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QUESTIONNAIRES

The document is an informed consent form for a survey interview conducted by 3rd year Civil Engineering students at Saint Joseph Institute of Technology, focusing on views of honesty across different programs. Participants are asked to voluntarily engage in the study, which will involve answering questions related to honesty and ethics in their respective fields, with assurances of confidentiality and the right to withdraw at any time. The results aim to provide insights into Filipino values and contribute to the field of Values Education.

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Valerie Olvido
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© All Rights Reserved
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8 views5 pages

QUESTIONNAIRES

The document is an informed consent form for a survey interview conducted by 3rd year Civil Engineering students at Saint Joseph Institute of Technology, focusing on views of honesty across different programs. Participants are asked to voluntarily engage in the study, which will involve answering questions related to honesty and ethics in their respective fields, with assurances of confidentiality and the right to withdraw at any time. The results aim to provide insights into Filipino values and contribute to the field of Values Education.

Uploaded by

Valerie Olvido
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

INFORMED CONSENT

Dear Interviewees,

The Undersigned are the 3rd year Civil Engineering students of Saint Joseph Institute
of Technology and are currently taking up Values Education. As a requirement of the
course, the undersigned are conducting a survey interview on Views on Honesty as
Values of Different Programs in Saint Joseph Institute of Technology which aims to
compare the different views on honesty across different programs or future
practitioners in your respective field. The results and information gathered in the
study is pivotal and relevant to the discussion on Filipino values and intends to
provide a baseline to the important insights for the educators and students in Values
Education.

In lieu, the undersigned are humbly asking for your permission to take part in data
collection which will be done through answering our interview questions. Rest assured
that all the data that will be collected will be kept under full confidentiality with
your consent.

By signing this consent, you understand and are aware of the following:

● I understand that my involvement of this research is voluntary and upon my


will;
● I understand that my involvement in this study as a respondent requires me to
answer the survey questionnaires;
● I am aware that my involvement in this study is free and without remuneration;
● I am aware that I can withdraw at any point in the research if I already feel
uncomfortable;
● I understand that there is no harm to be inflicted during the conduct of this
research;
● I confirm that I have understood the subject matter of the above study and had
the opportunity to ask questions which have been answered fully;
● I am fully aware that the survey could possibly take up to 10 to 15 minutes
of my time;
● I am assured and expectant that I can benefit from the study through gaining
knowledge about pivotal and necessary information regarding the subject
matter;
● I understand that the collected data will be presented in research
conferences;
● I am expectant that all data gathered will be published for academic purposes
to contribute additional knowledge in the field;
● I am also aware that the data I can give will be removed with corresponding
personal identifiers;
● I understand that all information that I have given shall be dealt with full
confidentiality by the researchers; and the handling of data is in accordance
to the Data Privacy Act of 2012.

By submitting this consent, you are declaring that you have understood the purpose of
the study and agree to the aforementioned terms. If you have any further concerns,
kindly contact us by the given information below. Thank you for your participation!

Researcher/s:

Dumanon, Kendall Cameron M.

Landero, Angel Rose A.

Nuer, Thea Claire A.

Olvido, Valerie Ann

Paguia, Dave Nelson B.

Tiape, Jafcem King R.

Vitor, Icy Fiona P.

Burre, Patriz Marie Cecil B.

Instructor, GE108 Ethics

Participants:

NAMES SIGNATURE DATE


1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

● Name
● Program and Year Level
● Age
● Ethnicity

Rapport Questions

● Is this your first time participating in an interview on social issues?


● Are you close to the other interviewees?
● Do you feel comfortable sharing insights in the presence of your
classmates/friends right now?

● On a scale of 1 -10, with 10 being the highest, how do you rate the level of
your parents’ control on your upbringing?
● Follow-up honest question: Were you taught strong values inside your home?
Answer as honestly as possible.
● Follow-up honest question: If not, were you able to develop strong values from
external entities? (aside from parents)

HONESTY

● How do you personally define honesty in your chosen field?


● Do you think honesty is more important in personal life or professional life?
● How does honesty relate to professional ethics in your chosen field?

● As a student in your CHOSEN FIELD, is it ethically okay to use shortcuts (like


plagiarism, fabrication, and forging of signatures) in your tasks?
● How do you balance being honest with a client while also being sensitive to
their current demand or need?
● How important is honesty in reporting projects/reports in the context of your
chosen field?
● Would you admit to a mistake if it negatively affected a client’s experience?
● How do you think honesty (or dishonesty) affects trust, reputation, and long-
term success in your profession?

INTERPERSONAL

● If you discovered a colleague or peer being dishonest in a way that could harm
others, what would you do? Honest answer.

DILLEMA

Dilemma:
A student caught cheating is about to graduate. Should the university expel them
(justice) or allow them to finish for the sake of their future (mercy)?

Instructor’s note: You may read the following references on what to expect from the
responses of the participants. Please note that this is not intended as formal
research, but rather as an attempt to understand and explain the principles held by
your respondents. These principles may be shaped by their moral values, which are
often reflected and embodied in their respective fields of practice.

