بررسی نقش عوامل زمینه‌ای مؤثر در تقلب تحصیلی دانش‌آموزان: رویکرد تحلیل آمیخته
محورهای موضوعی : پژوهش در برنامه ریزی درسیپیمان یارمحمدزاده 1 , مجید داداش زاده 2 , وحید داداش زاده 3
1 - دانشگاه شهید مدنی آذربایجان
2 - دانشگاه شهید مدنی آذربایجان
3 - دانشگاه تهران
کلید واژه: مقطع دوره اول متوسطه, تحلیل آمیخته, تقلب تحصیلی, عوامل زمینه‌ای,
چکیده مقاله :
هدف پژوهش حاضر، بررسی عوامل زمینه‌ای مؤثر بر انجام تقلب تحصیلی با رویکرد تحلیل آمیخته از نوع روش اکتشافی است. جامعه پژوهش شامل معلمان و دانش‌آموزان سال سوم مقطع دوره اول متوسطه شهرستان چالدران استان آذربایجان غربی است. شرکت کنندگان در پژوهش، برای مصاحبه با معلمان، شامل 13 نفر و برای گردآوری اطلاعات پرسشنامه‌ای از دانش‌آموزان، شامل 168 نفر است که بر اساس جدول کرجسی و مورگان و به شیوه تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها در میان معلمان از مصاحبه حضوری و در میان دانش‌آموزان، از پرسشنامه محقق ساخته عوامل زمینه‌ای مؤثر بر تقلب تحصیلی حاصل از تحلیل مصاحبه‌های انجام شده از معلمان و نیز پرسشنامه تقلب تحصیلی آندرمن و همکاران (2010) با تأیید روایی توسط صاحب نظران و با ضریب پایایی آلفای کرونباخ، به ترتیب، 77/0 و 79/0 استفاده شد. برای تحلیل داده‌ها، از روش‌های آمار توصیفی و مدل تحلیل مسیر با SPSS18 و AMOS18 استفاده گردید. یافته‌های پژوهش نشان داد از نظر معلمان، نوع ارزشیابی، شرایط اجرای آزمون و نظارت، ویژگی‌ها و روش‌های معلم، برخورد نکردن با افراد متقلب، تأثیرات گروه همسال و انتظارات محیطی و از نظر دانش‌آموزان، نوع ارزشیابی، شرایط اجرای آزمون و نظارت، ویژگی‌ها و روش‌های معلم، تأثیرات گروه همسال و انتظارات محیطی در اقدام به انجام تقلب تحصیلی مؤثر هستند.
The purpose of the recent study is to consider the effective contextual factors on doing academic cheating with the approach of the mixed analysis. The method of this study was exploratory. The study population consisted of high school third-year teachers and students of Chaldoran in West Azarbaijan province. In this research there were 13 teachers for interviewing and 168 students for collecting the questionnaire data and they were selected on the basis of Krejcie and Morgan in the multi-stage cluster random method. To collect data the teachers were interviewed and students were tested by a research- made questionnaire of the effective contextual factors on the educational cheat that this questionnaire was obtained by the analysis of done interviews from the teachers and also in this study Anderman and his colleague (2010) educational cheat questionnaire was used that its validity was confirmed by experts and with the reliability coefficient of Cronbach's alpha, %77 and %79. To analyze data, the methods of descriptive population and the model of path analysis with SPSS18, AMOS 18 were used. The research findings showed that the teachers believe the kind of evaluation, conditions of the test implementation and monitoring, the teacher’s characteristics and methods, not dealing with dishonest people, the effects of age group and environmental expectations are effective on doing the doing educational cheat and the students believe the kind of evaluation, conditions of the test implementation and monitoring, the teacher’s characteristics and methods, not dealing with dishonest people, the effects of age group and environmental expectations are effective on doing the doing educational cheat.
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