ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Bahrami   M. (1)
Hassanzade   M. (*)
Zandi   Z. (1)
Erami   E. (1)
Miri   Kh. (1)






(*) Nursing Department, Nursing & Midwifery Faculty, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
(1) Nursing Department, Nursing & Midwifery Faculty, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
(1) Nursing Department, Nursing & Midwifery Faculty, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
(1) Nursing Department, Nursing & Midwifery Faculty, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
(1) Nursing Department, Nursing & Midwifery Faculty, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran

Correspondence

Address: Torbat Heydariyeh University of Medical Sciences, North Ferdowsi Street, Razi Street, Torbat heydarireh, Iran
Phone: +985152228023
Fax: +985152228026
m_hassanzadeht@yahoo.com

Article History

Received:  January  28, 2015
Accepted:  May 3, 2015
ePublished:  June 6, 2015

BRIEF TEXT


… [1-18] Cheating is affected by different social and individual factors. Besides the factors affecting it, type of cheating has affected the scientific studies [19]. Individual factors are determined by the situation or generation in which a person has been born [20]. Factors such as educational achievement, age, engaging in the social affairs, field of study, gender, and GPA highly correlated with cheating [20].

There are not many studies about cheating in Iran. According to one of the conducted studies, about 50% of the students have counterfeited in their theses [21]. Sneak view, sending and receiving answers through gestures, and giving no inform to the teacher in case of a mistake in exam paper correcting are some prevalent cheating types [22]. … [23]

The aim of this study was to investigate the students’ attitudes about cheating and its confronting strategies.

This is an analytical-descriptive study.

Undergraduate students of Torbat Heydarieh University of Medical Sciences were studied in the second semester of 2013-2014.

169 students were selected through available sampling method.

Data was collected, using a 38-question researcher-made questionnaire. The questionnaire consisted of 4 parts, including demographic characteristics, investigation of cheating causes, cheating inhibitors, and types of cheating. Its validity was confirmed through content validity. Its reliability was confirmed via Cronbach’s Alpha (α=0.78). Descriptive and Analytic Statistics were used to analyze data. Mean, deviation, and relative and absolute indices were used to express the specifications of the study samples. Chi-square and One-way ANOVA were used to investigate the correlation between cheating causes and cheating inhibitors and basic variables and personal characteristics. Data was analyzed, using SPSS 11.5 software.

Mean age of the students was 21.20±2.90years. Mean GPA of the students was 17.00±1.90. 119 persons (70.4%) were female, and most of them were nursing students (Table 1). Among cheating causes, many lessons and difficult course were received the highest percent. Individual conscience and personal beliefs were the most important cheating inhibitors. From the students’ viewpoints, the most prevalent ways for cheating were sneak view or exposing the exam papers, sending and receiving the answers through gestures, and sending and receiving the answers orally (Table 2). Individual conscience (37.5% vs. 28.2%), cheating as an immoral way (29.5% vs. 19.4%), personal beliefs (35.7% vs. 23.1%), and person’s social characteristics (32.1% vs. 20.5%) were evaluated as the highly cheating inhibitors by the female students than the male students, respectively.

Of the external factors, difficult course, many lessons, and type of the exam questions were the most important causes for cheating from the students’ viewpoints. Main cheating causes are no learning motivation, learners’ comfort seeking, short intervals between the exams, and too strict master [24]. The most prevalent cheating ways were sneak view or exposing the exam paper and sending and receiving the answers through gestures. Cheating ways including the utilization of electronic devices and available texts were not so prevalent. The most prevalent cheating ways are sneak view or exposing the exam papers, giving no inform to the teacher in case of a mistake in exam paper correcting, and sending and receiving answers through gestures [22]. The most prevalent cheating ways are sneak view, being aided with a note, writing on the parts of body, and using the mobile phones, in succession [24]. Cheating was approximately equally prevalent among female and male students. There is no significant difference between female and male students in cheating [25]. Immorality of cheating, personal beliefs, and social characteristic were evaluated as the cheating inhibitors by females than by males. Females’ attitudes towards cheating are more negative than males’ attitudes. In addition, there is a more negative attitude in students with high self-esteem towards the cheating than students with low self-esteem [16].

Cheating should be studied by psychologists and experts in the behavior sciences.

The probability of false answering to some questions of the present study was of the limitations for the study.

While it is an immoral fact, cheating is prevalent among the students. Therefore, more notices from teachers, managers, and researchers should be considered. Despite the fact, many kind of cheating might be hindered by legislation, valid learning, and educational management.

Staff of Torbat heydarieh University of Medical Sciences and all the participants are appreciated.

Non-declared

The participants were informed about confidentiality.

Non-declared

TABLES and CHARTS

Show attach file


CITIATION LINKS

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