PERCEIVED INFLUENCE OF EXPOSURE TO DIGITAL PSEUDO VALUES ON EROSION OF TRADITIONAL ACADEMIC INTEGRITY AMONG PUBLIC SECONDARY SCHOOLS IN ENUGU SOUTH LGA

Abstract

The study examined the influence of digital pseudo values on academic integrity 
among students in public secondary schools in Enugu South Local Government Area. 
The research addressed four key questions, employing a descriptive survey design. A 
population of 2,847 students from public secondary schools in Enugu South Local 
Government Area was considered, with a sample of 600 selected through multistage 
sampling technique. Data collection utilized a researcher-developed questionnaire 
which was validated by three experts and tested for internal consistency using 
Cronbach Alpha. Mean and standard deviation scores were used to analyze the 
collected data. Findings indicated that digital pseudo values, namely AI-grism, 
efemeral ownership, collaborative teaching, and efficiency over effort, significantly 
influence academic integrity among secondary school students in Enugu South Local 
Government Area. The study concluded that digital pseudo values pose a substantial 
obstacle to academic integrity in the region. It was recommended among others that 
school administrators should integrate digital ethics and academic integrity modules 
into the existing civic education and computer studies curriculum to counter the 
influence of digital pseudo values. This includes structured lessons on responsive AI 
use, authentic learning, and value for effort, and equipping students with ethical 
decision-making skills. This would provide a framework for ethical academic 
behavior and enhance students’ commitment to honest scholarship.