Integrity Journal of Education and Training

The previous research studies have examined the prevalence of exam cheating and its related factors among students. In spite of this bulk of studies, only few have been able to look into the issue using the students 'voices to understand the issue. The purpose of this study was to fill in this void by investigating the frequency, nature and the most important factors conducive to cheating in exams among Moroccan high school students. This study uses the qualitative approach, a purposive sample of (n = 7) Moroccan high school students were interviewed to understand deeply how these students frame cheating in exams as a part of their lived experiences. The interview result in rich data about the frequency of cheating, types of students who cheat, major techniques being used to commit cheating, and why these students resort to cheating. In fact, it was revealed that both good achievers and low ones engage in cheating actions. In so doing, they use many cheating techniques ranging from traditional to technologically advanced ones. They demonstrate such an advanced level of creativity, coordination and skill in their cheating actions.  Additionally, students attribute their cheating practices to a range of factors; which cause three themes to emerge: The greed for grades, inferiority complex and pervasive dishonesty. The findings indicae that high school students worry too much about grades in order to have access to the best schools to secure a better future. The deep feeling of frustration and inferiority lead students to react dishonestly. Finally, the chaotic nature of the school and its outside milieu makes it possible for exam cheating to flourish. Pedagogical implications and lines for further research were discussed.