The Effect of Self-Deception on Learning in Higher Education Systems

Abstract

The current model of higher education uses digital technologies for learning. One of the major applications is their use for online examinations. However, the validity of these exams is questioned, suggesting the commitment of dishonest practices by students. This research analyses whether self-deception behaviours negatively influence the students' learning performance. First, the authors carry out an identical midterm test to the same students in an online environment and in a face-to-face environment, and exam marks are compared. Second, they carry out a regression analysis where they introduce a dummy variable that reflects the changes on the midterm exam mark and analyse how that variable influences on student learning. Data from 230 students from three different courses in business are used. The findings show that students have a higher mark in the online exam than in the face-to-face exam, suggesting for dishonest behaviours. Also, those students who had a dishonest behaviour in the midterm exam have a lower performance in the final exam, suggesting the existence of self-deception.