Cheating Helps Students to Learn

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Every action has a consequence, whether it is good or bad. The choices you make can follow you the rest of your life. Cheating refers to an immoral way of achieving a goal. Cheating is an issue that affects many students at one time or another throughout their education. There are many different ways to cheat: copying homework, looking over at a peers test, plagiarizing, and so on.
Cheating behaviors are becoming increasingly pervasive and frequent in academic context (McCabe & Trevino, 1997; McCabe, Trevino & Butterfield, 2001), with grave repercussions on the main mission of any educational institution: to promote the acquisition of actual knowledge and competences in students (Whitley & Keith-Spiegel, 2001). Longitudinal research in school environments reported an increase in cheating over the last decades, and a decrease in individuals’ perceived severity of dishonest behavior (Murdock, Hale & Weber, 2001).
Today’s high school and college students openly admit that academic cheating has become both pervasive and expected. As many as 80% to 90% of students cheat prior to graduating from high school, and a similar percentage cheat during their undergraduate years (Davis, Grover, Becker, & McGregor, 1992; McCabe & Trevino, 1997). Many students admit to cheating only once; however, for a substantial minority, the behavior is repetitive (Hollinger & Lanza-Kaduce, 1996; McCabe & Trevino, 1997). Moreover, cheating rates have risen steadily over the past 30 years, coupled with a growing majority of students who believe that cheating is acceptable in some circumstances (Cizek, 1999; Evans & Craig, 1990a, 1990b; Schab, 1991).
Since cheating is obviously wrong, arguments against it (it provides an unfair advantage, it hinders learning) need only be mentioned in passing. But the argument of unfair advantage...

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