Academic Integrity at the University Level: Evaluation and Prevention Strategies in a Theoretical-Virtual Chemistry Course
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Abstract
Academic integrity is crucial for ensuring authentic learning in higher education, especially in chemistry, where abstract and complex concepts make it difficult to develop genuine assessments. Factors such as socio-academic pressure, lack of time, absence of study habits, lack of clarity about the implications of academic dishonesty, and unlimited access to online information can lead to dishonest academic practices. This study examines strategies to prevent academic fraud in the theoretical-virtual Chemistry 2 course. A descriptive analysis of academic performance and the evaluation and fraud prevention strategies implemented by the instructors reveals a significant impact on academic performance, evidenced by a decrease in average grades and pass rates compared to the control group. Strategies such as designing authentic assessments, implementing oral and timed evaluations, real-time monitoring, and technology for detecting plagiarism in production questions were highlighted for their effectiveness, as they adapt to the specifics of teaching chemistry, where the development of practical skills and understanding of abstract concepts is essential for comprehensive comprehension.
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