

perseverance, and social responsibility.

2. Impact on Youth Development: Damon likely explores the

impact of the culture of indulgence on the development

of children and adolescents. He may discuss how

excessive pampering, overprotection, and a lack of

clear expectations can hinder young people's growth,

autonomy, and moral character.

3. Need for High Expectations: The book may argue for the

importance of setting high expectations for children

and students in homes and schools. Damon may advocate

for fostering a culture of excellence, achievement, and

moral integrity that challenges young people to reach

their full potential and contribute meaningfully to

society.
 40

4. Role of Parents and Educators: Damon probably

emphasizes the crucial role of parents and educators in

shaping young people's development and instilling

values of diligence, resilience, and moral courage. He

may discuss effective parenting practices, teaching

strategies, and educational interventions that promote

high expectations and positive youth outcomes.

5. Building Character and Virtue: The book may highlight

the importance of character education and moral

development in cultivating virtues such as honesty,

integrity, empathy, and altruism. Damon may argue that

instilling these virtues is essential for preparing

young people to navigate life's challenges with wisdom

and integrity.

6. Challenges and Solutions: Damon likely addresses the

challenges and barriers to fostering greater

expectations in homes and schools, such as cultural

attitudes, societal pressures, and educational

policies. He may offer practical strategies and

solutions for overcoming these challenges and promoting

a culture of excellence and moral purpose.

Overall, "Greater Expectations" likely presents a

call to action for parents, educators, and policymakers to

raise the bar and create environments that nurture the full
 41

potential of young people, instill a sense of purpose, and

cultivate a commitment to excellence and ethical living.

The related studies cited has significant

connection to the present study hence, found to be worth

with of inclusion.
 42

CHAPTER III

RESEARCH DESIGN AND PROCEDURE

This chapter presents the method used, research

instrument, validation of the instrument, data gathering

procedure, sampling design, and statistical treatment of the

data.

Research Method

Descriptive method was utilized in this study to

identify patterns in the characteristics of a group to

essentially establish everything that is needed to be

understood apart from why something has happened, it also

shows the correlation of variables. Descriptive research is

the research design in which data is collected in a

qualitative manner and analyzed using quantitative

procedures (Nassaji, 2015).

This study employed a descriptive design of

observation. Generally, descriptive research design is a

sort of research design that tries to systematically gather

data to characterize a phenomenon, circumstance, or

 43

population that is being examined, according to Mugenda and

Mugenda, (2003) and Siedlecki (2020).

Research Instrument

A self-made questionnaire-checklist was utilized

in this study as research instrument where the respondent

can assess one’s level of communication skills and

importance of these to one’s academic achievement. The

researchers have carefully deliberated before coming up with

a questionnaire and have read multiple articles, studies,

theses, and dissertations to make relevant statements

(Bodine, 2022).

The research tool has two parts. First part

includes the respondent’s personal information such as name

and address and the second part is the self-assessment of

one’s level of communication skills in the following

aspects: speaking skills, writing skills, listening skills,

and reading skills. Each variable consists of 5 statements

and the last statement requires their degree of agreement of

the relevance of the respective communication skills.

Validation of Research Instrument

With the help of the researchers’ adviser, they

created an initial version of the research instrument. The

 44

tool was given a trial run prior to its final

administration. The trial responders for the dry run were

the students enrolled in Southern Mindanao Colleges,

Pagadian City's Education Department. The respondents were

provided with a set of criteria to use in making their

evaluation of the items' appropriateness or suitability.

They were asked to offer some recommendations on how to make

the research tool better.

Following the dry run, the researchers made notes

and put the advice into practice. The final draft was sent

for approval to the dean of social work and liberal arts.

Following that, enough copies were produced for the

principal respondents of the study.

Gathering of Data

The first was requesting permission from the Dean of

the Department of Liberal Arts and Social Work, which was

then confirmed by the President of the School. The

researcher personally oversaw the distribution of the

questionnaire-checklist to the primary respondents after the

request was approved.

