Results of a 16-Year Study of Cheating in Introductory Science Classes

Autor/inn/en	Moore, Randy; Jensen, Murray
Titel	Results of a 16-Year Study of Cheating in Introductory Science Classes
Quelle	In: Science Education Review, 5 (2006) 3, S.83 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Cheating; Introductory Courses; Science Education; Plagiarism; Incidence; Grades (Scholastic); Science Laboratories; Reports; Correlation; Research Universities; College Students + Suchen Sie Ihr Suchwort? Prellen; Einführungskurs; Naturwissenschaftliche Bildung; Plagiat; Vorkommen; Notenspiegel; Abschlussbericht; Berichten; Korrelation; Forschungseinrichtung; Collegestudent
Abstract	In a 16-year study involving more than 4,800 students, fewer than 2% of students were caught cheating in introductory science classes. The most common type of cheating was plagiarism in lab reports (50% of incidents), followed by altering exams (41%) and submitting falsified lab data (9%). Cheating occurred among students earning all grades in the course. When the penalties for cheating were ignored, the overall course letter-grade distributions for cheaters and non-cheaters were similar. The results indicate that cheating in introductory science classes is not as prevalent as has often been reported, and that cheating has no clear benefit in terms of percentage grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01