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Is Class Help More Common in Humanities or STEM? A Comparative Analysis

Introduction

The rise of online learning has Take My Class Online brought with it new challenges in academic integrity, particularly the increasing reliance on third-party services often referred to as “class help.” These services complete coursework, quizzes, discussion posts, and even exams on behalf of students. While their use spans all academic disciplines, a crucial and underexplored question remains: Is class help more prevalent in the humanities or in STEM (Science, Technology, Engineering, and Mathematics)?

Understanding where and why students seek such assistance offers valuable insights into academic pressures, course design, assessment strategies, and student psychology. This article provides a comparative analysis of the prevalence and motivations behind using class help services in both the humanities and STEM, highlighting key differences and potential policy implications.

Defining Class Help Across Disciplines

Class help services can range from essay writing and tutoring to full course completion. These offerings tend to be customized based on the nature of the academic discipline:

• Humanities class help typically includes writing essays, discussion posts, literature analysis, historical reflections, and philosophical arguments.
• STEM class help usually involves solving problem sets, programming tasks, lab reports, quizzes, and highly technical assignments.

Although the form of assistance varies, the common factor is that the student outsources their academic responsibility, often in violation of institutional policies.

Factors Influencing Class Help Usage by Discipline

Several elements determine how frequently students from different disciplines turn to class help. These include course structure, assessment type, workload, clarity of expectations, and even cultural attitudes toward academic dishonesty.

1. Assessment Format

• Humanities: Courses rely heavily on subjective assessments like essays, critical reviews, and open-ended discussions. These assignments are often time-consuming and require extensive reading and writing.
• STEM: These subjects emphasize Pay Someone to take my class objective assessments such as multiple-choice quizzes, mathematical problem sets, or code verification, which are more straightforward to outsource to automated or expert-based services.

Class help in humanities tends to be used for labor-intensive essay assignments, while STEM class help is often sought for high-difficulty problem-solving tasks.

1. Grading Subjectivity

• Humanities: Grading often involves interpretation, writing style, and argumentative depth. Students might seek help to meet the expectations of professors whose criteria feel abstract or ambiguous.
• STEM: Since answers are either right or wrong, students may feel added pressure to perform flawlessly, leading some to use class help to ensure perfect scores on assignments or timed exams.

Grading subjectivity in the humanities might frustrate students, while the binary nature of STEM grading can create performance anxiety.

1. Time Management and Workload

• STEM courses frequently demand large amounts of time for assignments, labs, and technical exercises.
• Humanities assignments are lengthy in writing, requiring a sustained engagement over time.

Both disciplines create workload stress, but the time required for humanities writing and STEM problem-solving may drive students to outsource for different reasons—one to save time and the other to avoid difficulty.

1. Skill Disparity

• Humanities students may lack confidence in writing or articulating abstract ideas.
• STEM students might struggle with complex formulas or programming syntax.

In both cases, students may feel unprepared and turn to class help to compensate for perceived or real skill gaps.

The Humanities Perspective: Why Students Use Class Help

Several patterns emerge in how and why nurs fpx 4005 assessment 2 students in the humanities seek academic assistance:

1. Procrastination and Time Crunches

Humanities students often face long deadlines, such as 10-page research papers due at the end of the semester. This delayed structure can encourage procrastination. As deadlines approach, students may panic and outsource the work.

1. Perceived Subjectivity

Because essays are graded based on interpretation, creativity, and style, students may feel they are guessing at what the professor wants. They turn to professionals who they believe can “speak the professor’s language.”

1. Language Barriers

Non-native English speakers in literature, philosophy, or communication courses might use class help for grammar-intensive assignments that demand fluency and nuance in language use.

1. Burnout from Reading and Writing

The continuous demand for original thought and extensive writing can lead to academic burnout. Overwhelmed students may delegate entire assignments or weekly discussion posts to class help providers.

The STEM Perspective: Why Students Use Class Help

STEM students also exhibit clear motivations for using class help services, distinct from their humanities counterparts.

1. High Difficulty and Failure Anxiety

STEM fields involve complex topics that many students find difficult to master, especially if foundational knowledge is weak. This challenge intensifies anxiety about failing assignments or tests, driving students toward external help.

