DR. YANGA’S COLLEGES, INC.

Quantifying Motivational Factors: A Study on Senior High School

Students' preferences for BSMT/ Bachelor of Science in Marine Engineering
Courses

Quantifying Motivational Factors: A Study on Senior High School Students'

preferences for BSMT/ Bachelor of Science in Marine Engineering Courses

A Thesis paper presented to the

Faculty Members of College of (Department)

Dr. Yanga’s Colleges, Inc.

By

Bautista, Nicko zhanne

Serrano, DanCarlo
Galarosa, John Andreas V.
Tuazon, Nathaniel A.
Tabbilos, Jayvee T.

April 2024

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TABLE OF CONTENTS

TITLE................................................................................................................................i
TABLE OF CONTENTS.................................................................................................ii
ABSTRACT.....................................................................................................................iv

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

INTRODUCTION............................................................................................................1
BACKGROUND OF THE STUDY.................................................................................2
THEORETICAL FRAMEWORK....................................................................................4
CONCEPTUAL FRAMEWORK.....................................................................................7
STATEMENT OF THE PROBLEM................................................................................8
HYPOTHESIS..................................................................................................................9
SCOPE AND LIMITATION..........................................................................................10
SIGNIFICANCE OF THE STUDY................................................................................11
DEFINITION OF TERMS.............................................................................................12

CHAPTER 2 RESEARCH METHODOLOGY

REVIEW OF RELATED LITERATURE......................................................................13
SYNTHESIS...................................................................................................................16
RESEARCH DESIGN....................................................................................................17
RESEARCH LOCALE...................................................................................................18
RESEARCH RESPONDENTS......................................................................................18
RESEARCH INSTRUMENT.........................................................................................19
DATA GATHERING PROCEDURE............................................................................21
STATISTICAL TREATMENT......................................................................................22
ETHICAL CONSIDERATION......................................................................................24

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CHAPTER 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
PPRESENTATION AND ANALYSIS OF DATA........................................................26
INTERPRETAION OF DATA.......................................................................................34

CHAPTER 4 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION
SUMMARY OF FINDINGS..........................................................................................39
RECOMMENDATION..................................................................................................41
CONCLUSION...............................................................................................................44
REFERENCES AND CURRICULUM VITAE.............................................................45

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ACADEMIC DISHONESTY AMONG GRADE 12 SENIOR HIGH SCHOOL

STUDENTS OF DYCI

ABSTRACT

Keywords: Academic Dishonesty, Quantitative, Descriptive-Comparative, T-statistics

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The choice of Bachelor of Science in Marine Transportation or Bachelor of Science

in Marine Engineering among senior high school students is a critical decision with far-

reaching implications. The maritime industry plays a pivotal role in global trade, yet faces

challenges in attracting and retaining talent. Understanding the motivational factors behind

students' preferences is imperative to address this issue effectively. Terminologies such as

career aspirations, job satisfaction, and industry demand are essential in unraveling this

phenomenon. By quantifying these motivations, this study aims to provide insights crucial

for educational institutions and policymakers to tailor programs and initiatives, ultimately

bolstering the maritime workforce and sustaining industry growth. Understanding of why

some students choose these courses while others do not. This study aims to bridge this gap

by conducting a quantitative analysis to quantify and delineate the various motivational

factors at play. By gaining insights into these factors. Contribute to the enhancement of

career guidance practices and the development of targeted educational initiatives, ensuring

a more effective alignment between students' preferences and the opportunities presented

by BSMT/BSMARE courses.

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BACKGROUND OF THE STUDY

The maritime industry plays a crucial role in global trade and transportation,

with Bachelor of Science programs in Marine Transportation and Marine Engineering

serving as foundational pathways for future professionals in this field. However,

attracting senior high school students to these programs has become increasingly

challenging, posing concerns for the sustainability of the maritime workforce.

Understanding the motivational factors underlying students' preferences is essential for

addressing this issue Effectively.

Past Events: Several past events have highlighted the challenges associated

with attracting students to Bachelor of Science programs in Marine Transportation and

Marine Engineering. Economic downturns, such as the global financial crisis of 2008,

have led to fluctuations in the demand for maritime professionals, creating uncertainty

about job prospects in the industry. These uncertainties may have deterred students

from pursuing careers in maritime-related fields, impacting enrollment in relevant

educational Programs.

