Academic Dishonesty in North Weast Ethiopia, Amhara Region Particularly at East Gojjam Zone Preparatory Schools.

Abstract

Academic dishonesty is a widespread problem across the globe, though its causes, forms, and practices vary from country to country. In Ethiopia, academic dishonesty has increasingly become normalized across educational institutions and has grown more sophisticated over time. To help address this issue, the present study explored the nature, causes, types, and emerging practices of academic dishonesty in preparatory schools of East Gojjam Zone.The study employed a qualitative research approach with a case study design. Primary data were collected from twenty semi-structured interview participants, seven key informants, and eight focus group discussants drawn from the interviewees. All participants were selected using purposive non-probability sampling techniques. Data collection tools included semi-structured interviews, key informant interviews, and focus group discussions. The collected data were analyzed using thematic analysis.The findings revealed that academic dishonesty in East Gojjam Zone preparatory schools is influenced by multiple interrelated factors. Major causes include teachers’ dissatisfaction with their profession, poorly designed curricula, large class sizes, lack of effective punishment, weak government commitment, low professional dignity of teachers, negative societal attitudes toward education, and students’ limited academic vision. The study also identified various types of academic dishonesty, such as cheating, corruption, misrepresentation, submission of duplicated work, and collusion. Furthermore, innovative and sophisticated cheating methods were reported, including the use of tissue paper for copying notes, mobile phones with earphones, hidden written materials using pencils or pen covers, rope-assisted answer sharing, shared calculators, and gesture-based communication.The study concludes that academic dishonesty in preparatory schools is a multifaceted problem with diverse causes, types, and evolving methods. Based on these conclusions, the study recommends minimizing government interference in academic matters, strengthening secular education, enhancing teacher and parent collaboration, improving teachers’ working conditions and professional status, raising students’ academic commitment and self-confidence, and promoting civic and ethical education to foster academic integrity.