Quantitative study of students’ comprehension of academic collusion

Date

2022-08

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Abstract

The purpose of this study was to determine whether postsecondary students comprehend what constitutes academic misconduct as it related to academic collusion, and to explore when students gained this comprehension. The study was significant because limited data were available about what postsecondary students understood about many aspects of academic integrity specifically academic collusion. The population for this study were postsecondary students enrolled in at least one hour of coursework at one large public university located in the southwestern United States. The sample consisted of 143 students enrolled in general education courses and students responding to electronic invitation through the university’s bulletin board system. This study approached its research from a positivist perspective and used liner regression as the primary quantitative research design tool. The dependent variables were students’ comprehension of academic collusion and when students gained this comprehension. The independent variables were primarily age group, gender identity, and student classification. However, additional independent variables; whether a student identified as domestic or international, first-generation student, attended public or private high school, enrolled in classes delivered primarily face-to-face or online, or by students’ high school and current grade point average (GPA) were also investigated. Ultimately, analysis of the data yielded similar outcomes reached by past research studies on the subject, that there was not statistical significance related to relationships between groups. Finally, the findings resulted in a proposed academic integrity educational model that institutions and future researchers may explore.

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Keywords

Postsecondary Education, Academic Integrity, Collaboration, Collusion

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