1

Student’s Perception: Cheating in Educational Assessment to the selected

Grade 12 STEM students of PJCI

Abstract

This study is focused on the student’s perception towards cheating in educational

assessment of Grade 12 STEM senior high school students. Correlational quantitative
research design was used which include 30 participants, 17 are male and 13 are female in
Pagadian Junior College Incorporated, Pagadian City. This study utilized a quantitative
research method through the use of validated close-ended questionnaire. It was found out
that majority of the cheating persuasion towards educational assessment of senior high
school students are fear of failure, lack of time or preparation, and peer pressure. The last
effects of deception towards cheating in educational assessments it was revealed that
students are loss of trust, negative impact on opportunities, and lack of knowledge.

Keywords: student’s perception, grade 12 STEM students, cheating persuasion, and effects
of deception

Introduction

Academic dishonesty is always of concern in any educational setting. Academic

dishonesty is defined as “any type of cheating that occurs in relation to formal academic
exercises. It can include plagiarism, fabrication, deception, cheating, or sabotage”
(Berkeley City College, 2018, para. 1). Thus, Academic dishonesty is a common
phenomenon among students of all ages. But even though cheating is not a new
phenomenon, students' methods of cheating and attitudes toward it have changed. Many
students engage in academic dishonesty during their studies, such as cheating, frequently
in an effort to achieve higher grades than they are capable of. Furthermore, The existing
research discusses several reasons for this, including technology availability and
accessibility, which makes it easier to cheat, the fast development of online instruction
with a lack of or insufficient proctoring, and poor academic integrity counseling that may
lead to students' misperception and misunderstanding of institutional policies regarding
academic dishonesty (ProctorU 2016; Peled et al. 2019; Krienert, Walsh, and Cannon
2021).
On the other hand, having moderate expectations of success, having cheated in the
past, studying in poor conditions, having positive attitudes toward cheating, believing that
social norms promote cheating, and anticipating a large return for achievement were some
of the strongest factors of cheating.
Referring to the previous idea, academic performance, according to (Narad &
Abdullah 2016), academic performance is the information acquired that is assessed by a
teacher through marks and/ or educational goals set by students and instructors to be
achieved within a particular time period. They further stated continual evaluation or
examination outcomes.
 2

However, proper parental and teachers' guidance, communication skills, and

learning facilities have all been identified as significant predictors of the academic
performance of the students (Signh, Malik & Signh, 2016).
Bandura's Social Cognitive Theory (SCT) served as the theoretical framework to
understand students' varying perceptions of and justification for cheating, as well as the
dynamics of honor code violations, via group discussion (e.g., Yang, Huang, & Chen,
2013).
Hence, this study aims to determine the perception of grade 12 STEM students
toward cheating in educational assessments. And to answer the possible outcome that can
possibly be drawn based on the findings.

Research Problem

The main purpose of this study is to determine the Grade 12 STEM students’
perception of cheating in educational assessments, this study seeks to answer the
following questions:

1. What is the demographic profile of the students in terms of:

1.1 Gender; and
1.2 Age?
2. What are the factors that cause students to cheat in educational assessments in

terms of:

2.1 Cheating persuasion

2.2 Effects of deception

Scope and Limitation

This research focuses on determining the undergraduates’ perception of cheating

in educational, assessments. The study will be conducted during the S.Y 2023-2024. It
will take place inside the campus of Pagadian Junior College Incorporated. The
respondents of this study will be the grade 12 STEM students enrolled in an academic
term. Specifically, the target respondents are 50 Grade 12 STEM students from day and
night department.

This study will be limited to other grade levels of the academic school year 2023-
2024 of Pagadian Junior College Incorporated. The Grade 12 STEM (Day and Night
Department) students will be chosen to participate in this study because this study is
originally solely about their perception of cheating in educational assessments. Moreover,
since this is quantitative research, the target respondents will only consist of 50
individuals.

