NU will clearly identify my name(s) as the author(s) or owner(s) of the Submission and will not make any changes, except as permitted by this license, to my Submission. This letter now confirms that your research project entitled: Exploring the perspectives and attitudes of secondary school students towards academic misconduct in Kazakhstan has been approved by the Ethics Committee of the Higher School of Education of Nazarbayev University. This qualitative study explored Kazakhstani high school students' understandings and attitudes toward academic misconduct.
Understanding high school students' attitudes toward academic misconduct will be useful for teachers to reduce academic misconduct in Kazakhstan schools.
Introduction
- Introduction
- Definition of terms
- Purpose of the study
- Research questions
- Background to the study
- Academic misconduct in the Kazakhstani context
- Research design
- Significance of the study
- Conclusion
The study examined the relationship between students' involvement in academic misconduct and their moral development. The main research question for the study is: What are the perspectives and attitudes of high school students towards academic misconduct in Nur-Sultan. Drake's very first study on academic misconduct in 1941 found that 23% of students surveyed committed academic misconduct (Drake, 1941).
The studies carried out in the field of academic misconduct in other countries revealed the existence of the problem and the importance of taking action against it.
Literature review
- Introduction
- Types of academic misconduct
- The prevalence of academic misconduct
- Reasons for academic misconduct
- Consequences of academic misconduct
- Conceptual framework: Theory of moral development
- Conclusion
It was revealed that the implementation of an honesty code could reduce the level of academic misconduct and increase the level of academic honesty. This study was developed to consider high school students' understanding and attitudes toward academic misconduct as an aspect of their moral development. This chapter reviews empirical literature related to academic misconduct and student misconduct. attitudes toward academic misconduct.
The concept of academic misconduct will be located in the literature on student moral development.
Methodology
- Introduction
- Research design
- The central phenomenon of the study
- Position of the researcher
- Site selection
- Participants’ selection
- Data collection instruments
- Data analysis
- Ethical issues
- Quality of the research
- Conclusion
Through this worldview, the researcher's goal is to rely on the "viewpoints of the participants about the situation". Two sites were chosen to increase participant confidentiality, given the sensitivity of the research area. Six participants were selected by means of purposive sampling to achieve maximum variation within the scope of the study.
The age of the participants was important to ensure that they were not considered a vulnerable population. The interviews lasted approximately one hour and were audio recorded with the permission of the participant. The researcher made notes during the interview on the interview protocol to record observations about the participants' nonverbal behavior.
A copy of the invitation letter to the principal in English and Russian is included in Appendix C. Volunteers were selected to participate in the study through career orientation. None of the participants were known to the researcher, so they felt comfortable answering the questions.
The data were then displayed in a matrix to see similarities and differences in the data across the six study participants. The place and time of the interview was known only to the study participants and the researcher.
Findings
- Introduction
- Students’ understanding of academic misconduct
- Familiarity with the concept of “academic honesty”
- Defining academic misconduct and recognizing its types
- Students’ attitude to academic misconduct
- Factors that influence students’ academic misconduct
- Personal reasons to engage in academic misconduct
- External reasons to engage in academic misconduct
- Factors that inhibit academic misconduct
- Teachers’ warnings
- Teachers’ invigilation
- Conclusion
All the participants in the study were familiar with the terms "academic honesty" and "academic misconduct". They noted that they had witnessed or carried out this type of misconduct or that they were aware of the type from the academic honesty code. They claimed that they were doing something wrong from the perspective of their own values and from the perspective of the school rules.
Only two participants stated that they have never engaged in academic misconduct and believe that they are unlikely to behave dishonestly in the future. Four participants indicated that they had engaged in academic misconduct and were willing to repeat such misconduct. Participants are aware of the academic honesty code, but do not intend to comply with it.
Of the four students who had committed academic misconduct, two participants shared that the issue was not important to them. Another two participants who have not committed academic misconduct said that they feel irresponsible and perform academic misconduct in front of the teacher to misbehave. Participants argued that lack of self-organization is one of the key elements contributing to academic misconduct.
Therefore, laziness and procrastination is one of the most common factors that influence students' academic misconduct. Some participants said that teachers' responsibility for vigilance is one of the best ways to keep students aware of academic honesty and to be honest.
