This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in…
This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none.
A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA.
The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course.
This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions.
To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.