Significance of the Study

 3

The outcome of this study provides a better understanding with regards to the
perception of students towards cheating in educational assessments of the Grade 12
STEM day and night students. Cheating has been recognized as a growing problem in
educational institutions, and understanding students' perception towards cheating can help
develop strategies to prevent and address cheating behaviors. This study is crucial in
highlighting the factors that contribute to cheating behaviors among students, including
pressure to excel academically and a lack of ethical values. This information can be used
to design interventions that target these factors and promote academic integrity among
students. This study's findings can provide insights into how educational institutions can
create a culture of honesty and integrity, where students are encouraged to pursue their
academic goals without resorting to cheating. The results of this study can be used to
develop policies and programs that promote academic honesty and integrity in schools
and universities.

Definition of Terms

Perception. refers to the way in which an individual interprets and understands a

particular situation or phenomenon, based on their sensory experiences, beliefs, and
attitudes.
Cheating. the act of dishonestly or unfairly obtaining an advantage or gaining
credit for something that has not been earned, typically in an academic context, by using
unauthorized or deceitful means.
Educational assessments. the process of evaluating and measuring an
individual's knowledge, skills, and abilities in a particular academic subject or area,
typically through examinations, tests, or assignments.
Grade 12. the final year of secondary school education in many countries,
typically taken by students who are around 17-19 years old, and often used as a basis for
college or university admissions.
Academic integrity. refers to the ethical principles and values that guide
academic behavior, such as honesty, trust, fairness, and respect for intellectual property,
and that promote a culture of learning and intellectual curiosity.

Review of Related Literature

This chapter presents the literature and studies after the through an in- depth
search done by researchers. These materials were gathered from online journals, thesis,
and dissertations, and other online sources which provided the researchers with an
exhaustive review of the topic and essential background knowledge to pursue the study.

Foreign Literature

Nowadays, academic fraud is becoming increasingly common in educational

institutions. The use of information, resources, notes, study aids, or other gadgets in an
academic activity without the instructor's permission, or communication with another
 4

person while doing so, defines cheating in modern society. It was noted that the following
factors contributed to exam-day inattention, lack of study time, carelessness, and lack of
instructor discipline. In addition to utilizing specific gestures to elicit responses from
others, the most prevalent forms of cheating were found to include copying from other
test studies and talking to neighbors while taking the test.(Ahmadi, 2012).
Students from all segment of education are cheating from grade school
through graduate school, from the inner city to the country, from the poor to the rich
schools, and in both public and private schools, Students are cheating because they are
scared of falling. They are cheating because they are scared of having less than perfect
grade point average. They cheat on their own, they cheat with their peers, they cheat with
their parents, and sometimes students even cheat in cooperation with their teachers and
school administration. (Davis, Drinan, Gallant, 2012). The finding suggests that people
who cheat are entering into critical professions because student cheating is not rare
occurrence but the normal behavior of a majority of students; as many as 74 percent of
surveyed students admit to some form of academic misconduct in high school or college.
(Davis, Drinan, Gallant, 2012).

(McCabe, Butterfield, Trevino,2012) in their book, reported that more than

33 percent of college students admit to cheating in some way, that cheating behaviors
among college students start before they enroll in college, and that these patterns are still
prevalent in professional institutions. Their attention was on what could be done to lessen
its occurrence, and they believe that a program with a strongly ingrained honors code is
essential to fostering an ethical workplace. However, further measures might also be
thought of and tried, such as changing students' attitudes about cheating as early as
feasible and figuring out why certain groups are more likely to cheat before addressing
those issues.
According to (Erguvan, 2021). There are also strong indications that since
institutions all over the world have to switch to online learning due to the COVID-19
pandemic, the potential for academic cheating has grown much worse. Because of this
change, students now have more chances to complete assignments with internet help; as a
result, contract cheating has become a serious danger to academic integrity.