Additionally, limited public awareness of career opportunities in the maritime

industry has been a longstanding issue. Many students and their families may not fully

understand the diverse range of career paths available in this sector, leading to

misconceptions about job stability, advancement opportunities, and work-life balance.

Without adequate information about the potential benefits and rewards of pursuing a

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career in marine transportation or marine engineering, students may overlook these

fields when considering their post-secondary education options.

Personal Insights: From my perspective, there are several factors contributing

to the reluctance of senior high school students to pursue Bachelor of Science programs

in Marine Transportation or Marine Engineering. Firstly, there may be a lack of

exposure to the maritime industry during their formative years, resulting in limited

awareness of the diverse career opportunities available. Many students may not have

had the opportunity to engage in activities related to maritime activities or learn about

the significance of the industry in global trade.

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THEORETICAL FRAMEWORK

This study is grounded by Deci, E. L. & Ryan, R.M. (1980) The Self-

Determination Theory (SDT), as proposed by Deci and Ryan, offers a framework for

understanding the aspects that impact the preferences of senior high school towards

Bachelor of Science programs in Marine Transportation and Marine Engineering.

According to SDT, individuals are primarily motivated by factors such as extrinsic

influences or a lack of motivation. In this study context, we will explore elements such

as interest in activities and career enthusiasm, extrinsic factors like parental guidance

and perceived job prospects, as well as amotivation factors such as a lack of awareness

or interest in the field. Through the application of SDT principles, this research aims to

shed light on the motivational factors that steer Students decisions regarding education.

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CONCEPTUAL FRAMEWORK

In order to represent the flow of the study, the researchers will present a framework that

describes the possible correlation of the independent variables to the dependent

variables.

Independent Variable Dependent Variable

Academic Strand of Student Participant Student Views on Academic

a. STEM (Science, Technology, Dishonesty
Engineering, and Mathematics) a. Definition of “Academic Dishonesty”
b. ABM (Accountancy and Business b. Permissibility to partake in academically
Management) dishonest behavior
c. HUMSS (Humanities and Social c. Known repercussions for academic
Sciences) dishonesty

The illustration describes a linear, direct relationship of the independent variable

to the dependent variable. The independent variable is whichever academic strand the

student participant belongs to. The academic track of the senior high school program is

divided into three strands: STEM, ABM, and HUMSS. The researchers hypothesize

that these strands could have an effect on the dependent variable which is the students’

views on academic dishonesty. As “views” and “perspective” are both broad

terminologies, the researchers further defined what comprises of these. “Views” are a

whole of what the participant defines “academic dishonesty” as, how free they think

they are to cheat, and what punishments they know they may receive if they do so.

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STATEMENT OF THE PROBLEM

The main objective of the stud*y is to evaluate and compare the perspectives of Grade

12 Senior High School students from different strands in Dr. Yanga’s Colleges, Inc.

with regards to evaluate

1. What are the driving factors for senior high school students to take BSMT/BSMARE

course ?

1.1 High salary

1. 2 Job benefits

2. How effective is the current career guidance in assisting students considering

BSMT/BSMARE courses?

3. Is there a significant relationship between Motivation and career guidance os SHS

(senior high Students) in taking the course BSMT/BSMARE?

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HYPOTHESIS

Senior High School student of intrinsic motivation, such as a genuine interest in

maritime activities and career passion, will show a stronger preference for

Bachelor of Science programs in Marine Transportation/Marine Engineering.

Conversely, students influenced by extrinsic factors, including parental

guidance and perceived job opportunities in the maritime industry, will exhibit a

weaker preference for these programs. Additionally, students characterized by

amotivation, defined by a lack of awareness or interest in the field, will

demonstrate the lowest preference for these programs.

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SCOPE AND LIMITATION

This study aimed to answer questions on the motivations and expectations of the

respondents regarding the respective programs that they enrolled in at Dr. Yanga's

Colleges, Inc. There were a few reasons why the researchers chose this research topic.

