Effect of Removing a Cheating Inhibitor on Online Exam Scores: Lengthening Time for Exam Access

• In Event: 504 - Regular Session. Teaching Sociology

Abstract

Since students report substantially more cheating on exams in online vs. face to face courses, a number of cheating inhibitors have been proposed to safeguard against academic dishonesty. However, the effectiveness of these inhibitors is understudied. The present investigation performs the first quasi experimental study of the effect of the removal of a key cheating inhibitor, brief time for access to the exam, on exam scores. METHODS. Data are based on 55 students who completed an online criminology course. A control group of 35 students took the exams at a set time and had access for one hour or less. In contrast, the experimental group of 20 students were allowed to take the exam whenever they wanted over a window of 17 hours, increasing opportunities for collaborative cheating. All students were taught by the same instructor and other cheating inhibitors remained in place (e.g., randomization of questions). The score on the final exam served as the dependent variable. Controls include academic ability and gender. RESULTS: Controlling for the other variables, students in the experimental group scored significantly higher on the standardized final exam than the students in the control group. The model explained 48% of the variance in exam scores. CONCLUSION. The results are consistent with the thesis that the greater the window of time to access an online exam, the greater the opportunities for collaborative cheating, and the higher the exam scores. Policy implications are discussed.

Author

• Steven Stack, Wayne State University