Since the distribution took place outside of their

usual business hours and class schedule, they had plenty of

time to finish the tool. The investigator underscored the

 45

significance of truthful answers and directed the subjects

to complete the questionnaire-checklist by marking all items

unchecked. The researcher also assured the respondents that

their opinions would be kept private by briefing them on the

instructions.

Sampling Design

This section discusses the method used in selecting

the principal respondents. Purposive sampling design was

employed in selecting both instructors and students for this

study.

A purposive sample is a non-randomly selected and

typically smaller subset of the population intended to

represent it logically. This can be done by understanding

the population’s background by selecting a sample that

portrays those variations. Researchers use sampling methods

when they want to access a particular subset of people,

where all the survey participants are selected to fit a

specific profile (Alchemer, 2021).

Purposive sampling requires researchers to have

prior knowledge about the purpose of their studies so that

they can accurately choose and approach eligible

participants. This is collected according to the

requirements of the test, survey, or research that it will

be used for.
 46

A total of 10 full-time and part-time Liberal Arts

instructors and 30 selected AB-Political Science students

from 1st year to 4th year were selected as respondents for

this study.

Statistical Treatment

The collected data underwent meticulous

classification, tabulation, and then underwent statistical

treatment to analyze and interpret the findings:

1. Weighted Mean. Involved summing the product of

the frequency and the assigned weight, divided by the total

number of respondents.

The formula is:

∑ F W

WM =

Where,

WM = Weighted Mean

F = Frequency

N = Total number of respondents

∑ = Summation symbol
 47

a. Ranking. This method was employed to determine the

item's specific placement concerning the five indicators for

each variable.

b. Four-Point Continuum. The instructors' and students'

responses to the predetermined statements for each variable

were grouped based on the frequency they received. A four-

point continuum was employed for analysis and

interpretation.

2. t-test. This was used to test whether there is

significant difference between the responses of

administrators and teachers along with the four variables.

The formula is given by Freund (1984:298).

X 1 – X2
t =
(N1-1)(SD1)2 + (N2-1)(SD2)2 1 1
+
N 1 + N2 – 2 N1 N2
Where:

t = t-test

X1, SD1 and N1 = refers to the average mean,

standard deviation and the number of variables for

instructors.

X2, SD2 and N2 = refers to the average mean,

 48

standard deviation, and the number of variables for

students.

Since t-test distribution is characterized by the

degree of freedom, it is computed based on the following

formula:

d.f. = N1 + N2 – 2

where,

N 1 = refers to the number of variables for

school administrators.

N2= refers to the number of variables for

teachers.

2 = constant number.

The level of significance was set at 5 percent and

the rejection in given:

table value = 2.447

When the computed t-value is greater than the table

value of the null hypothesis. The computed t-value therefore

is considered significant. When the computed t-value is

lesser than the table value, the null hypothesis is

accepted.

Numerical Scale Verbal Equivalent

4 – (3.26 – 4.00) - Always Applied (AA)

3 – (2.57 – 3.25) - Often Applied (OA)

2 – (1.76 – 2.50) - Sometimes Applied (SA)

 49

1 – (1.00 – 1.75) - Never Applied (NA)

Bibliography

A. Books

Asuelo, V. (n.d.) SMC Student Handbook

B. Internet Sources

(Cizek, 2003; Whitley, Jr. & Keith-Spiegel, 2002, "Academic

Dishonesty: An Educator's Guide."

https://www.niu.edu/academic-integrity/faculty/types/index,

Whitley, B. E., Jr., & Keith-Spiegel, P. (2002). Academic

dishonesty: An educator's guide. Lawrence Erlbaum Associates

Publishers.

William Damon, Greater Expectations: Overcoming the Culture

of Indulgence in Our Homes and Schools (1995);

 50

https://www.hoover.org/profiles/william-
damon#:~:text=Damon's%20research%20explores%20how
%20people,purpose%20in%20families%20and%20schools.
https://www.edukasyon.ph/schools/southern-mindanao-colleges
https://www.thebehavioralscientist.com/glossary/ethical-
values
https://www.kaltmanlaw.com/education-attorney/representing-
students-plagiarism-and-cheating-matters

APPENDIX A
SOUTHERN MINDANAO COLLEGES
PAGADIAN CITY

(COLLEGE OF LIBERAL ARTS)

(Letter to Respondents)

Dear Respondent,

We would like to request for your help by answering

this questionnaire-checklist entitled "OVERCOMING THE
EFFECTS OF ACADEMIC DISHONESTY FOR PERSONAL GROWTH IN SMC,
PAGADIAN CITY: AN ESSENCE TO STRENTHEN ETHICAL VALUES." a
requirement leading to the degree of Bachelor of Arts in
Political Science at Southern Mindanao Colleges, Pagadian
City.