First of all, there were many issues and problems that took place in the courtesy

segment, and many of them had an impact on their performance and organizational

outcome that can motivate maritime students and what can be used to gain their

commitment from maritime instructors, teachers, and staff of the school. Investigating

student motivation issues in small and medium-sized pubs from the perspective of

maritime instructors, teachers, and staff of the school will not only help the DYCI

understand the perception and attitude of students towards the current motivation

practice in the DYCI they work for but also enable students in this segment to find out

strategies to motivate them to work hard and retain them. This research was conducted

at Dr. Yanga's Colleges, Inc. The researchers distributed a survey questionnaire to the

responding students to gather the necessary data pertinent to this study.

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SIGNIFICANCE OF THE STUDY

Educational Institutions: Understanding senior high school students' preferences

for Bachelor of Science programs in Marine Transportation and Marine Engineering

will enable educational institutions to tailor their curriculum, recruitment strategies, and

support services to better meet the needs and interests of prospective students. This can

lead to increased enrollment, improved student retention, and better academic

outcomes.

Maritime Industry: By identifying the motivational factors driving students' preferences

for maritime-related careers, the industry can develop targeted initiatives to attract and

retain talent. This research can inform workforce development strategies, recruitment

campaigns, and industry partnerships aimed at addressing skills gaps and ensuring the

sustainability of the maritime workforce.

Students and Families: Senior high school students and their families will benefit from

a better understanding of the diverse career opportunities available in the maritime

industry. This research can empower students to make informed decisions about their

educational and career pathways, leading to greater academic and career success.

Future Researchers. The future researchers can use this study as their guide in their

future research.

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DEFINITION OF TERMS

Senior High School Students – Refers to individuals enrolled in the final two years of

secondary education, typically aged 16 to 18 years old, preparing for tertiary education or

entering the workforce.

Bachelor of Science in Marine Transportation - An undergraduate degree program

focused on the theoretical and practical aspects of navigating ships and managing maritime

operations.

Bachelor of Science in Marine Engineering - An undergraduate degree program

emphasizing the design, construction, and maintenance of marine vessels and related

systems.

Motivational Factors - Refers to the internal and external influences that drive

individuals' preferences, decisions, and actions towards pursuing specific educational or

career paths.

Preferences - Denotes the choices or inclinations exhibited by individuals based on their

perceived interests, values, and motivations.

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REVIEW OF RELATED LITERATURE

According to Kalvaitiene, et al., (2011) , the motives of choosing profession of

the great majority of young people were determined by economic, social and

psychological factors. It is proved statistically that if the student chooses profession

following his emotions, interest in the profession and understanding of the advantages

of professions, his studies are more effective, than if he chooses profession accidentally

or influenced by his/her family or relatives.

Cristina Dragomir (2014), Young people are not motivated to follow a seafaring career

due to several reasons like they will be far from their family and friends for long

periods and stressful work in challenging conditions. Seafaring is attractive for young

generation due to the salary.

Yui-yip Lau, Adolf K.Y. Ng (2015), a good program should have the following

capabilities: (1) increases students’ professional abilities and skills, (2) provides

updated information on the industry, and (3) courses to be brought by well-qualified

teachers. Additionally ,well-qualified teaching staff should provide a wide variety of

good teaching methods so as to transfer relevant professional and practical skills to

students and enhance their knowledge about the maritime industry.

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SYNTHESIS

The synthesis of the literature review on quantifying motivational factors influencing

senior high school student preferences for Bachelor of Science programs in Marine

Transportation and Marine Engineering reveals several common points. Firstly,

students' perceptions of the maritime industry significantly influence their preferences,

with awareness of career opportunities and job prospects playing a crucial role.

Secondly, intrinsic and extrinsic motivations, such as personal interests, passion for

maritime activities, and parental guidance, shape students' career aspirations in this

field. Thirdly, societal and familial influences, including cultural perceptions and social

networks, impact students' attitudes towards maritime careers. Lastly, the effectiveness

of academic and career guidance programs in promoting awareness and interest in

maritime-related fields is emphasized. Understanding these common points highlights

the multifaceted nature of motivational factors and underscores the importance of

tailored interventions to support recruitment efforts and address workforce shortages in

the maritime industry.

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CHAPTER II

RESEARCH METHODOLOGY

RESEARCH DESIGN

The research design involves quantifying motivational factors to explore senior

high school students’ preferences for BSMT/BSMARE courses.The study aims to

understand the motivational factors influencing senior high school students’

preferences for Bachelor of Science in Marine Transportation (BSMT) and

Bachelor of Science in Marine Engineering (BSMARE) courses. By quantifying

these factors, educators and policymakers can tailor educational programs to better

meet students’ needs and interests.