Related Literature-Local

Investigations are ongoing into allegations that some University of the Philippines
Diliman (UPD) students used artificial intelligence (AI) to complete their coursework.
Our attention has been drawn to claimed cases of academic requirements supplied by
University students that were allegedly made by Large Language Module (LLM) systems,
such ChatGPT (Generative Pre-trained Transformers). The professor verified the students'
submission with two Al detector systems that led to the conclusion that the work was
most likely written by an Al, the Faculty of UP Artificial Intelligence Program said in a
statement. "LLMs answer queries by generating useful texts containing concepts and
ideas learned from the large body of information available on the Internet," the Faculty of
UP Artificial Intelligence Program said in a statement.
There are consequences for the concerned students, regardless of whether it can be
proven that they were dishonest. Of course, expulsion is the most serious offense at UP
Diliman. However it can also be a failing grade or a punishment. Students studying
 5

computer engineering Dominic Caringal and Miguel Dichoso concurred that while AI is
helpful for students, its use should be regulated. (Perez, 2023).
(Perez, 2021). Found that some students admitted to joining in online
communities where other students discuss and leak the answers to various online learning
tests, examinations, and modules as a result of being overloaded with homework and
projects under the remote learning arrangement. the Philippines' "Online Kopyahan"
Facebook community. Currently, there are about 193,000 members across the country.
Online Kopyahan" Facebook group online in the Philippines.
Education is incredibly challenging in today's world, and many Filipino students
are unable to afford to register for an internet connection or to hire tutors or do online
research. They choose the online groups because they are available and cost nothing, she
said."Our goal is to support one another. The creator of "Online Tulungan" stated, "Ma-
enjoy ang pagiging estudyante sa gitna ng pandemya at makatulong. Meanwhile, the rise
of "academic commission services," where students pay others to complete their
academic obligations, is another issue

involving academic dishonesty that needs equal attention to the online groups.

Foreign Studies

The self-reporting "copying in exams" of the student population and the level of
corruption in the nation as measured by Transparency International's corruption
perception index were shown to be strongly correlated in a study that collected data from
40 countries.(Orosz et al. 2018)
Allowing or encouraging people to cheat, using a pamphlet during a test,
plagiarizing work, and receiving more assistance than is appropriate are the most
common forms of cheating. Buying pre-written papers and turning in entirely other-made
papers is the least common kind of cheating. (David, 2015).
In the study conducted by (Anderman, Griesinger, & Westerfield, 2017). The
findings show that students who admit cheating report being less mastery-focused and
more externally oriented than noncheaters. Also, they believe that their schools are more
performance-focused overall than the non-cheaters do. Moreover, cheaters report using
more self-handicapping techniques, using fewer deep cognitive techniques in science, and
worrying more about school than non-cheaters do.
According to (Erguvan, 2021). There are some strong indications that the potential
for academic cheating has become even worse during the COVID-19 pandemic when
universities all over the world had to shift to online learning. This shift has allowed more
opportunities for students to complete assignments with online assistance; as a result,
contract cheating has emerged as a real threat to academic integrity. Therefore, due to the
lack of teacher inspection brought on by online learning, academic fraud is attained.
(Purwatmiasih, Sudjarat, & Oktavia, 2021)
 6