In this connection, please answer to the best of

your ability the questions asked without leaving items
unanswered as this is important to the success of the study.
 51

Rest assured that your responses are kept with

highest confidentiality thus you do not have to be afraid
that you will have the adverse effect.

Thank you.

Very respectfully yours,

JIRASC A. DAG-UMAN

Researcher

APPENDIX B
QUESTIONNAIRE-CHECKLIST
Part I. Background Information
Name:______________________________________
Address: (Optional)
____________________________________________
Please check your position in the school:
Instructor () Student ()

Part II. OVERCOMING THE EFFECTS OF ACADEMIC DISHONESTY FOR

PERSONAL GROWTH IN SMC, PAGADIAN CITY: AN ESSENCE TO
STRENTHEN ETHICAL VALUES

Instructions: Please answer to the best of your ability by

checking in the appropriate space provided in the
questionnaire-checklist without leaving any items unanswered
as these are important to the researchers.

For your guide, the following indicators are provided.

4 – Always Applied (AA)

3 – Often Applied (OA)
2 – Sometimes Applied (SA)
1 – Never Applied (NA)
 52

1. Letting go of the Past 1 2 3 4

1. Willing to let go of grudges or
resentments from the past.

2. Forgiving yourself for past mistakes or

failures.

3. Engaging in activities or practices that

help you let go of the past.

4. Controlling thoughts and emotions related

to past events.

5. Believing that dwelling on the past

interferes with your ability to live in the
present.

2. Embracing Moving Forward 1 2 3 4

1. Setting goals for yourself to achieve in
the future.

2. Focusing on the present and planning for

the future is more important than dwelling on
the past.

3. Reflecting on your past experiences as a

way to learn and grow for the future.

4. Engaging in activities or practices that

help you stay focused on the present moment.
5. Prioritizing self-improvement and
personal development in your life.
3. Make New Strategies 1 2 3 4
1. Seeking out alternative solutions when
faced with obstacles or difficulties.
2. Reassessing your plans and goals to
ensure they align with your current
circumstances and priorities.
3. Valueing on being flexible and adaptable
in your approach to problem-solving and
decision-making.
4. Accepting feedback from others to help
generate new ideas or perspectives.
 53

5. Overcoming obstacles and achieve your

goals through innovative thinking and
problem-solving.
4. Seek Guidance 1 2 3 4
1. Seeking advice from friends or family
members when making important decisions.
2. Trusting advisor’s for guidance when
encountering a problem or challenge.
3. Believing in the importance of seeking
guidance from those with more experience or
expertise in a particular area before making
a decision.
4. Asking questions for clarification when
you don't understand something.
5. Navigating challenges positively and make
better decisions.

CURRICULUM VITAE

PERSONAL DATA

NAME : JIRASC A. DAG-UMAN

DATE OF BIRTH : DECEMBER 20, 1993

PLACE OF BIRTH : STO.NINO PAGADIAN CITY, ZamboDel Sur

RELIGION : Roman Catholic

PARENTS : Jame G. Dag-uman

Angelina P. Amaran

CIVIL STATUS : Married

ADDRESS : Danlugan, Pagadian City, Zamboanga

Del Sur

EDUCATIONAL BACKGROUND
 54

ELEMENTARY : Sto.Nino Elementary School

Pagadian City, Zamboanga Del Sur

April 2006

SECONDARY : Southern Mindanao Colleges, Annex

Gatas District, Pagadian City, ZDS

April 2010

TERTIARY : Bachelor of Arts in Political

Science

Southern Mindanao Colleges

Pagadian City