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Academic dishonesty when doing homework: how digital technologies are put to bad use in secondary schools


Désiron, Juliette C; Petko, Dominik (2023). Academic dishonesty when doing homework: how digital technologies are put to bad use in secondary schools. Education and Information Technologies, 28(2):1251-1271.

Abstract

The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in dishonest practices were males who did not put much effort into their homework and were enrolled in non-higher education-oriented school programs. Further, we found that digitally-supported homework avoidance was a significant negative predictor of test performance when considering information and communication technology predictors. Thus, the present study not only expands the knowledge regarding the predictors of academic dishonesty with digital resources, but also confirms the negative impact of such practices on learning.

Abstract

The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in dishonest practices were males who did not put much effort into their homework and were enrolled in non-higher education-oriented school programs. Further, we found that digitally-supported homework avoidance was a significant negative predictor of test performance when considering information and communication technology predictors. Thus, the present study not only expands the knowledge regarding the predictors of academic dishonesty with digital resources, but also confirms the negative impact of such practices on learning.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > Library and Information Sciences
Uncontrolled Keywords:Academic dishonesty, digitally-supported cheating, homework, plagiarism, secondary education
Language:English
Date:February 2023
Deposited On:18 Nov 2022 12:22
Last Modified:21 Jun 2024 03:40
Publisher:Springer
ISSN:1360-2357
OA Status:Hybrid
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1007/s10639-022-11225-y
Official URL:https://rdcu.be/dvdPr
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)