RESEARCH LOCALE

The study’s locale would be DYCI main campus since the study is entirely focused on

Motivational factors of senior high school student preferences the Bachelor of Science

in Marine Transportation (BSMT) or Bachelor of Science in Marine Engineering

(BSMARE). All of the respondents participating students are all studying in DYCI

Senior High School.

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RESEARCH RESPONDENTS

A research respondent, would be a senior high school students who will choose BSMT

(Bachelor of Science in Marine Transportation) or BSMARE (Bachelor of Science in

Marine Engineering) courses. We want to find out and measure what drives these

students towards these specific paths. The reasons could be their own interest, chances

of getting a job, their family or friends’ advice, or even what’s popular in society now.

What these students say helps us figure out why such career choices are made.

RESEARCH INSTRUMENT

The study use a self – made survey questionnaire by using Google Forms as a research
Instrument and will measure the motivational factors of student preferences the
Bachelor of Science in Marine Transportation (BSMT) or Bachelor of Science in
Marine Engineering (BSMARE). Moreover, the research Instrument will use Matrix
type of survey questionnaire to measure the motivational factors of student.

DATA GATHERING PROCEDURE

The researchers will give a letter of request to the senior high school
department office for approval of the research to be conducted.

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The researchers will then present the approved letter of request to the

The study will use a survey questionnaire as the research instrurment.

The survey questionnaire will be distributed to Senior High School

Students in DYCI
students under the CME of DYCI.

The researchers ensured that the participants had answered the

questionnaire correctly and properly.

The survey questionnaire was collected by the researchers.

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STATISTICAL TREATMENT

In this study, the motivational factors of senior high school students’ preferences for

BSMT/BSMARE courses will be analyzed using statistical methods. This will involve

computing measures such as averages, percentages, correlations, and conducting

hypothesis tests to determine significant relationships or differences between variables.

ETHICAL CONSIDERATION

In conducting the study what motivates senior high school students to choose

BSMT/BSMARE courses, the welfare and rights of the participants must be given

priority. This in turn requires that all students give informed consent after fully

comprehending the purpose and possible outcomes of the research.Confidentiality and

privacy, by safeguarding the participants’ responses to their interactions, prevent access

to their personal information by unauthorized third parties. In addition, researchers

should not use coercion or manipulation, instead of respecting the participants’

autonomy and dignity in the research data gathering process. Such principles have to be

upheld for the integrity of the study to be maintained.

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CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter represents an analysis and interpretation of data attained in the study.

The findings were based on the data gathered through the questionnaires retrieved from

the respondents that will help the researchers to conduct their study. Those data were

then analyzed to be presented, discussed, and interpreted according to the perimeters of

this research to answer the problem sought for this study.

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PPRESENTATION AND ANALYSIS OF DATA

The researchers gathered the following data:

I. Distribution of Students according to their Academic Strand

Academic Strand No. of Students (124) Percentage

STEM 65 52.42%

HUMMS 29 23.39%

ABM 30 24.19%

Table I shows that 65 (52.42%) of the respondents come from the STEM students, 29
(23.39%) of the respondents are from HUMMS students, 30 (24.19%) of the
respondents come from the ABM students.

II. Distribution of Students who have tried Participating in an Academic

Dishonesty

Response No. of Students Percentage

Have Tried 121 97.58%

Haven`t Tried 3 2.42%

Table II shows that 121 (97.59%) of the respondents are have Tried, 3 (2.42%) of the
respondents are haven’t Tried.

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III. Distribution of Students who Tolerates Academic Dishonesty

Response No of Students Percentage

Tolerates 23 18.55%

Do not tolerate 101 81.45%

Table III shows that 23 (18.55%) of the respondents are Tolerates other, 101 (81.45%)
of the respondents are Do not tolerate.

IV. Distribution of Students that have been Tried Working Collaboratively

in an Individual-only Assignments and Exams

Response No. of Students Percentage

Have tried 96 77.42%

Haven’t tried 28 22.58%

Table IV shows that 96 (77.42%) of the respondents are have Tried, 28 (22.58%) of the
respondents are haven’t Tried.

