Causes and Mitigation of Academic Dishonesty among Healthcare Students in a Nigerian University

Y

16

Foreign Countries; Health Services; Health Occupations; College Students; Cheating; Plagiarism; Student Behavior; Influences; Knowledge Level; Change Strategies; Student Characteristics; Student Attitudes; Intellectual Disciplines; Academic Failure; Fear; Peer Influence; Social Bias; Punishment

10.1007/s40979-023-00135-2

1833-2595

This study aimed to assess the knowledge, perception, influencing factors as well as suggested strategies to reduce academic dishonesty among healthcare students. A cross-sectional design that employed a self-administered online questionnaire was used to collect data among healthcare students in Afe Babalola University, Ado-Ekiti, Nigeria. Purposive and simple random sampling techniques were used in selecting the respondents. Knowledge was categorised into poor (< 50% of total score), fair (50-69% of total score) and good ([greater than or equal to] 70% of total score) while perception was classified as positive ([greater than or equal to] 50% of total score) and negative (< 50% of total score). Association between student demographics, and perception of academic dishonesty was analysed using Chi-Square and Fisher Exact tests. Differences in knowledge between demographics was analysed using independent sample T-test and One way Analysis of variance. Three hundred thirty-five students were enrolled in this study of which 83.3% were female and the mean age of the respondents was 19.33 years. 29.8% and 94.9% of the students showed good knowledge and positive perception of academic dishonesty respectively. There was a significant difference in knowledge based on students' level of study (p < 0.001) and departments (p < 0.001). Fear of failure (77.0%), social stigma and peer pressure (37.0%) were commonly identified reasons for academic dishonesty among students while strict punishment (18.3%) and proper invigilation (16.2%) were the most suggested strategies (n = 178) to control academic dishonesty among students. Poor to fair knowledge and positive perception towards academic dishonesty was shown by majority of the students. Educational intervention in form of training and proper implementation of suggested strategies is warranted to improve knowledge, reduce misconceptions and ultimately reduce academic dishonest behaviours among students.

As Provided

2023

EJ1383017