Abstract:
For Electronic education considerations, sometimes it is crucial to rely on solutions, even though these solutions have more
negative than positive results. One of the most sensitive areas in remote studies is the morals and honesty of the students, precisely
when they perform online tests or exams. This study will suggest a monitoring system to avoid cheating with electronic exams
depending on the distributed geo-information of students’ devices and the integration of complex networks' analysis. This investigation
was conducted in a class with equal gender distribution. There were 34 females and 34 males attended the class. The number of elearning
and e-test sessions varied for every student. According to the study, some students only get e-test sessions rather than elearning
sessions. In this instance, the students were removed in order to provide a distribution of honesty ratings that is typical.
Following the computation of each student's honesty percentage, the results were distributed regularly according to the total number of
students. The findings indicate that when considering the differences in honesty scores for the two genders, distant E-tests perform
better with female students than with male students. There are several possible explanations for this, one of which is the social structure
of the students. In Middle Eastern cultures, it is common knowledge that men enjoy greater freedom and space than women. This had
an impact on the ability of male students to congregate in one place, as this study demonstrated when IP-address physical locations
were compared. It was discovered that many students had abnormalities with their Electronic-Study-Profile when taking the E-test, but
that the same students also had similarities with the E-Test-Profile. Compared to the male pupils, female students also showed
anomalies in their E-Test-Profiles.