Local Studies

(Diego, 2017). Found that friendship is manipulated because it makes doing the
right thing look bad and doing the complete opposite, like cheating, appear good.
Examinee cheating is a habit that is deeply ingrained in the pakikisama (social
acceptance/liking) and utang ng loob cultures (debt of gratitude). A learner will be
referred to as walang pakisama (no concern) if they do not share their answers. The most
common dishonest behaviours that students engage in in a variety of school and
community situations include cheating on tests and exams and on homework. The
external causes of these inappropriate behaviours include poor classroom management,
student and teacher incompetence, and excessive societal pressures and expectations.
Thus, Students should internalize the lessons presented to them in order to be able to
think critically when they eventually enter their chosen field.
They are unlikely to succeed in any board or bar exam where their desire for job
security is at stake if cheating is the culture they have ingested. Learning alone may spur
greater learning and eliminate the necessity for cheating, meaning that individuals could
perhaps learn and succeed on examinations in different situations. (Diego, 2017).
Based from the study of (Balbuena & Lamela, 2015) cheating on assignments or
home work was the most prevalent. Twenty-four or 80% of the participants reported that
they engaged in the behavior more than once. This was followed by cheating during a test
or exam 67%, working in group for an individual assignment 57%, and plagiarizing from
printed materials 37%. On the other hand, the least prevalent dishonest behavior was
using unauthorized gadgets during exams, followed by using kodigo, disseminating
leaked test papers, and submitting term papers copied mostly from websites and printed
sources. However, other students reported that plagiarism, in particular copying during
exams, undermines their ego and knowledge of their academic performance. The ideal for
them was that they would rather fail an exam than cheat. (Aguilar, 2021).
In a study conducted by (Aguilar, 2021). Among the 350 academic servers, most
of the respondents (71%) said that transactions begin with academic servers promoting
themselves through posts, whereas, once read by a student who is searching for someone
who could do his/her academic requirement, will send the academic server a message to
inquire, while 29% believes that it starts from posts of students about their need of an
academic server who could do their requirements, whereas, once read by an academic
server, will either leave a comment or send the student a message. From there, the task
will be discussed, deadline will be set, and the cost will be negotiated. Majority of the
respondents (78%) also said that there are times when a client asks academic servers for
IDs and proof of successful transactions, which is usual if an academic server uses a fake
account. Meanwhile, for the security of academic servers, most academic servers (91%)
require clients to make 50% down payment, while 6% only accepts work from clients
who have paid 100% upfront, and only 3% accepts work without the client making any
payment. However, most of the latter gets scammed; hence, fails to get the payment after
working on the task.
 7

Methodology

The researcher will use a quantitative research design since the research questions
that the researchers seek to answer lead to numerical data. Specifically, researchers will
use a correlational quantitative research design. This study aims to determine the
Perception of Grade 12 STEM students towards cheating in educational assessment. And
to answer the possible awareness that can possibly be drawn based on the findings.
The study has taken place inside the campus of Pagadian Junior College
Incorporated PJCI known as “A small school with a big name!”. It is located in Corner
De Siete & Enerio Streets, Balangasan District, Pagadian City. The school provides
quality fair, culture-based and complete basic education to produce graduates who are
intellectually and technologically competent. The school also implements a K to 12 basic
education program that offers junior and senior high school and it is under the resolution
ordered by the Department of Education (DepEd). And so, the reason why the study took
place in the school itself because the respondents of this study were the learners of this
institution.
To figure out the students’ perception towards cheating in educational assessments
in grade 12 STEM of PJCI as well as to know more about their attitudes regarding the
said matter, the correlational quantitative research design was the one being utilized. It
contributes to strong internal validity since randomization is the most effective approach
for reducing the impact of any confounding variables.
The respondents of this study were the 30 selected Grade 12 STEM students of
Pagadian Junior College Incorporated both day and night department. They were chosen
based on their demographic profiles: (a) age and (b) sex. In addition, the participants
should at least possess an intermediate level of proficiency and the characteristics that are
required in this research.
Before conducting the survey, the necessary consents and permissions need to be
asked for and obtained first from the respondents. After getting their consent and
permissions, that was the only time the researchers started conducting the said research
tool.
The statistical tool that was used in computing the weight of the respondents
during the actual data-gathering procedure is the Weighted Mean.
The formula for the Weighted Mean is as follows:
❑

WM=
∑
❑
❑ FW
N

Where:

WM = Weighted Mean
❑
∑
❑
❑=¿ Summation Symbol
 8

F = Frequency for each option

W= Assigned Weight

N=¿Total number of frequencies

To form a weighted mean of numbers, we first multiply each number by a number

(“weight”) for that number, then add up all the weighted numbers, then divide by the sum
of the weights. We often do this in computing course grades – e.g., weighting the final
exam twice as much as a midterm exam. The ordinary (arithmetic) mean is a weighted
mean with all weights equal to 1.