You may also add questions if you deem it necessary.

References:

Miles PJ, Campbell M, Ruxton GD. Why Students Cheat and How Understanding
This Can Help Reduce the Frequency of Academic Misconduct in Higher
Education: A Literature Review. J Undergrad Neurosci Educ. 2022 Jun
1;20(2):A150-A160. doi: 10.59390/LXMJ2920. PMID: 38323052; PMCID: PMC10653228.

Kimberly Mae A. Garcines, Mariecris R. Estender, Janphilip M. Epondol,


Sushirin D. Uy, Kristal May V. Maldepeña , Jose F. Cuevas Jr (2024). Stories
behind Academic Cheating: Cheaters’ Perspective. International Journal of
Research and Innovation in Social Science (IJRISS), 8(12), 2013-2024.
[Link]

Eriksson, L., & McGee, T. R. (2015). Academic dishonesty amongst Australian


criminal justice and policing university students: individual and contextual
factors. International Journal for Educational Integrity, 11(1).
[Link]
Academic integrity. (1992). Dowd, S. Google
[Link]://[Link]/books?
hl=en&lr=&id=hi4mAQAAIAAJ&oi=fnd&pg=PA2&ots=SRna9zrLfk&sig=gZJIuWRQiP_zo
OBXHuz8R5H5MyQ&redir_esc=y#v=onepage&q&f=false
Cynthia S. Deale and Seung-Hyun (Jenna) Lee. (2023). Hospitality and Tourism
Students’ Views of Academic Dishonesty Before and During the Height of the
Coronavirus Pandemic Vol. Vol. 17 [2023]. East Carolina University.
[Link]

Tabsh, S., El Kadi, H., Abdelfatah, A. Past and Present Engineering


Students’ Views on Academic Dishonesty at a Middle-Eastern University.
(2015). International Journal of Engineering Education.
[Link]
neering_Students'_Views_on_Academic_Dishonesty_at_a_Middle-
Eastern_University.
[Link]
neering_Students'_Views_on_Academic_Dishonesty_at_a_Middle-
Eastern_University

Common questions

Powered by AI

The survey rapport questions evaluate parental influence on ethical perspectives by asking students to rate the level of parental control and self-assess whether strong values were inculcated at home. The response to these questions can indicate the extent to which family upbringing affects students' views on honesty and ethical behavior, shedding light on the role of family as primary socialization agents .

Honesty in reporting is crucial as it directly impacts the engineering profession's credibility. Inaccurate reports can lead to project failures, safety issues, and loss of public trust. Engineers must adhere to transparency to ensure reliable outcomes, maintaining the profession's reputation and society's confidence in engineering solutions .

Survey results may reveal varying perceptions of honesty across programs such as engineering, business, or arts, implying diverse ethical priorities and standards. These differences could affect interdisciplinary collaborations by fostering misunderstandings or ethical conflicts, highlighting the need for unified ethical frameworks and enhanced communication to ensure cohesive teamwork .

For engineering students, learning about honesty and integrity beyond academics is essential because these values underpin professional ethics, impacting public safety, trust, and the long-term success of projects. Engineers must make decisions that adhere to ethical standards, ensuring safety and welfare, thus maintaining societal trust and preventing legal or financial repercussions .

Surveys offer valuable data on attitudes and behaviors concerning honesty, which can inform policy revisions by identifying key causes of misconduct. Targeted interventions, such as reinforced honor codes, ethics workshops, or adjustment of assessment methods, can be developed to address specific gaps in student understanding and promote a culture of integrity .

The informed consent requirements ensure ethical participation by clearly communicating the voluntary nature of the study, ensuring participants understand they can withdraw at any time, guaranteeing confidentiality under the Data Privacy Act of 2012, and providing participants with full knowledge of what the study entails including its duration and the use of collected data .

Allowing a student caught cheating to graduate raises implications of justice and mercy. Justice demands fair treatment and upholding academic standards, which might dictate expulsion. However, showing mercy considers the student's future, highlighting the policy challenge of balancing disciplinary action with compassion and opportunity for rehabilitation. The decision impacts university credibility and integrity while influencing students' perceptions of ethical norms .

To enhance clarity, the form could simplify jargon and include visual aids to explain key concepts like data confidentiality. Providing examples of how data will be presented and specific safeguards against privacy breaches could increase transparency. Additionally, offering a brief Q&A or interactive session to address any participant queries may improve understanding and comfort .

Academic integrity is crucial in engineering as it directly affects the perception of a professional's reliability and ethical standards. Dishonesty, such as plagiarism or fabrication, can harm a professional's reputation, lead to mistrust, and impact their career negatively. Upholding academic integrity demonstrates a commitment to ethical principles, which is essential for building long-term trust and success in engineering .

The survey provides insights into how students across different programs perceive honesty, allowing educators to tailor values education curricula to address gaps in understanding and application of honesty in both personal and professional contexts. This could establish a baseline for creating more effective educational strategies that emphasize ethical behavior and integrity .

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