Abstract:
The present study is of a descriptive nature. It aims at investigating the effect of cheating phenomenon on the process of the pedagogical evaluation and to find out its negative effect on the students psychological status. The study hypothesizes that cheating has no effect on the evaluation of the pedagogy, curriculum and the students progression. It has no effect on students futurity career, and has no effect on the importance of distinguishing between the students in terms of individual differences. An interview and questionnaire are the instruments of the study. The investigation reveals different reasons behind cheating, different styles of cheating and different effects yielded by cheating. Depending on the conclusions, and as a matter of recommendations, the study presents different methods to remedy this dishonest phenomenon like avoiding the classical procedures in conducting the examinations and the use of the objective test instead of the subjective test. Finally, the study presents different suggestions for further studies.
