Can We Control Cheating in the Classroom

A great deal of research reflects concern for the large and growing problem of cheating in academe (Maramark and Maline 1993; Collison 1990). The evidence indicates that many students cheat regularly and few students never cheat. Most of this research is of little use to the university teacher because it does not inform a teacher about the extent of cheating in the class; it considers students' cheating over their entire university career (Kerkvliet 1994). Teachers use different classroom procedures and make varying demands on their students. Reacting to these differences, students may cheat more with some teachers than with others.