Dr. Khaled M. Batarfi

 

THE young African student, one of my top achievers, was overwhelmed with apprehension as he approached me after concluding his exam in the lap.



“I just discovered my neighbor was copying from me,” he whispered. Since I have a well-known policy of failing students who's answers are exactly the same, Abdullah was worried.



I told him that was my only option, since I have no way of finding out who copied from whom. He should have notified us, then and there.



How would I know if it was the other way around, an agreement or a cooperation? It was particularly hard to copy, since they use the online e-Learning system.



Questions take different order for every student. So as he types in his answer, neighbors are answering different questions.



That is unless the cheater had looked up the same question and was a fast-typist and copier — a rare quality. 



I went back to my office distressed. What if Abdullah was afraid of the other student? After all, he is a peaceful boy and may sought to avoid trouble at any cost.



At the same time, how would I know for sure what happened? I started correcting the answers online.



Sure enough, the young man was doing great, as usual. Another student seemed to have copied him word by word, but missed a few lines.



Since I knew the latter as below-average student, I concluded that he was the cheater.



I gave Abdullah a full mark, and asked him to see me. And gave the local cheater zero, and told him why, in a private note.



I asked him also to come and see me about it. I needed to find out how he managed to do it, and why the victim never realized what was going on; or maybe knew but chose not prevent or notify us.



Next day, I met with my department head, Professor Omar Almarshadi, to discuss the matter.



The problem, as I saw it, is that too many students have a kind of apathy towards education.



They come late, if ever, with no books, notebooks of even pens. Assignments are not turned in, at least not on time, and performance in tests, research and participation are poor.



When they achieve bad grades, they come to protest: “You gave me 8 out of 20! I did great in the exam, I am sure! Please revise.



Please help me! I need better marks to pass this term!” When you show them how badly they performed, and how little they attended, their excuses are plenty—and predictable: “I was busy with my old dad; I am sick most of the time; I have a psychological problem!” Some would just say: “Sorry, I have a sleeping disorder! That is why I missed most classes and exams!”

My boss wasn’t surprised.



A veteran of both public and private universities, he gave me more examples, and ended with: “If it is any consolation, you are not alone! Ask any colleague! We all suffer, all the same!”

We discussed options, and reached a conclusion that we should report the matter to the Board, call for a full study of the problem, and work on practical solutions.



I suggested an orientation course, for all students, especially juniors, where we give them the “golden rules”—code of ethics, behavior, discipline, attitude, etc.



As important, we must put our own codes and stick to them. It doesn't help to have professors with different rules about, say, coming late.



In my case, I close the door fifteen minutes after class starts. If we agree on these rules, all should do the same, and students are notified in advance.



Will that work? I hope it does, but there is no guarantee of full success. The problem is deeper and wider than we may think: Students reared since early schooling to look for marks, not education; schools and society who tolerated cheating and lateness; families who neglect instilling in their children basic Islamic values and ethics, are all responsible.



It is a bit late for us at this stage to change all that, but that is not an excuse for not doing our part.



At the same time, we need full examination of the ills in our education system.



Education Minister Prince Khaled Al-Faisal has already conducted a comprehensive review.



This is a good start, because early schooling—from kindergarten to high school—is where the generation is formed.



If good education and orientation are well provided to them, it is much easier to follow on once they reach higher education.



In the meanwhile, and until AlFaisal plan bears fruits, we need an urgent study by all Saudi universities to examine the common issues and to properly orient our students towards a better educational behavior, ethics and attitude. 



— Dr. Khaled M. Batarfi is a Saudi writer based in Jeddah. He can be reached at kbatarfi@gmail.com. Follow him at Twitter: @kbatarfi