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V. Distribution of Students who have been Engaged in Misconducts

During Distance Learning (Online Class)

Response No. of Students Percentage

Engaged 55 44.35%

Not engaged 69 55.65%

Table V shows that 55 (44.35%) of the respondents are Engaged, 69 (55.65%) of the
respondents are Not engaged.

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VI. Distribution of Academic Dishonesties that been Observed Prevalent

during Distance Learning (Online Class)

Academic Dishonesty Frequency Percentage

Plagiarism 26 20.6%

Bribing 2 1.6%

Copying 71 57.1%

Cheating in Exams 20 15.9%

Others (Using sites during

6 4.8%
exams, test, etc.)

Table VI shows that 26 (20.6%) of the respondents are using Plagiarism, 2 (1.6%) of
the respondents are using Bribing, 71 (57.1%) of the respondents are Copying, 20
(15.9%) of the respondents are Cheating in Exams, 6 (4.8%) of the respondents Using
sites during exam, test, etc.

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VII. Distribution of Students who Agree the School have Enough Guidelines
to Prevent Academic Dishonesty

Response No of Students. Percentage

Agrees 54 43.55%

Do not agree 66 53.23%

Undecided 4 3.22%

Table VII shows that 54 (43.55%) of the respondents who Agree, 66 (53.23%) of the
student who Do not agree, 4 (3.22%) of the respondents who Undecided.

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VIII. Distribution of Factors the Participants think that leads to Academic

Dishonesty

Percentage of Students
Factor Frequency
who Answered

Difficulty in Learning 57 45.97%

Peers 6 4.84%

Pressure 51 41.13%

Others (Setup, All of the

10 12.4%
Above)

Table VIII shows that 57 (45.97%) of the respondents are having Difficulty in learning,
6 (4.84%) of the respondents are having Peers, 51 (41.13%) of the respondents are
having Pressure, 10 (12.4%) of the respondents are having all of the above.

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IX. Students Opinion about the Main Reason why Academic Dishonesty is
still Happening

 Validation; they want to be praised and it leads to pressure, afraid of failure

- they feel it is easy to give an answer so when they are asked how they got it
then they are pressured and also causes fear of failure in a question

 Stress of outputs or grades

- I think what causes us stress during the school year is the amount. Students
may cheat because of the risk of low grades due to worry.

 Different Capabilities in every students

- Some students may cheat because they lack the necessary study abilities to
keep up with the content. If the assessment is highly high-stakes or if students
have low expectations of success owing to a perceived lack of aptitude or test
anxiety, they are more prone to cheat or plagiarize.
 Internet access in distance learning
- They have the ability to search the internet for related questions or the same
question.

 Coping mechanism
- Some students cheat on their education to meet the expectations of their family
or guardians.

 Poor teaching and focus in distance learning

- Due to lack of focus, no one listens much to the teacher, so in the exam all
they know is to copy.

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 Poor school guidelines

- Because the school isn't very strict and lacks of rules.

 Competition
- Cheating is the result of competition. In our culture, with few exceptions,
competitiveness is commonplace and in fact is rewarded. Children learn that
losing is bad, and especially in the early school years, their wish to do well is
very strong.

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INTERPRETATION OF DATA
Using a t-statistics, the researchers interpreted the data as shown below;

X. Distribution of Respondents according to their Academic Strand

Academic Strand STEM ABM HUMSS

Participates Yes 65 15 25
Academic
Dishonesty No 0 15 4
(Physical Classes

Tolerates Yes 11 2 5
Academic
Dishonesty No 54 28 24

Once 26 18 7
Frequency of
Academic More than Once 38 12 20
Dishonesty
Never 1 0 2

Participates Yes 52 24 23
Collaborative
Academic No 13 6 6
Dishonesty

Participates Yes 32 16 15
Academic
Dishonesty
(Distance No 33 14 14

Learning)

Total Students per

124 65 30 29
Strand

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Table X shows the distribution of responses of the questions 1-5. This questions were
selected to calculate how involved students were in regards of academic dishonesty.