Discussion
- Introduction
- A model of influences on students’ decisions to engage in academic misconduct
- Students’ understanding of academic misconduct
- Factors that influence students’ academic misconduct
- Factors that inhibit students’ academic misconduct
- Conclusion
According to the findings of the present study, most of the participants have a clear understanding of the term "academic misconduct" in the context of high school. Despite this knowledge, two-thirds of participants indicated that they had committed academic misconduct in the past and intended to violate the code of conduct in the future. According to the findings of the present study, it can be claimed that there are no participants who can be found in the fourth stage referring to Kohlberg's description.
The participants said they have engaged in such bad behavior to fit the expectation of the fair. Two of the participants could be located at the first stage because following the rules of academic honesty was promoted by the fear of being caught and punished. Most of the participants said what types of academic misconduct had happened to them or theirs.
The participants who have been involved in academic violations claimed that one of the reasons for cheating was their own. Most of the participants identified teacher reminders and supervision as the most important preventers of academic misconduct in a school setting. These ideas are related to the current study, most of the participants claimed that teachers' passivity encourages them to make mistakes and not feel guilty, but when teachers are very careful, promote academic honesty.
In this chapter, the main findings of the current study were discussed in relation to the existing knowledge on student academic misconduct. Students participating in the current study were able to clearly express their understanding of the terms “academic misconduct” and “academic honesty”.
Conclusion
Introduction
Summary of findings
Participants shared nine types of academic misconduct that they know occur in their schools: cheating on exams, plagiarism, copying homework from classmates, using cell phones in exams to look up answers online, using "shargalka", buying ready-made answers, hiring someone. to write the assignment, using inappropriate citation or reference and delaying the assignment for untrue reasons. Participants also shared reasons that might prevent them from engaging in academic misconduct—teachers and their willingness and sensitivity to combat misconduct.
Recommendations
- Recommendations to school administrators
- Recommendations to teachers
- Recommendations for further research
After that, it is necessary to improve the way students perceive misbehavior and improve the culture and atmosphere of honesty through various seminars, master classes and conversations. As the current study revealed, teachers play an important role in students' awareness of academic code and academic honesty in general in a school context. First, it is important that teachers develop and increase their own awareness of academic misconduct, its types, and the reasons that influence students to engage in academic violations.
Second, as the literature review revealed, technological advances bring not only new ways of academic misconduct, but also different methods that could prevent it. Therefore, it is important that teachers learn about, learn and use these new approaches to academic misconduct. Several related recommendations were adopted from Cavico and Mujtaba's 2009 study, the findings of which align with the findings of the current study.
From the present study findings and literature review, it is clear that students will not engage in academic misconduct if they know and witness the consequences of the wrong actions they commit. Finally, it is recommended that the teachers themselves should be honest and do the work they have to do honestly, and be a good example to the students. Second, teachers' understandings of, perspectives on, and attitudes toward academic misconduct in the school context need to be explored.
Only after the understanding and attitudes of both teachers and students have been explored will the best actions to combat academic misconduct in school become known. Moreover, further research on academic misconduct or academic honesty could be done in many other mainstream schools or schools with the NIS system to obtain more in-depth and multi-faceted data to see the bigger picture.
Contribution of the current study
Limitations of the current study
Conclusion
This thesis has presented a study on the understanding and attitudes of high school students towards academic misconduct in Nur-Sultan. The findings of the study will be useful for those who work or study students in school, college and universities to implement changes in order to fight the problem of existing and widespread problem such as academic misconduct of students. You are welcome to participate in a research study called "Exploring High School Students' Understanding and Attitudes Towards Academic Misbehavior in Nur-Sultan".
The purpose of this study is to explore the understanding and attitudes of high school students towards academic misconduct in Nur-Sultan. For you, the benefits of participating in this study will be the ability to express your thoughts and reflect on the topic of academic misconduct. Additionally, this study will contribute to teachers' understanding of students' attitudes toward academic misconduct and their behavior.
You are allowed to withdraw at any time up to the final presentation of the thesis. Can you provide examples of behaviors or actions that would be considered academic misconduct by students. What information you have been given about academic misconduct by your school or teachers.
Do you think there is anything else that the school or the teachers should do to reduce or prevent professional misconduct. The research is significant in two ways: It provides high school students' understanding and attitudes toward academic misconduct, identifies the internal, and helps identify causes of academic misconduct.
