Ruth I. Gutierrez

reynold.padagas@jru.edu

Ms. Ruth I.Gutierrez finished her Master of Arts in Nursing at the University of San Carlos in Cebu Philippines. She finished her certification on Research Utilization in Nurising Administration at the University of the Philippines – Open University

At present, she is a faculty at José Rizal University working both in the College of Nursing and General education program.

She started to veer into research paper in 2016. Her research study on “Cheating” was presented at the International Conference on Education, Psychology, and Organizational Behavior, Osaka Japan in 2017. She was one of the field researchers in the completed PEAC-funded project “Strengthening Private-Public Complementarity in Higher Education towards Greater Inclusion, Efficiency, and Freedom of Choice”.

In 2019, she co-authored publications in Scopus-indexed journals titled, “Academic Dishonesty” and “Challenges of Technology-based Teaching”.

UNVAILING A PAINPOINT IN A COLLEGE CLASSROOM: COLLEGE STUDENTS' PERCEPTION OF ACEDEMIC DISHONESTY AND SOME TESTS OF CORRELATIONS

In educational institutions, a culture of academic honesty is valued. However, while there is much awareness about the consequences of academic dishonesty, this is regarded as an endless academic concern. A sequential-explanatory mixed-method study assessed and explored the perceptions of 121 college students of a private Philippine university about academic dishonesty. Initially, a researcher-constructed questionnaire administered to measure the perceptions of the respondents about academic dishonesty and correlated to their age, gender and course. A focus group discussion from seven purposely sampled respondents was conducted to extract deeper meanings of the survey results. The quantitative results disclosed that the college students have high perceptions about academic dishonesty. Meanwhile, age and gender were directly linked to academic dishonesty whereas the course did not associate with the college students’ perceptions of academic dishonesty. Important information has been elicited and surfaced during the focus group discussions. This created complementary of the quantitative and qualitative data and eventually resulted in a more profound, reflective analysis. School policy recommendations and interventions are suggested to enable the university to establish and sustain academic honesty as a culture within and among the members of the academic community especially its students, the end-receivers of a good education.