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XI. Table of Response Percentage in Reference to the Student’s Strands

Strand STEM ABM HUMSS

Participates Yes 100% 50% 86.21%

Academic
Dishonesty
(Physical No 0% 50% 13.79%

Classes

Tolerates Yes 16.92% 6.67% 17.24%

Academic
Dishonesty No 83.08% 93.33% 82.76%

Once 40% 60% 24.14%

Frequency of
Academic More than Once 58.46% 40% 68.96%

Dishonesty
Never 1.54% 0% 6.90%

Participates Yes 80% 80% 79.31%

Collaborative
Academic No 20% 20% 20.69%
Dishonesty

Participates Yes 49.23% 53.33% 51.72%

Academic
Dishonesty
(Distance No 50.77% 46.67% 48.28%

Learning)

Table XI shows the percentage of students’ responses per questions 1-5.

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XII. Table of Scores with Applied Criterion

Strand STEM ABM HUMSS

Participates Academic
Dishonesty 20% 10% 17.24%

(Physical Classes

Tolerates Academic 3.38% 1.33% 3.44%

Dishonesty

Frequency of 19.69% 20% 18.62%

Academic Dishonesty

Participates 16% 16% 15.86%

Collaborative
Academic Dishonesty

Participates Academic 9.84% 10.67% 10.34%

Dishonesty (Distance
Learning)

Academic Dishonesty 68.92% 58% 65.52%

Scale Score

Table XII the Criteria to get the following score are: 20% Participation each on

Distance and Online Class, 20% on Tolerance of Academic Dishonesty, 20% on

Frequency or Recurrences of Academic Dishonesty and 20% in Participation on

Collaborative Academic Dishonesty.

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XIII. Statistical Value of the Scores

Strand STEM ABM HUMSS

Standard Deviation 7.11 7.05 6.29

Degrees of
64 29 28
Freedom

Sum of Squared

Differences 3235.89 1491.07 1147.35

(Variance)

Table XIII shows the statistical value of the scores obtained from data. The variance

was obtained using the square of the standard deviation multiplied by the degrees of

freedom (sample size subtracted by one).

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XIV. T-Statistics

Decision Rule: If the t-value exceed the t-critical values, accept Alternative Hypothesis

and Reject Null Hypothesis.

STEM and
Compared Groups STEM and ABM ABM and HUMSS
HUMSS

Degrees of
93 92 57
Freedom

Critical Value ± 1.9688 ± 1.9688 ± 2.003

Pooled Variance 51.36 48.19 46.29

T-Value 0.069 0.022 0.042

Result t=0.069<1.968 8 t=0.022<1.968 8 t=0.042<2.003

∴ cannot reject Null Hypothesis (H0); there are no significant relationship in students’

academic strand and academic dishonesty, since all t-values did not exceed the t-critical

values.

Table XIII shows the values for each t-test conducted on each combination groups of the

strand. For three tests, all (3/3) t-values did not exceed the critical values. It is most likely

to be concluded not reject Null Hypothesis because of the high difference between the t-

value and the t-critical value.

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CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The findings of the study were summarized in accordance with the Statement of

the Problem stated on the Chapter 1. As stated on the previous chapters of this research,

the main objective of the study is to evaluate and compare the perspective of Grade 12

Senior High School Students from different strands in Dr. Yanga’s Colleges Inc. and to

answer the two following main problem stated.

1. Are there significant differences in personal views towards cheating among students

of different strands?

There is no significant difference in personal views towards academic

dishonesty among students of different strands. Strongly proven, the t-statistics shows

that the Null Hypothesis could not be rejected. A high differences (1.899:3%,

1.946:1%, 1.961:2%) respectively on each t-value and t-critical value reveal that it is

highly possible that there is no significant relationship between the strand and the

recurrences of such misconducts.

Most of the answer of the respondents are Based on the survey Tabulation of the

results outcome from the survey conducted in Chapter 3 among the 124 respondents

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from the STEM, ABM and HUMMS strand 45.97 % answered that difficulty in

learning is the main factor that drive the respondents to commit academic dishonesty.

While 4.84% answered that the reason for committing academic dishonesty is due to

the influence of the respondents’ peers. Moreover, 41.13% among the respondents

answered that pressure in academics is the reason that the following respondents

committed academic dishonesty. Lastly, 12.41% among the respondents answered that

all of the stated reasons mentioned were the main reason that they commit academic

dishonesty. The distribution of factors the participants think that leads to academic

dishonesty has a standard deviation of 26.72,Confidence level of 95%, with a margin of

error of +-4.7 and confidence interval of 31+-4.7.