1. Strict Deadlines and Fast-Paced Courses

Many STEM courses operate on strict weekly assignment schedules with little flexibility. Students managing jobs or other classes may use class help to keep up with fast-paced content.

1. Limited Partial Credit

In STEM subjects, especially mathematics and programming, incorrect answers may yield little to no partial credit, even if the process was mostly correct. Students may use class help to avoid losing points on technicalities.

1. Lack of Conceptual Understanding

Some students outsource work to pass assignments even though they don’t understand the underlying material. They might think of it as “getting through the course” rather than truly learning the subject.

Quantitative Trends: What Research and Anecdotal Data Suggest

While exact data is limited due to the nurs fpx 4000 assessment 2 secretive nature of academic dishonesty, anecdotal and survey-based evidence reveals some emerging trends:

• Essay mills report that a large portion of their clients are humanities students, especially for subjects like English literature, sociology, political science, and philosophy.
• Programming and engineering class help is also in high demand, with services advertising Java, Python, MATLAB, and other technical languages.
• Tutoring platforms and homework help websites report STEM-related queries as the most frequent, suggesting students may more often seek legitimate help in STEM while turning to class help in humanities for full assignment completion.

This divergence indicates that while both groups use class help services, the type of assistance and the academic pressure behind it differ.

Psychological and Ethical Dimensions

1. Humanities Students and Rationalization

Many humanities students rationalize their use of class help by pointing to the ambiguous expectations in essay grading. They may not see it as “cheating” if the work is original (even if not written by them) or if they help revise it.

1. STEM Students and Performance Metrics

STEM students often justify their actions by citing the high difficulty of assignments and the inflexibility of technical instructors. They may feel they understand the material but simply lack the time or energy to complete the tasks.

1. Ethical Awareness

Students in both fields are often aware that their actions violate academic integrity policies. However, the normalization of class help and peer pressure can reduce the stigma. Many believe that as long as they “pass,” the ends justify the means.

Institutional Response: Do Different Disciplines Handle It Differently?

Educational institutions may not differentiate their academic integrity policies by discipline, but the enforcement and detection vary.

• Humanities instructors may use plagiarism detection tools like Turnitin, which are more suited for textual assignments.
• STEM instructors often rely on similarity-checking software for coding and may structure exams to detect cheating by analyzing problem-solving steps.

In both cases, instructors are increasingly designing assignments that emphasize originality, in-class presentations, or real-time performance to discourage outsourcing.

Technological Adaptations of Class Help Services

Class help providers have adapted their models based on academic discipline:

• For humanities, they offer customized writing services, complete with stylistic matching and citation formatting.
• For STEM, they provide real-time problem solving, live coding sessions, and technical walkthroughs that mimic tutoring but actually deliver answers.

Some services even specialize by subject area, marketing themselves to students based on their major or university course code, further blurring the line between tutoring and full academic substitution.

Cultural and Social Factors

Discipline-specific cultures also influence the use of class help:

• STEM departments often have a “sink or swim” culture, which can isolate struggling students, increasing their reliance on external help.
• Humanities departments may foster more open discussion, but the workload may still lead to burnout and outsourcing.

In some academic cultures, class help is quietly tolerated, especially in online programs with limited faculty engagement. This lack of accountability can further drive usage in both disciplines.

Conclusion

The prevalence of class help in humanities nurs fpx 4055 assessment 1 and STEM is not about which discipline is “worse,” but rather about how pressures manifest differently across fields. Humanities students tend to seek help for time-intensive writing and subjective grading, while STEM students outsource due to high difficulty and fast-paced workloads. Each group faces unique challenges that can push them toward academic shortcuts.

Addressing the issue requires nuanced solutions: improving instructional clarity, offering accessible support, designing engaging and personalized assessments, and cultivating academic communities that value integrity. Recognizing the discipline-specific roots of class help usage allows educators and administrators to craft targeted interventions that support students ethically, rather than merely punishing misconduct.

In the end, class help is a symptom of broader issues in course design, academic culture, and student support. Only by addressing those root causes can institutions foster environments where learning, not outsourcing, becomes the norm across all disciplines.