Abstract
This study examined the teachers’ strategies to mitigate online cheating using exploratory research design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the teachers’ strategies to mitigate online cheating. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on setting integrity, incorporating hots questions and live proctoring. A 30-item teachers’ strategies to mitigate online cheating scale was also constructed based on the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed three underlying dimensions of teachers’ strategies to mitigate online cheating. A total of three themes on teachers’ strategies to mitigate online cheating questionnaire was developed which are setting integrity with a total of thirteen items, incorporating hots questions with a total of ten items and live proctoring with a total of five items and the overall the scale has a total of 28-item questionnaire. This study recommends that teachers must strengthen their rules and policies in the classroom to prevent students from cheating. Being aware of the possible punishments and consequences of such actions, students will perhaps avoid this kind of bad habits.
Keywords: Teaching Strategies, Online Cheating, Exploratory Sequential Design, Factor Analysis, Municipality of M’lang, Philippines