Qualitative Assessment Of The Perceptions Of Academic Dishonesty Among Exercise Physiology Freshmen

Academic dishonesty is becoming more common in university students in STEM based programs. This is concerning because unprofessional behavior in a student’s academic career could lead to a higher instance of unprofessional behavior later on in their professional careers. PURPOSE: The purpose of this qualitative study was to examine if a student’s academic standing and/or first-generation status would affect their perceptions of academic integrity and dishonesty within their academic coursework. METHODS: Three-hundred freshmen enrolled in a first-year seminar orientation course in an exercise physiology major completed 200 word written reflections at the start and end of their first semester of college. Reflection prompts focused on the role of academic honesty as a student and future healthcare professional. RESULTS: In the pre-semester reflection when asked about their responsibility in maintaining academic integrity, students reported on ethics, personal ways to avoid dishonesty and how academic dishonesty will continue to follow a student throughout their academic career. At the end of their first semester of college, exercise physiology freshmen felt being academically honest was easier than they previously thought because they studied harder and that it was not beneficial to cheat because it would hurt them in the long run. However, students admitted that it was easier to be dishonest with online classes. CONCLUSIONS: This study identified several areas by which to help support exercise physiology students better understand academic integrity and dishonesty and the findings can guide program and curriculum changes to support students.