Sta. Cruz, Laguna
“Cheating and its effects on the Moral Sensibility”
Of Criminology and Education Students
In Union College
Submitted by: Submitted to:
Carable, Cris Madel Mrs. Bituin Gracia Z. Almonte
Blanca, Jan Marinie
Padua, Carla May
Statements of the Problem:
This study aimed to compare the effects of cheating on the moral sensibility of criminology and education students in Union College.
Moral Sensibility as define refers to our response towards what is right or wrong. Because man is believed—by nature is good but morally weak, he endures all the temptations through his life. Cheating is considered as one of those ...view middle of the document...
If student continue to cheat, the tendency is for him to feel inferior because it also lower self esteem. To become fulfilled, one must exert efforts. The more frequent a student cheat, he is more likely to learn his lesson hardly, and being “palaasa” to his style of cheating make his brain dull. Lastly, a more serious consequence is that once the cheater is caught by his professor, stigma came along.
School is said to be the training ground for the aspirant professionals. Good habits and values must be practice so in the future, as practitioner to their chosen field, they will carry all the habits and values they had in school. While still in school, students should do their best to strengthen their morale. It is moral sensibility that prevents us from being ignorant and tolerant of wrongdoings.
There is no significant difference on the effects of cheating on the moral sensibility between criminology students and education students in Union College.
The importance of understanding why people cheat is very much related to Kohlberg's Theory of Moral Reasoning or more popularly called as Theory of Moral Development.
To understand why students cheat, one must first examine the underlying psychological theories concerning moral reasoning. Kohlberg (1971) proposed a six stage theory of moral reasoning divided into three levels of moral development.
Moral Development Theory can be summarized as follows:
Level 1. Pre Conventional Morality
Stage 1 - Obedience and Punishment
The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
Stage 2 - Individualism and Exchange
At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
Level 2. Conventional Morality
Stage 3 - Interpersonal Relationships
Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
Stage 4 - Maintaining Social Order
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
Level 3. Post Conventional Morality
Stage 5 - Social Contract and Individual Rights
At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are...