Another way to describe a weighted mean of a list of numbers is a sum of

coefficients times the numbers, where the coefficients add up to 1. In this case, the
coefficients are called the weights. (Note the ambiguity in the use of “weight”.) If all the
weights are the same, we get the ordinary arithmetic mean.

Result and Discussion

This chapter presents the data in figures and in tables with the corresponding
interpretation and analysis which are arranged in accordance with the order of the
problems stated in chapter 1.
Table 1. Profile of the respondents in terms of age and gender.

Age Frequency (f) Percentage (%) Rank

(N=30)
19 2 6.67 3
18 25 83.33 1
17 3 10 2
Total 30

Sex
(N=124 Frequency (f) Percentage (%) Rank
)
Male 17 56.6 1
Female 13 44.4 2
Total 30 100  
 9

Table 1 presents the profile of the respondents in terms of age and gender. As to
their ages 3 or 10% were 17 years old, 25 or 83.33% were 18 years old, and 2 or 6.67%
were 19 years old. This shows that many of the respondents were 18 years old.
On the other hand, as to their gender, 17 or 56.6% were males and 13 or 44.4%
were females. This shows that in general, the population of the respondents has more
male than female.

Table 2. Presents the data of Student’s Perception: Cheating in Educational Assessment in

terms of Cheating Persuasion.

N=30 Overall
Cheating Persuasion
4 3 2 1 TWP WM RC RANK
1. Pressure to achieve high grades. 6 14 9 1 85 2.83 A 4
2. Lack of time or preparation. 4 20 5 1 87 2.9 A 2.5
3. Fear of failure. 13 11 4 2 95 3.17 A 1
4. Peer pressure. 5 17 8 0 87 2.9 A 2.5
5. Lack of interest in the subject 2 13 11 4 73 2.43 D 9.5
matter.
6. Perception that cheating is 1 15 11 3 74 2.47 D 7
common or accepted
7. Ethical or moral belief 0 9 19 2 67 2.23 D 10
8. Lack of consequences 1 12 16 1 73 2.43 D 9.5
9. Easy access of cheating tools 3 12 15 0 78 2.6 A 6
10 Laziness 5 15 8 2 83 2.77 A 5
11. Competition 0 9 16 5 64 2.13 D 11
12. Other (please specify): _______
OVERALL MEAN RATING 2.62
Note: 4.00 – 3.26= Strongly Agree (4), 3.25 – 2.51 Agree (3), 2.50 – 1.76 Disagree (2), 1.75 - 1.00 Strongly
Disagree (1). TWP = Total Weighted Product, WM = Weighted Mean, RC = Response Category, and N =
Total Number of Respondents.

The results shows that factors 1,2,3,4,5,6,7,8,9,10, & 11 ; Pressure to achieve high
grades (WM= 2.83), Lack of time or preparation (WM= 2.9), Fear of failure (WM= 3.17),
Peer pressure (WM= 2.9), Lack of interest in the subject matter (WM= 2.43), Perception
that cheating is common or accepted (WM= 2.47), Ethical or moral belief (WM= 2.23),
Lack of consequences (WM= 2.43), Easy access of cheating tools (WM= 2.6), Laziness
(WM= 2.77), Competition (WM= 2.13). And therefore, the respondents were answered
by as Agree (3) by the respondents with a weighted mean of 3.25- 2.51.

N=30 Overall
Effects of Deception
4 3 2 1 TWP WM RC RANK
1 Academics penalties 3 12 15 0 78 2.6 A 4
2. Lack of knowledge. 3 15 12 0 81 2.7 A 3
3. Loss of integrity. 0 16 14 0 76 2.53 A 5
4. Limited personal growth. 2 12 16 0 72 2.4 D 7.5
5. Negative impact on opportunities 5 14 11 0 84 2.8 A 2
 10

