This paper provides logit estimates of the probability that students will
cheat in a specific class using randomized response and direct question data in
two logit models. The results predict that there are several indicators of the
probability of cheating occurring in a class. These factors include both student
and instructor characteristics. They suggest several steps that can be taken to
reduce the incidence of cheating which are relatively inexpensive yet potentially
very successful. Further, this study explores the usefulness of the randomized
response survey technique in obtaining information about sensitive behavior.
Estimates indicate that there are steps that instructors can take to reduce
the amount of cheating that takes place in their classes. This study suggests that
using multiple versions of each exam, non-multiple choice exams and reducing the
weight of each exam score toward the final course grade are all measures which
will lower the incidence of academic dishonesty in a class.
By allowing a respondent more anonymity the randomized response
method encourages more truthful answers than direct questioning. In both
models studied here, randomized response yields higher estimates of cheating.
The randomized response estimates also appear to be more consistent with
previous estimates of cheating than do the direct question estimates. This lends
confidence to the conclusion that when surveying respondents about potentially
sensitive or threatening information the direct question method yields inaccurate
predictions of actual behavior and randomized response is a more appropriate
methodology. / Graduation date: 1994
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36128 |
| Date | 28 March 1994 |
| Creators | Sigmund, Charles L. |
| Contributors | Kerkvliet, Joe |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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