Behavioural Engagement, Academic Dishonesty, and Performance Gaps: Comparing Online and Paper-Pencil Based Tests in an Online Learning Context
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| Title: | Behavioural Engagement, Academic Dishonesty, and Performance Gaps: Comparing Online and Paper-Pencil Based Tests in an Online Learning Context |
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| Language: | English |
| Authors: | Necati Taskin, Mehmet Kokoç (ORCID |
| Source: | Education and Information Technologies. 2025 30(13):18895-18919. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cheating, Ethics, Computer Assisted Testing, Technology Uses in Education, College Students, Learner Engagement, Predictor Variables, Paper and Pencil Tests, Student Behavior, Online Courses, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1007/s10639-025-13514-8 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study examines the growing issue of academic dishonesty in online assessments, a challenge intensified by the expansion of digital learning platforms. Specifically, it investigates the relationship between students' online engagement and their performance in online versus traditional paper-and-pencil tests. Employing a cross-sectional research design, data were collected from 1,022 students across various faculties at a state university. Regression analysis revealed that behavioural engagement significantly predicted performance in paper-pencil tests but not in online assessments. Moreover, students scored higher in online tests, yet the weak correlation between scores across both formats raises concerns about the validity of online assessments in accurately reflecting student learning. These findings underscore the necessity of enhancing online assessment integrity and leveraging engagement metrics to prevent academic dishonesty. The study suggests that educators, policymakers, and administrators should consider student engagement as a key factor in fostering a culture of academic honesty while supporting students' academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480927 |
| Database: | ERIC |
| Abstract: | This study examines the growing issue of academic dishonesty in online assessments, a challenge intensified by the expansion of digital learning platforms. Specifically, it investigates the relationship between students' online engagement and their performance in online versus traditional paper-and-pencil tests. Employing a cross-sectional research design, data were collected from 1,022 students across various faculties at a state university. Regression analysis revealed that behavioural engagement significantly predicted performance in paper-pencil tests but not in online assessments. Moreover, students scored higher in online tests, yet the weak correlation between scores across both formats raises concerns about the validity of online assessments in accurately reflecting student learning. These findings underscore the necessity of enhancing online assessment integrity and leveraging engagement metrics to prevent academic dishonesty. The study suggests that educators, policymakers, and administrators should consider student engagement as a key factor in fostering a culture of academic honesty while supporting students' academic performance. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13514-8 |