In the future.
6. Mental health issues. 2 10 18 0 74 2.47 D 6
7. Legal consequences. 1 8 20 0 68 2.27 D 10
8. Damaged reputation. 1 9 20 0 71 2.37 D 9
9.Loss of trust. 4 17 9 0 85 2.83 A 1
10. Poor grades 3 12 13 2 72 2.4 D 7.5
11.Other (please specify): _______
OVERALL MEAN RATING 2.54
Note: 4.00 – 3.26= Strongly Agree (4), 3.25 – 2.51 Agree (3), 2.50 – 1.76 Disagree (2), 1.75 - 1.00 Strongly
Disagree (1). TWP = Total Weighted Product, WM = Weighted Mean, RC = Response Category, and N =
Total Number of Respondents.

The results shows that factors 1,2,3,4,5,6,7,8,9, & 10; Academics penalties (WM=
2.6), Lack of knowledge (WM= 2.7), Loss on integrity (WM= 2.53), Limited personal
growth (WM= 2.4), Negative impact on opportunities (WM= 2.8), Mental health issues
(WM= 2.47), Legal consequences (WM= 2.27), Damaged reputation (WM=2.37), Loss of
trust (WM= 2.83), Poor grades (WM= 2.4). And therefore, the respondents were
answered by as Agree (3) by the respondents with a weighted mean of 3.25- 2.51.

Findings, Conclusion and Recommendation

This chapter discussed the findings, conclusion and recommendations. The

findings were utilized to formulate recommendations to assess Student’s Perception:
Cheating in Educational Assessment to the selected Grade 12 STEM students of PJCI.

Findings

1. From the analysis of data, the following were derived: Most profiles of the
respondents in terms of age (f = 14, 18 = 83.33%), gender (m = 17, M = 56.6% & F
= 44.4%).
2. The most factors that influenced cheating of senior high school students to cheating
persuasion are Fear of failure (WM= 3.17), Lack of time or preparation (WM= 2.9),
and Peer pressure (WM= 2.9).
3. Lastly, effects of deception that mostly answered by senior high school students are
Loss of trust (WM= 2.83), Negative impact on opportunities (WM= 2.8), and Lack of
knowledge (WM= 2.7).

Conclusion

The demographic profile of the students in terms of ‘gender’ shows that 17 or

56.6% of the respondents were male and 13 or 44.4% were female. Generally, his only
shows that the respondents were proportionate and/or equal.

On the other hand, the demographic profile of the students in terms of ‘age’ shows
that 3 or 10% were 14 years old, 25 Or 83.33% were 15 years old, 2 or 6.67% were 16
years old
 11

Given those points, this only shows that many of the respondents were 15 years old.

It is concluded that the student’s perception towards of cheating in educational

Assessment in terms of cheating persuasions and effects of deception are the fear of
failure and loss of trust, most of them are majority in our survey. As being implied in the
study, cheating is never a justifiable behavior, but it was often considered as an option to
complete the work or to achieve the goal. Thought the history of mankind, the skill of
cheating has been enhanced, developed and used in variety of ways.

Recommendations

Based on the aforementioned findings, the following are recommended:

1. Researchers are encouraged to assess not only grade 12 STEM students but also
other strand.
2. Conduct further studies about student’s perception towards cheating in
educational assessment.
3. The new researchers could use qualitative designs to know the other ways in
evaluating the student’s perception towards cheating in educational assessment.

References

Peterson (2018). Academic Dishonesty in Online Classes. Mid-Western

Educational Research, 31(1). 24-33.

ProctorU 2016; Peled et al. (2019); Krienert, Walsh, and Cannon 2021). Changes
in the Tradecraft of Cheating: Technological Advances in Academic Dishonesty, 70(5),
1-10

Narad, A., & Abdullah, B. (2016). Academic Performance of Senior Secondary

School Students: Influence of Parental Encouragement and School Environment.
Rupkatha Journal on Interdisciplinary Studies in Humanities, 8, 12-19.

Signh, Malik & Signh, (2016). Factors Affecting Academic Performance of

Students. Indian Journal of Research, 5 (4).