2. What does the presence or lack thereof of significant differences in perspective

imply?

Since there is no significant difference in terms of the respondents perspective

when it comes to academic dishonesty regardless of their strand based on the result it

implies that majority of the respondents among the following strands who participated

in the survey at least 97.58% of them have tried participating or committing in

Academic dishonesty.

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RECOMMENDATION

The researchers began by identifying the strategies that had the most merit or potential

for improving academic integrity (based on our data and survey), by analyzing data and

selecting what we, as a collective, believed to be the most high-impact strategies. They

developed the following recommendations:

1. Interrogate the Dominant Paradigm of Success

2. Redefine the Grading System

3. Faculty Training

4. Promote Moral Development

The researchers describe the four recommendations below:

Recommendation #1: Interrogate the Dominant Paradigm of Success

Academic dishonesty is often a result of larger societal issues related to the

purpose of higher education, the value of knowledge, the assessment of learning, and

the emphasis on individual achievement. Students feel compelled to cheat in an

educational system that focuses on grades and credentials over learning. To explore

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these themes, policymakers need to engage in a broad conversation to challenge the

traditional bureaucratic and credentialing model and instead consider ways to develop a

collaborative, inclusive, and supportive academic environment, where students and

faculty work toward the social good.

Recommendation #2: Redefine the Grading System

Many argue that the organization of higher education is not conducive to student

learning, and students feel compelled to act in ways that will allow them to keep up

with their peers. Some suggest that to create change, government officials and

policymakers will need to revaluate the purpose of standardized tests and the design of

current grading systems. The current grading system focuses on outcomes, rather than

on the act of learning itself. This method is seen as a means to an end and can act as a

breeding ground for cheating behaviour. Not only does the system appear to condone

academic dishonesty, this how academic dishonesty is viewed by students, faculty, and

administrators, a larger discussion of how and why our grading system is the way it is

needs to happen.

Recommendation #3: Faculty Training

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“Teachers may see the ethical failure of student cheating but not their own

ethical failure of not confronting it” During our Survey with, participants reported that

those often overlook academic misconduct. It is imperative to inform faculty of

institutional policies addressing academic misconduct and cheating on an online

learning. It is also suggested to form a faculty committee to facilitate ongoing

intergroup dialogue to address issues of academic integrity throughout the term and

school year.

Recommendation #4: Promote Moral Development

Prime developmental period engage students in discussion and activities around

issues of ethics and integrity. For students to grow in their moral development and

ethical skills, it is essential for administrators to establish clear academic dishonesty

definitions, expectations, and policies. In addition to intellectual development,

opportunities are created for students to understand the consequences of their actions.

The researchers do not anticipate these efforts being carried out, which is why the

researchers recommend Moral Development.

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CONCLUSION

In conclusion, regardless of any group, setup or settings, academic dishonesty is

still happening. It is a conflict for both the students and the authorities to completely

eradicate this misconduct. By all means, students find their ways to help them lessen

the hard work and difficulty even if it includes cheating. It may be uncertain on which

deficiency it may be associated to; the students, families or school system but it is

certain that it is a serious issue and argumentative whether it is good way to cope in

students’ aspects.

Academic dishonesty, still a falsehood way of achieving in school careers does

happen to almost all students. Collaboratively or discreetly, this occurrence still happen

both Physical Learning and Distance Learning. It may be unnecessary as it sounds to

revaluate setups for better ethics and uprightness. Integrity must be encouraged

unquestionably, forge success by the most honourable and moral ways possible.

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CURRICULUM VITAE

Alyrra Gyle J. Dela Cruz

035 Purok 1, Daungan Guiguinto, Bulacan
Dr. Yanga’s Colleges Inc.
09153008314
[email protected]

Objectives
To secure a challenging position in a reputable organization to expand my learnings,
knowledge, and skills.

Educational Background
SECONDARY:

 Cherubim Montesorri School  Dr. Yanga Colleges Inc.

