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Perspectives of Teachers and Students on the Reasons Behind Students’ Engagement in Cheating on Exams: A Delphi Study | ||
| Health Management & Information Science | ||
| دوره 12، شماره 3، مهر 2025، صفحه 171-184 اصل مقاله (868.56 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jhmi.2025.106963.1284 | ||
| نویسندگان | ||
| Amin Beigzadeh1؛ Reza Sadeghi2؛ Seyed Mostafa Askari3؛ Ali Reza Yusefi* 2 | ||
| 1Education Development Center, Sirjan School of Medical Sciences | ||
| 2Department of Public Health, Sirjan School of Medical Sciences, Sirjan, Iran | ||
| 3Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran | ||
| چکیده | ||
| Introduction: Academic misconduct specifically cheating is much debated in literature. Cheating on exams undermines educational integrity and student development. The purpose of this study was to explore the perspectives of teachers and students on the underlying reasons behind students’ engagement in cheating on exams. Methods: This study employed a qualitative Delphi technique and four rounds of Delphi were conducted with 42 participants to narrow down the reasons behind students’ engagement in cheating on exams at Sirjan School of Medical Sciences in 2024. Participants were selected through purposive sampling, and included students (n=30), and teachers (n=12). To collect data, an electronic questionnaire was developed and distributed in Delphi rounds over a period of five weeks. Thematic analysis using the six steps proposed by Braun and Clarke was employed to identify and analyze key themes and concepts. Data analysis was performed using MAXQDA-10 software. The ten most significant reasons were systematically ranked using a 5-point Likert scale. Results: Among students, 60.0% were male (n=18) and 40.0% were female (n=12). In contrast, the teacher group consisted of 66.7% males (n=8) and 33.3% females (n=4). Students had a mean age of 22.73±1.12 years and teachers averaged 36.50±2.10 years. Findings revealed a consensus between teachers and students, though their prioritization of these factors differed. The most significant factors identified by both groups were “fear of failure”, “lack of student engagement”, “lack of formative assessment”, “lack of knowledge”, “exam anxiety”, “unmonitored environment”, “exam room layout”, “competition among peers”, “normalizing cheating”, and “lack of perseverance”. Conclusion: The identified factors are critically important to be taken into consideration to avert academic misconduct by university students. Therefore, there is a need to orient students on the consequences of academic misconduct in a dual effort between university officials and teachers to promote academic integrity. | ||
تازه های تحقیق | ||
Amin Beigzadeh (Google Scholar) Ali Reza Yusefi (Google Scholar) | ||
| کلیدواژه‌ها | ||
| Academic misconduct؛ Cheating؛ Delphi technique؛ Medical Education | ||
| مراجع | ||
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