Have We Gone Far Ahead Than the Traditional Exam Cheaters?


Cheating in exams has been a problem that has plagued education systems for decades. In fact, cheating in exams is not a new phenomenon, but it has become more prevalent in recent years. With the rise of technology and the internet, cheating has become easier than ever before. But is cheating in exams hardly heard around the globe, or has it gone to an unimaginable extent? In this blog post, we will explore this question and take a look at some of the research available to validate the idea.

Firstly, let’s take a look at some of the statistics. According to a survey conducted by the International Centre for Academic Integrity, about 68% of undergraduate students admit to cheating on a test or assignment at least once during their academic careers. The survey also found that cheating was more prevalent in STEM (science, technology, engineering, and math) courses. This shows that cheating is not a rare occurrence and is happening in classrooms around the world.

Furthermore, the COVID-19 pandemic has presented new challenges for education systems worldwide, including the issue of cheating in exams. With many schools and universities moving to online classes and remote exams, the opportunities for cheating have increased significantly. According to a recent report by EdTech Magazine, there has been a significant increase in online cheating since the pandemic began. Students have been caught using smartphones, smartwatches, and other devices to access information during online exams.

However, it is not just technology that has made cheating easier. Traditional methods of cheating, such as copying answers from other students’ exam papers or bringing in cheat sheets, are still prevalent. In fact, a recent study found that cheating is more common in high-stakes exams, such as college entrance exams, where the pressure to succeed is high.

So, what can be done to prevent cheating in exams? Many schools and universities have implemented measures to deter cheating, such as proctoring software, randomized question banks, and open-book exams. However, these measures are not fool proof, and some argue that they are invasive and may create an atmosphere of mistrust.

Another approach is to address the root causes of cheating. These include high-stress levels, a lack of academic preparedness, and a cultural acceptance of cheating. By providing students with the support they need to succeed academically, such as tutoring and counselling services, and promoting a culture of academic integrity, schools and universities can discourage cheating.

In a nut shell, cheating in exams is a problem that is happening around the world, and it is not a rare occurrence. While technology has made cheating easier, traditional methods of cheating are still prevalent. Schools and universities must take measures to prevent cheating, but they must also address the root causes of the problem. By promoting a culture of academic integrity and providing students with the support they need to succeed, we can reduce the prevalence of cheating in exams and ensure that students are evaluated fairly and accurately.

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