Author(s): Abdelnaser D. Al-Jarrah and Fatima Ahmed Ali Al-Jasim
Article publication date: 2021-04-01
Vol. 39 No. 1 (special), pp. 105-128.
361

Keywords

academic integrity, virtual learning environments, COVID-19 pandemic.

Abstract

Purpose: The study aimed to reveal the percentage of students’ behaviors violating academic integrity in the distance-learning period during the Covid19 pandemic from the point of view of students, teachers, and parents of students. Moreover, whether they differ between students, teachers, and parents. It also aimed to reveal the differences in these practices according to the student's gender and academic level. Method: To achieve the objectives of the study, the descriptive approach was used, the sample consisted of (745) participants in the Gulf Cooperation Council countries, distributed by gender variable (464) males, (281) females, including (330) male and female students, (259) parents, and (156) teachers. To achieve the objectives of the study, the Academic Integrity Scale was prepared, and it consists of three dimensions: attending classes, performing assignment, and submitting tests. Results: The results showed that the percentage of the prevalence of behavioral practices that violate academic integrity among students was 41.5%, among parents, it was 40.4%, and in the teachers, it was 57.2%. The results also showed that there were statistically significant differences in the sample estimates of the behavioral practices of the students, and the differences were in favor of the teachers. It also showed that there were differences due to the sex of the student, on the scale, and on the field of test performance, and the differences were in favor of females. The study made several recommendations, including raising awareness of the importance of academic integrity for the teaching and learning process for all members of society and its importance in creating a transparency society, and developing various electronic methods to limit practices of violating academic integrity. Conclusion: The results of the study constitute a concern that must be addressed in order to achieve greater academic integrity for pre-university learners. Teachers feel these violations of academic integrity more than others, and the behavioral practices of violating academic integrity among female students are more than that of male students, which needs further research and study. It also emphasizes activating the role of the academic advisor in the school to reduce this phenomenon as it represents self-deception for the student, and threatens the value system of society.