Reasons for Cheating in Online Assessments and Strategies for Mitigating It: A Specific Study from the Perspectives of English Language Teachers in Jeddah Governorate

Assessment is one of the challenges facing online education, as academic integrity can be compromised due to students' cheating behavior. The current qualitative research sought to examine English language teachers' perceptions of the reasons why students cheat on online assessments. It also sought to find strategies to reduce cheating in these assessments. Thirteen teachers (seven males and six females) with at least five years of teaching experience in various secondary schools in the Jeddah Education Governorate participated in the study. Data were collected through semi-structured interviews and analyzed using MAXQDA software, version 2024. Data analysis revealed several reasons for cheating on online assessments, including: freedom in the absence of proctors, lack of preparation for assessment, obtaining better grades/results, low self-esteem/confidence, time constraints/poor time management, peer influence or competition, not taking assessment seriously, fear of failing/poor assessment results, and disrespect for academic rules/teachers. Educators suggested strategies to reduce cheating in online assessments, such as randomly selecting questions, using open-ended and essay questions, designing different question styles and types, setting exam time limits, designing learner-specific questions, presenting one question at a time, and providing clear test instructions. The study has some pedagogical implications for faculty and administrators.