Yang, Huang, & Chen, (2013). An Investigation of College Students’ Perceptions

of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness
to Report Dishonest Behavior. Ethics & Behavior, 23(6), 501-522.

Ahmadi, (2012). Cheating on Exams in the Iranian EFL Context. Journal of

Academics Ethics, 10 (2) 151-170.
 12

Aguilar, (2021). Academic Dishonesty in the Philippines: The Case of 21st

Century Learners and Teachers. International Journal of Management, Technology, and
Social Sciences (IJMTS), 6(1), 306-313.

McCabe, Butterfield, Trevino, (2012). Cheating in Academic Institutions: A

Decade of Research. Ethics & Behavior, 11(3), 219-232.

Erguvan, (2021). University Students’ Understanding of Contract Cheating.

Language Testing in Asia, 12(56), 1-19.

Balbuena & Lamela, (2015). Prevalence, Motives, and Views of Academic

Dishonesty in Higher Education. Asia Pacific Journal of Multidisciplinary Research, 3(2),
69-74.
 13

Appendix A.

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Private Education Assistance Committee

PAGADIAN JUNIOR COLLEGE (PJC), INC.

Balangasan District, Pagadian City

April 28, 2023

MR. REYNEL A. LABANG

School Principal
Pagadian Junior College (PJC), Inc.

Sir:

Greetings!

The undersigned are currently enrolled at Pagadian Junior College (PJC) Inc., Pagadian City are
conducting research entitled “Student’s Perception: Cheating in Educational Assessment to
the selected Grade 12 STEM students of PJCI”.
In this regard, the researchers would like to request permission for the involvement of respondents
under your authority in this study, since the competence of the selected respondents is required to
collect the essential data for this study.
Many thanks, and best wishes for further success!

Sincerely yours,
The Researchers

Noted:

BERTOLDO B. DELA CRUZ JR.

3I’s Adviser
 14

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Private Education Assistance Committee

PAGADIAN JUNIOR COLLEGE (PJC), INC.

Balangasan District, Pagadian City

April 28, 2023

MR. BERTOLDO B. DELA CRUZ JR.

Research Adviser

Dear Sir:

Good day!

We the researchers at Pagadian Junior College (PJC) Inc. Balangasan District, Pagadian City are currently
writing our research entitled “Student’s Perception: Cheating in Educational Assessment to the selected
Grade 12 STEM students of PJCI” The study aims to assess perception towards cheating of Grade 12
STEM students of Pagadian Junior College Inc. in taking in educational assessment.

In continuation with this, we would like to request the validation of our research tools. Attached are self-
formulated questionnaire.

We believe that we would not be able to develop and successfully complete this project without your great
support, time, and effort.

Thank you very much!

Sincerely yours,
The Researchers

Noted by:

BERTOLDO B. DELA CRUZ JR.

3I’s Adviser
 15

Appendix B.

Student’s Perception: Cheating in Educational Assessment to the

selected Grade 12 STEM students of PJCI

PART I. PROFILE OF THE RESPONDENTS:

Name: (Optional)

Age: 15 16 17 18 Others____

Sex: Male Female

Senior High School Department: DAY NIGHT

PART II. Have you ever cheated on an educational assessment?

YES NO

If yes, which type(s) of assessment did you cheat on? (select all that apply)
Multiple-choice tests Essay tests
Assignments Group projects
Other (please specify): _______

PART III. INSTRUCTIONS: BELOW ARE PREDETERMINED VARIABLES, PLEASE

CHECK THE BOX PROVIDED FOR YOUR ANSWER.
Legends: (Strongly Agree), (Agree), (Disagree), (Strongly Disagree)

What motivated you to cheat on Strongly Agree Agree Disagree Strongly

 16

educational assessments? Disagree

Pressure to achieve high grades.
Lack of time or preparation.
Fear of failure.
Peer pressure.
Lack of interest in the subject matter.
Perception that cheating is common or
accepted
Ethical or moral belief
Lack of consequences
Easy access of cheating tools
Laziness
Competition
Other (please specify): _______

Effects of Deception Strongly Agree Agree Disagree Strongly

Disagree
Academic penalties
Lack of knowledge
Loss of integrity
Limited personal growth
Negative impact on opportunities in the future
Mental health issues
Legal consequences
Damaged reputation
Loss of trust
Poor grades
Other (please specify): _______

PART IV. Have you ever witnessed someone else cheating on an educational assessment?

