One of the major cognitive contents of educational system concerning examinations is the prevailing fraudulent culture--copying other learner’s answers during examination. (Smith,1994) The impact of this issue is consistently appalling and pervasive in this contemporary setting especially in secondary schools. This alarming kind of culture in the academe makes every learner know and do what should not be done, for copying corrupts and defeats the purposes of understanding, applying and creating ideas as stipulated in revised Bloom’s taxonomy. Thus, the study analyzed the effects of copying in the student’s level of awareness. The onset and conceptualization of this research is anchored primarily with the end in view of recommending an understanding of better theoretical framework such as social learning theory and practical approaches to solidify students’ motivation to self and lesson mastery. This study aims to serve as an eye opener to learners’ awareness about the causes and effects of copying other learners’ answer during examinations. Moreover, it seeks to probe hidden motivations and aspirations behind this kind of misconduct as manifestation of their behavior. Vast are the opportunities being defeated by this learned culture-copying. One of the opportunities is the avenue for self-mastery and internalization of the lessons. The assessment preparation and its endowment is also put into jeopardy by learners’ irresponsible habits.
Leo Andrew Diego, Roxas National Comprehensive High School, The Philippines
Stream: Primary and secondary education
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