BPHP Bliss Tabe Guiguinto, 182 McArthur Highway, Wakas
Bulacan Bocaue, Bulacan
2019-2020 2021-2022
PRIMARY:

 Daungan Elementary School

Purok 1 Daungan Guiguinto, Bulacan
2015-2016

Skills and Competencies

1. Communication
2. Time Management
3. Active listening

Character Reference

 Juan Carlos Caballero  Mary Grace Delos Santos

Teacher Teacher
Dr. Yanga’s Colleges Inc. Dr. Yanga’s Colleges Inc
09166398370 09227896396

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 DR. YANGA’S COLLEGES, INC.

CURRICULUM VITAE

April Ann C. Villacoba

9010 Triple Junction Matungao, Bulakan, Bulacan
Dr. Yanga’s Colleges Inc.
09658702357
[email protected]

Objectives
Focusing more on being proactive rather than reactive.

Educational Background
SECONDARY:

 Dr. Yanga’s Colleges Inc.

182 MacArthur Highway Wakas, Bocaue, Bulacan
2017-Present
PRIMARY:

 Sta. Catalina Matanda  Francisco Balagtas Memorial

Elementary School School
Sta. Catalina Matanda San Panginay, Balagtas, Bulacan
Ildefonso, Bulacan 2013-2016
2010-2013

Skills and Competencies

1. Academic Writing
2. Critical thinking
3. Time Management

Character Reference

 Juan Carlos Caballero  Mary Grace Delos Santos

Teacher Teacher
Dr. Yanga’s Colleges Inc. Dr. Yanga’s Colleges Inc
09166398370 09227896396

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 DR. YANGA’S COLLEGES, INC.

CURRICULUM VITAE

Kian Kodi V. Mendoza

Daang Baka II, Maysantol Bulakan, Bulacan
Dr. Yanga’s Colleges Inc.
09682479844
[email protected]

Objectives
.Hardworking, maximizing efficiency and productivity at all costs.

Educational Background
SECONDARY:

 Bulacan Central Christian  Dr. Yanga’s Colleges Inc.

School 182 MacArthur Highway
Baguio St., Bagumbayan Wakas, Bocaue, Bulacan
Bulakan, Bulacan 2010 – Present
2017 - 2020
PRIMARY:

 Bulacan Central Christian School

Baguio St., Bagumbayan Bulakan, Bulacan
2010 – 2016

Skills and Competencies

1. Leadership skill
2. Technical proficiency
3. Working under pressure

Character Reference

 Juan Carlos Caballero  Mary Grace Delos Santos

Teacher Teacher
Dr. Yanga’s Colleges Inc. Dr. Yanga’s Colleges Inc
09166398370 09227896396

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 DR. YANGA’S COLLEGES, INC.

CURRICULUM VITAE

Mark James J. Rogelio

Sta. Rita Village, Tabe, Guiguinto, Bulacan
Dr. Yanga’s Colleges Inc.
09613156815
[email protected]

Objectives
Type of friend that make u laugh and chill

Educational Background
SECONDARY:

 Cherubim Montesorri School  Dr. Yanga’s Colleges

Bliss, Guiguinto, Bulacan 182 MacArthur Highway
2019-2020 Wakas, Bocaue, Bulacan
2017-Present

PRIMARY:

 San Ildefonso Learning Center

Guiguinto, Bulacan
2015-2016

Skill and Competencies

1. Reading
2. Time management
3. Prioritization

Character Reference

 Juan Carlos Caballero  Mary Grace Delos Santos

Teacher Teacher
Dr. Yanga’s Colleges Inc. Dr. Yanga’s Colleges Inc.
09166398370 09227896390036

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 DR. YANGA’S COLLEGES, INC.

CURRICULUM VITAE

Maxine T. Lorica
704 Hulo St. Balubad, Bulakan ,Bulacan
Dr. Yanga’s College’s Inc.
09755447953
[email protected]

Objectives

Dependable person who is great at time management.

Educational Background

SECONDARY:

 Dr. Yanga’s College’s Inc.

182 MacArthur Highway Wakas, Bocaue, Bulacan
2016 - Present

PRIMARY:
 Lolomboy Elementary School
Morales St., Lolomboy Bocaue, Bulacan
2010 – 2016

Skill and Competencies

1. Determination
2. Cooperation
3. Critical Thinking skills

Character Reference

 Juan Carlos Caballero  Mary Grace Delos Santos

Teacher Teacher
Dr. Yanga’s Colleges Inc. Dr. Yanga’s Colleges Inc.
09166398370 09227896390036