YES NO
If yes, did their cheating behavior influence your own decision to cheat?
YES NO

If you answered "Yes" , how did you respond?

Reported the cheating to a teacher or academic authority
Confronted the person directly
Did not do anything
Other (please specify): _________________
 17

Do you believe that academic cheating is a serious problem?

Yes
No
Unsure
(
How do you perceive the consequences of academic cheating? (Select all that apply)
Reduced academic performance
(
Damage to personal reputation
(
Disciplinary action by the academic institution
(
Legal consequences
(
Ethical concerns
(
Other (please specify): _________________
(

What measures do you think can be taken to prevent academic cheating?

Strengthening academic integrity policies and enforcement
(
Providing education and awareness programs on the consequences of cheating
(
Encouraging open communication between teachers and students
(
Providing more opportunities for academic support and tutoring
(
( Other (please specify): _________________
 18

CURRICULUM VITAE

PERSONAL DATA

NAME : JERICHO C. MUTIA

Nickname : JCO

Date of Birth : JANUARY 11, 2004

Birth Place : TUBURAN, PAGADIAN CITY ZDS

Address : NAPOLAN, PAGADIAN CITY ZDS

Civil Status : SINGLE

Sex : MALE

Citizenship : FILIPINO

Religion : CATHOLIC

Father’s Name : MILLER M. MUTIA

Mother’s Name : MARIA LORNA C. MUTIA

Motto : “THEY SAY NOTHING IS IMPOSSIBLE, BUT I DO

NOTHING EVERYDAY”

EDUCATIONAL BACKGROUND

Elementary : NAPOLAN ELEMENTARY SCHOOL

 19

Junior High School : SOUTHERN MINDANAO COLLEGE

Senior High School : PAGADIAN JUNIOR COLLEGE

CURRICULUM VITAE

PERSONAL DATA

NAME : APRIL ABEGAIL L. SANA-AN

Nickname : ABBY

Date of Birth : APRIL 15, 2005

Birth Place : PAGADIAN CITY ZDS

Address : PRK. TUGAS, BALANGASAN DISTRICT,

PAGADIAN CITY ZDS

Civil Status : SINGLE

Sex : FEMALE

Citizenship : FILIPINO

Religion : BORN AGAIN

Father’s Name : ALBERTO C. SANA-AN

Mother’s Name : GERALDINE L. PANILAGAN

Motto :

EDUCATIONAL BACKGROUND
 20

Elementary : BALANGASAN ELEMENTARY SCHOOL

Junior High School : PAGADIAN JUNIOR COLLEGE

Senior High School : PAGADIAN JUNIOR COLLEGE

CURRICULUM VITAE

PERSONAL DATA

NAME : LORGEN MAE M. CATUBIG

Nickname : BEBE JEN

Date of Birth : AUGUST 9, 2005

Birth Place : PAGADIAN CITY ZDS

Address : UPPER BAGONG SILANG, BALANGASAN

DISTRICT, PAGADIAN CITY ZDS

Civil Status : SINGLE

Sex : FEMALE

Citizenship : FILIPINO

Religion : CATHOLIC

Father’s Name : LORENZO U. CATUBIG

Mother’s Name : EUGENE M. CATUBIG

Motto : “WORK HARD, PLAY HARDER”

EDUCATIONAL BACKGROUND
 21

Elementary : BAGONG SILANG ELEMENTARY SCHOOL

Junior High School : PAGADIAN JUNIOR COLLEGE

Senior High School : PAGADIAN JUNIOR COLLEGE