Islamic Azad University
Science and Research, Bandar Abbas Branch
A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of
Master of Arts (M. A) In Teaching English as a Foreign Language (TEFL)
Title:
The Relationship between Teacher-Student Rapport and Students Willingness to Cheat among Iranian High School Students in Bandar Abbas
Advisor:
Hajar Khanmohammad, Ph.D
Reader:
Mehrdad Zarafshan, Ph.D
November, 2013
(در فایل دانلودی نام نویسنده موجود است)
تکه هایی از متن پایان نامه به عنوان نمونه :
(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)
TABLE OF CONTENTS
Contents page
Acknowledgements………………………………………………………………………………..i
Dedication ……………………………………………………………………………………………ii
Table of contents…………………………………………………………………………………..iii
List of tables…………………………………………………………………………………………VI
List of figures……………………………………………………………………………………….vii
Abstract……………………………………………………………………………………………..viii
Chapter1. Introduction…………………………………………………………………………..1
Chapter 5 Discussion, Conclusion, Implications, and Suggestions ……………..62
List of Tables
Table Page
List of Figures
Figures Page
Abstract
Cheating has become one of the major problems on many high schools and college campuses. It is most prevalent at the college level. However, there have been reports of cheating incidents occurring at high school level. This research quantitatively would study the relationship between teacher- student rapport and students willingness to cheat in English classes of Iranian high schools in Bandar Abbas, with an average of between 17-18 years of age. First, they were given two questionnaires to answer. One questionnaire about rapport and another about cheating. From data collected, using correlation coefficient it was made clear that there was not any significant relationship between teacher students rapport and students willingness to cheat( i.e.: whether it would increase or decrease cheating in exams). Studying the views of high school students on such a serious issue as cheating could be beneficial in looking at ways to prevent and address this problem in future.
Key words: academic dishonesty, rapport, cheating
Chapter I
Introduction
- Introduction
Academic dishonesty or cheating is not restricted to a certain country or geographical area, but it is a universal phenomenon in educational institutions. Cheating has become a major concern on many high schools and colleges and its frequency is reportedly on the rise. Cheating refers to an immoral way of achieving a goal. Johnson and Martin (2005) showed that technological advances have made academic dishonesty easier to accomplish and harder for the faculty to identify. Symaco and Marcele (2003) studied that students sometimes consider cheating as a normal incidence and something ordinary moreover, they also discuss some factors in the school, such as classroom environment facilitates academic dishonesty in student body. Educators and employers are concerned about students cheating, because it impacts on the quality of education and reliability of assessment. Murdock and Anderman (2006) suggested that cheating on academic work involves different kinds of psychological phenomena, including learning, development, and motivation. These phenomena form the core of the educational psychology. From the perspective of learning, cheating is a strategy that acts as a cognitive shortcut, whereas effective learning often involves the use of complex self-regulatory and cognitive strategies or simply because they do not want to invest on time in using such strategies. From a developmental perspective, cheating may occur in different quantities and qualities depending on student’s levels of cognitive, social, and moral development. Thus cheating occurs less in younger children than in adolescents. Anderman and Midgley (2004) believe these developmental differences are due to changes both in student’s cognitive abilities and adolescents interaction. For example, cheating may be more likely to occur in middle and high school classrooms than in elementary school classrooms, because the instructional practices used in middle schools and high schools are more focused on grades and ability than is the case in elementary schools. Murdock and Anderman (2006) indicated that from a motivational perspective, learners report many different reasons for engaging in cheating. For example, some students cheat because they are highly focused on extrinsic outcomes such as grades, while others cheat because they are concerned with maintaining a certain image to themselves or to their peers, and others cheat because they do not have the requisite self-efficacy to engage in complex tasks or because of the types of attributions they have developed. Graves (2008) claimed that students who cheat on tests are more likely to engage in dishonest activities in the workplace than those who do not. In this study, the researcher wants to be aware of what factors motivate students to cheat and what deter them from cheating.
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