|
 
Last update: |
 |
|
|
24-May-2026
|
 |
|
|
Arch Hellen Med, 43(Supplement 1), 2026, 92-101 ORIGINAL PAPER Cheating on academic assignments and remote electronic examinations E. Shakarami,1 M. YazdankhahFard,2 H. Vahedparast,3 R. Bagherzadeh,3 A. Beigzadeh4 |
OBJECTIVE To compare the perspectives of teachers and medical sciences students regarding cheating on remote electronic assignments and exams.
METHOD This descriptive analytical cross-sectional study, conducted in 2022, involved 163 teachers and 245 medical sciences students from five departments at Bushehr University of Medical Sciences: Medicine, Paramedicine, Nursing and Midwifery, Health, and Dentistry. Students were selected through stratified sampling, while teachers were recruited via census sampling. Data were collected using a researcher-developed questionnaire covering six domains: Acceptance, reasons for facilitating cheating, motivations for cheating, the role of the teacher, justification, and punishment. The Mann-Whitney U test and independent samples t-test were used to compare perceptions of cheating between teachers and students. Data analysis was performed using the Statistical Package for Social Sciences (SPSS) software, version 19.0.
RESULTS The findings revealed significant differences in the domain of "reasons for facilitating cheating". For teachers, a notable mean difference was found for item 6 (receiving cash). In contrast, students showed significant mean differences for items 7 (sense of responsibility toward classmates), 10 (unreasonable expectations of the educational program), and 11 (compensating for previous assistance). In the "motivations for cheating" domain, teachers showed a significant mean difference for item 14 (availability of opportunities to cheat), while students showed significant differences in items 12 (time constraints), 13 (excessive difficulty), and 19 (unreasonable expectations). Both teachers and students reported the highest mean scores in the "role of the teacher" domain, with the lowest scores in "acceptance" and "justification". Overall, teachers had a significantly lower mean score than students (p<0.001).
COΝCLUSIONS The perspectives of teachers and students revealed both similarities and differences. Notably, cheating in electronic academic assignments and examinations was more readily accepted by students than by teachers.
Key words: Academic assignment, Cheating remote e-exams, Higher education, Medical sciences.
