Zahra Kalhori

November, 2013

Acknowledgements

I would like to express my sincere gratitude to those who helped me make this thesis possible, especially my thesis advisor, Dr. Hajar Khanmohammad for her support, guidance, time, inspiring motivation and faith in me. I would like to acknowledge Dr. Mehrdad Zarafshan for his help and his feedback. I have benefited greatly from the comments I received from them.

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Dedication

This thesis is dedicated to my husband and parents. Without their supports and assistance I would have never achieved my goals. Thank you for helping me to complete this program.

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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

1.1.Preliminaries…………………………………………………………………………………………………..2

1.2. Statement of the problem……………………………………………………………………………..3

1.3. Significance of the study………………………………………………………………………………..4

1.4. Purpose of the study and research questions………………………………………………..5

1.5. Research question ………………………………………………………………………………………..5

1.6. Research hypothesis……………………………………………………………………………………..5

1.7. Definition of key terms ……………………………………………………………………………..6

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1.7. Limitations and delimitations………………………………………………………………………..6

Chapter 2. Review of the related literature ……………………………………..8

2.1. Introduction…………………………………………………………………….9

2.2. Cheating and its types…………………………………………………………9

2.3. Cause of cheating……………………………………………………………. 15

2.4. Application of cheating……………………………………………………… 18

2.5. Side effect of cheating………………………………………………………. 18

2.6. Feedback of cheating………………………………………………………… 21

2.7. Definition of rapport………………………………………………………..23

2.8. Benefits of building rapport between student and teacher……………………..23

2.9. Rapport- building strategies………………………………………………….24

2.10.Rapport, learning and teaching………………………………………………25

2.11. The relationship between student-teacher rapport …………………………35

Chapter3 Methodology………………………………………………………….37

3.1. Introduction…………………………………………………………………..40

3.2. Design ……………………………………………………………………….40

3.3. Participant…………………………………………………………………….41

3.4. Instrument……………………………………………………………………41

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3.5. Rapport and cheating questionnaires……………………………………..41 3.6. Data collection procedure……………………………………………………42 3.7. Data analysis procedure………………………………………………………42 Chapter 4 Data analysis and result …………………………………………………….48
3.8. Introduction…………………………………………………………………49
3.9. Result………………………………………………………………………… Chapter 5 Discussion, Conclusion, Implications, and Suggestions ……………..62
3.10. Introduction………………………………………………………………..63
3.11. Discution……………………………………………………………………63
3.12. Conclusion…………………………………………………………………..63
3.13. Implication………………………………………………………………….63
3.14. Suggestion…………………………………………………………………64
Reference………………………………………………………………………….66
Appendix…………………………………………………………………………79

VII
List of Tables

Table Page
Table 1. Students’ major in high school…………………………………………..45
Table 2. Students’ average in high school…………………………………………46
Table3. Item statistic………………………………………………………………46
Table4. Descriptive statistic for students’ rapport…………………………………47
Table5. Descriptive statistic for students’ cheating……………………………….48
Table6. Correlation between rapport and cheating………………………………..49
Table7. Nonparametric test for cheating and rapport……………………………..51
Table8. Kruskal-Wallis Test. Rapport ranks ……………………………………..52

Table9. Kruskal-Wallis Test. Cheating ranks……………………………………..53

Table10. Table of response frequency ……………………………………………54
Table11. Response percent………………………………………………………..54

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List of Figures
Figures Page
Figure1. Correlation graph between relationship and cheating………………..50

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

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